Inclusion

At Hedgewood School, we believe every pupil with SEND deserves to feel understood, supported, and able to succeed within an inclusive environment. We know that achieving this in mainstream settings can be challenging — but with the right expertise and strategies, it’s entirely possible.

Our tiered Outreach Programme is designed to make inclusion work in practice. We equip your staff with clear, evidence-based strategies in autism, communication, behaviour, and sensory needs — giving them the confidence to respond effectively and make a real difference from day one.

No two schools are the same, so our support is tailored to your context, your staff, and your pupils. Backed by the combined expertise of our Senior Leadership Team, Board Certified Behaviour Analyst, Positive Behaviour Support Lead, Speech and Language Therapist, and Occupational Therapist, we provide focused training, practical solutions, and actionable next steps.

Our goal is simple: to help you build a truly inclusive setting where pupils with SEND don’t just access learning — they thrive.

We are committed to working alongside schools in our community and beyond to unlock better outcomes for every learner.

Testimonials :

" We engaged in an outreach support programme with Hedgewood School in response to increasing levels of need, particularly relating to autism. The support has been highly collaborative and bespoke, beginning with inreach and outreach visits where Diane Owens (Deputy Head) reviewed our environment, classrooms and teaching practice and provided feedback for leadership. At a strategic and operational level, we have been supported to reflect on our policies and environment and we have begun to review these to enhance their inclusivity."

"We are extremely grateful for the generosity of time, expertise and practical wisdom shared by Hedgewood staff. It was a privilege to spend time in such a warm and welcoming school where staff were open, supportive and keen to share their practice. Much of what we have learned is transferable knowledge that will strengthen our inclusive practice across a range of SEND needs. "

"The visits highlighted calm, purposeful classrooms with strong teamwork between teachers and LSAs, effective use of breakout spaces, and a wide range of tactile and visual supports to help students regulate and access learning. Staff placed a clear emphasis on warm greetings, recognising students’ emotional states and responding early to prevent escalation."

"We have gained some practical takeaways, particularly around using breakout spaces and support staff more flexibly, developing small classroom “toolkits” of regulating resources, and using strategies such as personalised Zones of Regulation to quickly gauge readiness for learning."