About us
Find out more about InclusEd
About me
I am a qualified teacher with many years of experience teaching from Key Stage 2 all the way to A-Levels. Mainstream education, now more than ever, is characterised by large classes with lots of students, many transitions within lessons and (particularly in secondary school) little opportunity to form trusting working relationships between learner and teacher. As a secondary school teacher, it is normal to teach over 200 students every week. It is incredibly impersonal, and, with increasingly restricted curriculums, teaching can feel like a conveyer belt production. This, along with the increasing prevalence of the “zero tolerance” behaviour culture, the ability for learner and teacher to form trusting relationships is eroded away.
I am a parent to three neurodiverse children, and I have seen first-hand how often the system is not set up support with people with autism, ADHD, anxiety, and sensory seeking and sensory avoidant needs, to name but a few Communication and Interaction (C&I) needs. I have supported my own children, and other neurodiverse learners and their families, navigate the Education, Health and Care Needs Assessment (EHCNA) process, to review and amend their Education, Health and Care Plan (EHCP), to decide between an Alternative Provision (AP) and a Pupil Referral Unit (PRU), to access Education Otherwise Than At School (EOTAS), and to home educate.
With all this experience and knowledge, I decided I wanted to provide something different, a real and viable alternative for all those who do not or cannot attend school, for whatever reason, and so InclusEd was born!
About me
I am a qualified teacher with many years of experience teaching from Key Stage 2 all the way to A-Levels. Mainstream education, now more than ever, is characterised by large classes with lots of students, many transitions within lessons and (particularly in secondary school) little opportunity to form trusting working relationships between learner and teacher. As a secondary school teacher, it is normal to teach over 200 students every week. It is incredibly impersonal, and, with increasingly restricted curriculums, teaching can feel like a conveyer belt production. This, along with the increasing prevalence of the “zero tolerance” behaviour culture, the ability for learner and teacher to form trusting relationships is eroded away.
I am a parent to three neurodiverse children, and I have seen first-hand how often the system is not set up support with people with autism, ADHD, anxiety, and sensory seeking and sensory avoidant needs, to name but a few Communication and Interaction (C&I) needs. I have supported my own children, and other neurodiverse learners and their families, navigate the Education, Health and Care Needs Assessment (EHCNA) process, to review and amend their Education, Health and Care Plan (EHCP), to decide between an Alternative Provision (AP) and a Pupil Referral Unit (PRU), to access Education Otherwise Than At School (EOTAS), and to home educate.
With all this experience and knowledge, I decided I wanted to provide something different, a real and viable alternative for all those who do not or cannot attend school, for whatever reason, and so InclusEd was born!
About InclusEd
Values
At InclusEd, our mission, vision and practice are guided by three core values. These are:
Security
We all need to feel secure, safe and connected to be able and ready to learn.
Social interaction
Our learning is deeper and more meaningful when shared.
Self-direction
We learn more when we are interested and engaged in topics of our own choosing.
These core values rest on foundations of humanistic and constructive philosophies of education and are supported by evidence from many modern research studies.
Mission
Our mission is to provide a safe learning environment where everyone is valued and respected for who they are, where learners can explore their own preferred styles of learning, and develop the social skills necessary to make meaningful connections and meet future challenges.
Vision
Learning your way.
Practice
We provide mixed-age, small group academic support to children aged 9 – 12 years old from the local area. We deliver structured cross-curricular learning opportunities to children who are Electively Home Educated (EHE), Educated Otherwise Than At School (EOTAS), on a part time timetable, flexi-schooled or are facing barriers to learning.
