Whole‑school inclusion and belonging is a complex but essential area of practice, central to creating equitable, inclusive school systems and positive outcomes for all learners. I offer whole‑school inclusion consultancy that supports schools to make inclusion clear, achievable, and sustainable, embedding inclusive practice into everyday systems, procedures, and decision‑making.
I work in partnership with schools, trusts, and organisations that support education to develop inclusive school systems at a strategic and operational level. This includes supporting school leaders and professionals to reflect on their inclusive practice and to implement practical, evidence‑informed approaches that promote belonging, participation, and success across the whole school community.
Using collaborative, strengths‑based, and positive psychological approaches, my work focuses on identifying and building on what is already working well within schools. By drawing on existing strengths, skills, and resources, I support schools and partner organisations to develop a shared, hopeful, and sustainable vision for systemic whole‑school inclusion.
This whole‑school inclusion consultancy is underpinned by the BASE Model of Inclusion, a clear and practical framework designed to support inclusive school systems and meaningful, long‑term change. You can find out more about the BASE Model here:
Whole‑school inclusion and belonging is a complex but essential area of practice, central to creating equitable, inclusive school systems and positive outcomes for all learners. I offer whole‑school inclusion consultancy that supports schools to make inclusion clear, achievable, and sustainable, embedding inclusive practice into everyday systems, procedures, and decision‑making.
I work in partnership with schools, trusts, and organisations that support education to develop inclusive school systems at a strategic and operational level. This includes supporting school leaders and professionals to reflect on their inclusive practice and to implement practical, evidence‑informed approaches that promote belonging, participation, and success across the whole school community.
Using collaborative, strengths‑based, and positive psychological approaches, my work focuses on identifying and building on what is already working well within schools. By drawing on existing strengths, skills, and resources, I support schools and partner organisations to develop a shared, hopeful, and sustainable vision for systemic whole‑school inclusion.
I support the development, review, and evaluation of whole‑school policies, practices, and procedures to strengthen inclusive systems over time. This includes working with schools, academy trusts, and partner organisations to ensure inclusion is embedded across leadership, culture, and everyday practice.
My work focuses on identifying and building on organisational values, strengths, and existing practice, supporting the development of sustainable, whole‑school inclusive systems rather than short‑term initiatives.
I am the creator of the BASE Model of Inclusive Practice, a simple, evidence‑based, and user‑friendly one‑page framework designed to support whole‑school inclusion. The BASE Model helps schools and partner organisations structure their thinking about inclusion in a clear, practical, and systemic way.
Using strengths‑based and positive psychological approaches, I support schools and organisations to implement the BASE Model in a manageable, meaningful, and sustainable way, tailored to their specific context, priorities, and needs.
I support systemic multi‑agency inclusion work by bringing together professionals from education, health, and other partner services to facilitate collaborative working. This approach supports shared understanding, helps navigate differing perspectives, and strengthens joint responsibility for inclusion.
Through structured, psychologically informed facilitation, I help organisations and partnerships develop a clear and shared vision for inclusive practice across systems.
I provide inclusion‑focused CPD, training, and keynote sessions to support schools, teams, and organisations to deepen their understanding of inclusion and belonging. Sessions are tailored to your setting and priorities, supporting reflection, action planning, and the practical implementation of inclusive strategies across the whole school.
All CPD is informed by Educational Psychology and grounded in evidence, offering a balance of theory, practical tools, and space for professional dialogue.
Subscribe to find out more about inclusion & belonging, the BASE model, and wellbeing across the whole school community.