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Psychology and Therapeutic Services Keys to Inclusion

Person Centred Approach to supporting inclusive practice in your setting.

Keys to Inclusion

For more information about the Keys to Inclusion Approach, please see this 'Keys to Inclusion' brochure.

This training has been well received by educational settings. Here's some recent feedback we have received:

"I firmly believe that all staff working in education should undertake Keys to Inclusion training, the impact it has across schools, colleges and settings, is significant and this should become part of mandatory induction processes.

Keys to Inclusion training has had an immediate positive impact on schools practice and across the schools including outcomes for students. Some settings have changed their 'behaviour' policies to 'relationship' policies as an example. Attendance has increased, episodes of dysregulation by students have decreased.

Wonderful powerful training. So many wonderful ideas to take back to me school.100% will make a difference."

Training dates

See below for a list of our upcoming training sessions.

Watch the video below titled 'The Inclusion Mindset - Suffolk Inclusion Project', to find out more about the 'Keys to Inclusion Project' training and how it can be used to support primary, secondary and FE students with distressed behaviour and challenging relationships.

These are some of the topics below covered in the 'Key to Inclusion Mindset' training:

Resources to compliment the Keys to Inclusion training

After attending this training course, you will be giving access to a bundle of self-paced learning modules. 

Person Centred Planning Together - This book is co-written by Claire Darwin within the Psychology and Therapeutic Service, provides descriptions and resources to support settings with the 'Keys to Inclusion Mindset Training', and includes the most commonly used Person Centred Planning tools, particularly MAPS and PATH. 

Restorative Justice 

Restorative Practice is a non-adversarial approach to conflict resolution. Taking a restorative approach in settings is reported to be highly effective in reducing bullying, truancy and exclusion.

Learning objectives for the last session were as follows:

  • To introduce participants to Restorative Interventions
  • To develop understanding of value and role in developing inclusive practice of Restorative Interventions
  • To develop and practise Restorative Intervention skills processes
  • To give an opportunity to reflect on professional practice