The Inclusive Teaching Series

Practical, evidence-informed professional development that helps teachers create classrooms where every pupil can succeed.

Each module combines cognitive science, inclusive practice and highly practical classroom strategies that teachers can implement immediately.

Outcomes for schools

  • Whole school approach to include all students

  • Improved inclusion within mainstream classrooms

  • Increased teacher confidence and expertise

  • Reduced reliance on individual support and intervention

Each session includes strategic communication with SLT before, so it can be tailored to your policies and practices

While each session is valuable in its own right, the programme is designed to work particularly well alongside my Embedded Coaching Practice Model. Training introduces the techniques; instructional and live coaching supports teachers to refine, embed and sustain them in everyday classroom practice. This approach helps schools move beyond isolated CPD events and towards consistent, high-quality teaching across classrooms. By combining training, deliberate practice and coaching, schools can build a shared understanding of effective inclusive teaching whilst ensuring that every teacher continues to develop their craft.

Embedded Coaching Practice Programme
Four people gathered around a computer screen with gear icons and text, one person holding a magnifying glass over a gear symbol.

The Modules

Inclusive Behaviour and Culture

1

Creating classrooms where teachers can teach and pupils can learn

  • Establishing high expectations for all

  • Positive framing and specific praise

  • 5 Non-invasive correction strategies

  • Warm/strict relationships

Particularly supportive for pupils with autism, ADHD and SEMH needs.

Inclusive Curriculum Design

2

Designing learning that pupils can access, remember and build upon

  • Memory and the science of learning

  • Retrieval practice

  • Sequenced learning

  • Knowledge choices

  • Lesson structure

Supporting long-term learning and executive function.

Inclusive Classroom and Resources

3

Removing barriers before the lesson begins

  • Attention and routines

  • Cognitive load and working memory

  • Effective classroom environments

  • Scaffolds for learning and outsourcing

  • Resource and task design including dual coding

Supporting independence and executive function.

Inclusive Teaching

4

Maximising ratio - participation, thinking and challenge

  • Cold calling

  • Call and response

  • Turn and talk

  • Choral responses

  • No Opt Out and Right is Right

  • Academic ethos and high participation ratios

Ensuring every pupil is thinking and learning.

Inclusive Assessment

5

Knowing what every pupil knows, understands and can do

  • Assessment for learning

  • Planning effective questioning

  • Hunting for misconceptions

  • Mini whiteboards and Show Me strategies

  • Visualisers and responsive teaching

  • Same-day intervention

Making assessment efficient, responsive and inclusive.

Classroom bulletin board for writing activities, decorated with green leaf trim, featuring sections for purpose, audience, toolkit, and spelling words. A handwritten note with an example story about Lucy and her cold is pinned in the center. The board includes visual aids and examples for writing skills improvement.
A hand-drawn picture with words and various doodles including two trucks, a face, a flower, a heart, scissors, and a dozer. The words include 'Dozer is his' and 'is', with a description about a character named Dozer.
Wooden display shelf with small decorative items, baskets containing natural objects, a potted plant beside the shelf, and small photographs attached to the back of the shelf.
a worksheet design from a history lesson on Rome with large picture and clear text
A chart displaying images and labels of various animals, which has been carefully formatted to be straight and smart

What the Training Looks and Feels Like

  • All my training links to evidence informed research and prominent respected voices currently in education

  • All my training includes elements of deliberate practice so teachers leave having done the initial steps already themselves

  • My training is full of practical examples, videos and live modelling of strategies

  • My work is heavily influenced by work by Doug Lemov Teach Like a Champion and Paul Dix When the Adult Change Everything Changes

  • Everyone is included - including Early Years staff (who sometimes feel left out of whole school training)

  • I can work within your time frames for 1 hour after school staff meetings, full or half day INSET sessions, 2 hour twilight sessions or even conferences

    Each session typically lasts around 2 hours

Lucy sitting with a colleague at a white table in an office, one with red hair and the other with brown hair, with books and plants in the background, facing the camera.
Lucy sitting with a colleague at a white table in an office, one with red hair and the other with brown hair, with books and plants in the background, facing the camera.

What Each Module Covers in detail

  • How do we create classrooms where teachers can teach and pupils can learn?

    Inclusive classrooms are built on strong relationships, high expectations and consistent routines. This session explores how behaviour systems and classroom culture can support all learners, particularly those with autism, ADHD and social, emotional and mental health needs.

    Key content

    • The role of senior leaders in creating inclusive behaviour systems

    • Establishing high expectations for all pupils

    • 100% strategies and visible participation

    • Non-invasive correction and responsive behaviour management

    • Positive framing and specific praise

    • Warm/strict teaching

    • Building trust, belonging and character

    • Emotional consistency and classroom joy

    Deliberate practice

    Practising behaviour and culture-building techniques through realistic classroom scenarios.

  • How do we design curriculum that all pupils can access, remember and succeed in?

    This session is aimed at curriculum leaders, subject leaders and teachers responsible for curriculum planning. Participants will explore how cognitive science can inform curriculum design and support long-term learning.

    Key content

    • How memory works

    • Sequencing learning for long-term retention

    • Retrieval practice and interrupting forgetting

    • Knowledge selection and curriculum choices

    • Designing coherent lesson sequences

    • Building curriculum that supports executive function

    • Identifying barriers to learning within curriculum design

    Deliberate practice

    Evaluating curriculum materials and designing knowledge-rich learning sequences.

  • What should teachers think about before the lesson begins?

    This session focuses on the conditions for learning. Teachers will explore how classroom environments, resources and task design can reduce barriers and support successful learning for all pupils.

    Key content

    • The science of attention

    • Establishing routines that support learning

    • Managing cognitive load

    • Working memory and executive function

    • Effective classroom environments

    • Outsourcing memory demands

    • Designing effective scaffolds

    • Resource design that supports independence

    • Creating accessible learning tasks

    Deliberate practice

    Evaluating and adapting classroom resources to improve accessibility and participation.

  • How do we maximise thinking, participation and challenge during the lesson?

    This highly practical session explores teaching techniques that ensure all pupils remain actively engaged in learning throughout the lesson.

    Key content

    • Building a strong academic ethos

    • Increasing participation ratios

    • Cold calling

    • Call and response

    • Turn and talk strategies

    • My Turn, Your Turn

    • Choral response and chanting

    • No Opt Out

    • Right is Right

    • Full sentence responses

    • Stretch and challenge for all learners

    Deliberate practice

    Rehearsing high-impact instructional techniques through coaching and feedback.

  • How do we know what every pupil knows, understands and can do?

    Assessment should inform teaching rather than simply generate data. This session explores efficient and inclusive approaches to checking for understanding and responding to misconceptions.

    Key content

    • Assessment as part of teaching

    • Planning assessment for learning

    • Hunting not fishing: identifying precisely what pupils need to know

    • Identifying and addressing misconceptions

    • Cold calling and questioning techniques

    • Show Me strategies

    • Mini whiteboards

    • Scanning and listening techniques

    • Assessment note-taking

    • Visualisers and live modelling

    • Same-day intervention and responsive teaching

    Deliberate practice

    Designing questioning sequences and assessment routines that provide actionable information

Flowchart illustrating memory process, showing environment leading to attention, which then leads to working memory (site of awareness and thinking), with arrows pointing to long-term memory (factual and procedural knowledge), which influences forgetting. Learning is an arrow from attention to long-term memory, and remembering is an arrow from long-term memory back to working memory.

Pricing

2-hour Twilight Session — £395
3-hour Half-Day Training — £495
5-hour INSET Day — £695
Complete 5-Session Series — £1,695
Staff Meeting Session (alongside the Embedded Practice Programme) — £195

Conferences- get in contact for price

  • "Lucy's CPD was consistently engaging and informative - she has a real gift for making professional development feel purposeful rather than routine."

    Lois Hancock, Y6 Teacher and SENDCo at Dixons Trinity Chapeltown

  • "Lucy's guidance is always delivered with a perfect balance or professional insight and genuine kindness, making her an invaluable asset to any educator looking to refine their craft."

    Seyram Dzokoto, Teacher, Northern Education Trust

  • "Lucy, your passion and enthusiasm doesn't go un-noticed. I have learnt so much from you t his year! Thank you for all of your support and wisdom."

    Lakieshia, Reception Class Teacher

  • "Lucy, Thank you for your trust and for believing in me and my work. Your support, guidance and encouragement have meant so much to me. It has been pleasure to work with you."

    Lidia G, HLTA, Holy Rosary and St Annes Catholic Primary School