As reform reshapes statutory duties, settings need advice grounded in a thorough understanding of how decisions are actually made — so we help you work with each child using a strengths-based approach, giving clear, appropriate support for their needs. Training, advisory retainers, and funding application support, drawn from four years leading a statutory SEND advisory team.
Make an enquiry →Two major government strategies, published within months of each other, are reshaping what's expected of every school and early years setting in England. Understanding them is now part of the job.
The Schools White Paper sets out a ten-year, £4 billion programme of SEND reform. Its central proposals include a new statutory Individual Support Plan (ISP) for every child with identified SEND — replacing the current variable SEN Support for the majority of cases — a four-tier support model (universal, targeted, targeted plus, specialist), a new £1.6 billion Inclusive Mainstream Fund flowing directly to settings, and a £200 million national SEND CPD programme for all teachers from September 2026.
Existing SEND law remains unchanged until at least September 2029. EHCPs are retained for the most complex needs throughout.
The early years strategy commits £1.5 billion to reforming family services and early years education, with a specific commitment to increase SEND inclusion funding for early years providers and improve consistency of support. It sets a national ambition for 75% of five-year-olds reaching GLD by 2028 — compared with only 19.7% of children with SEND reaching GLD today — and introduces Best Start Family Hubs with a trained professional in each one to specifically support families of children with additional needs.
Both strategies make the same underlying point: inclusive practice needs to become standard practice, and settings need specialist capacity to make that happen. More children with SEND will be expected to have their needs met within mainstream settings. Every teacher will need to identify and support additional needs. Inclusion strategies must be published and refreshed annually. ISPs will require consistent, evidence-informed plans for every child with identified SEND. The reforms create a real, sustained demand for the kind of advisory, training and planning support described on this page — not as an optional extra, but as part of how settings will be expected to operate.
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All prices shown are for professional time only and do not include travel costs. Travel will be agreed and confirmed separately before any booking is confirmed.
Half-day, twilight and multi-setting programmes.
Ongoing or one-off advisory support for your setting or MAT.
Drafting, reviewing and embedding day-to-day.
Communication, Physical Development and PSED.
Including Literacy and Mathematics for Year 1 readiness.
Built on direct panel experience — the genuinely rare one.
Statutory deadline: 31 December 2026.
Off-the-shelf or bespoke sessions on inclusive practice, individual support plans, and supporting specific needs — drawing on a training model already proven at scale (500+ practitioners trained annually).
Focused training for your staff team on a specific SEND topic — inclusive practice, ISPs, or supporting a particular area of need.
£300–£600 per sessionThe same depth of training delivered across a cluster or trust, with a lower per-head cost as numbers scale.
Priced per clusterA structured programme in the model of "One Percent Better" — 26 sessions coordinated across education, health and partner agencies.
Scoped to settingBudgets are tight everywhere, so it's worth knowing where this kind of spend can legitimately sit. These are starting points to check against your own school's circumstances, not financial advice — your school business manager or finance team will know what applies to you specifically.
Training and professional development is one of the DfE's recognised "menu of approaches" for Pupil Premium spend — in fact the EEF specifically recommends high-quality teaching and CPD as a top priority for this funding. The link to outcomes for disadvantaged pupils needs to be clear and documented in your Pupil Premium strategy.
Every mainstream school holds a notional SEN budget as part of its core funding, intended to cover the first £6,000 of a pupil's additional SEN support. Training, advisory support and consultancy are recognised, intended uses of this budget — not a workaround.
For pupils whose support costs exceed the £6,000 threshold, schools can apply to their Local Authority for top-up or high needs funding to meet the difference — which can extend to the specialist input needed to support that individual pupil well.
Ongoing or one-off advisory support reviewing provision, advising on process, and supporting your SENCO — without committing to a permanent hire.
Advisory work reviewing provision, advising on process, or supporting a SENCO through a specific challenge.
£350–£550 per dayHalf-day sessions priced at roughly 60% of the day rate, reflecting fixed preparation and travel costs.
Monthly or termly retainer giving your setting or MAT continued access to advice, without booking each engagement separately.
£250–£500+ per monthLevel of access (email, calls, on-site days) scales the rate.
Practical, setting-specific support drafting or reviewing ISPs, and embedding inclusive practice day-to-day — not just in policy documents. Often delivered alongside training or as part of a retainer.
Practical, bespoke planning support designed to help nursery, pre-school and Reception settings give every child — including those with SEND — the best possible opportunity to achieve a Good Level of Development across the prime areas of the EYFS curriculum. Each plan is written around your setting and your current cohort, not off the shelf.
Bespoke planning to develop listening, attention, understanding, and speaking — with strategies matched to the range of communication needs in your setting, including for children who are pre-verbal or use alternative communication.
Planning to support fine and gross motor development, physical confidence, and active movement — adapted for children with physical or developmental needs who may be working at an earlier stage than their peers.
Bespoke planning for self-regulation, building relationships, and managing self — grounded in understanding each child's individual emotional and behavioural profile, not a one-size-fits-all approach.
A whole-setting view across all three prime areas — identifying where your current cohort's needs and gaps sit, and building a coherent, practical plan to give every child the best possible start before statutory school age.
Scoped to your settingA Good Level of Development is measured across five specific areas of the EYFS — the three prime areas plus Literacy and Mathematics. Nationally, Literacy (and Writing in particular) consistently has the lowest percentage of children reaching the expected level. This service supports settings to identify and close gaps across all five GLD areas, not just the prime areas, for children who need additional support to be ready for Year 1.
Targeted support for listening, attention, understanding and speaking — building the oral foundation that underpins progress in all other areas.
Supporting self-regulation, managing self and building relationships — particularly for children whose emotional or behavioural profile makes formal assessment settings challenging.
Fine and gross motor skill development, physical confidence and coordination — with strategies adapted for children working at an earlier stage than their peers. Where specialist input would help, we can bring in a paediatric physiotherapist or work alongside an adapted and inclusive sports specialist to support physical development in a motivating, accessible way.
The ELG area with consistently the lowest percentage of children reaching the expected level nationally. Support for word reading, comprehension and writing — grounded in phonics, fine motor development and oral language foundations.
Number sense, numerical patterns and early mathematical reasoning — building genuine understanding rather than surface recall, including for children who find abstract concepts harder to access.
A setting-level review across all five GLD areas — identifying where your current cohort's gaps sit, which children are at risk of emerging rather than expected, and a practical plan to address it before the end of EYFS. Particularly useful for Reception teams in the spring term.
Scoped to your setting and cohortDirect experience sitting on funding panels means knowing exactly what evidence makes an application succeed — and what causes otherwise strong cases to fail. This is help building a case that holds up under panel scrutiny, not just paperwork support.
Helping a setting build a strong, evidence-based funding or EHCP application for a child.
£150–£350 depending on complexityCoordinated assessment drawing on associate specialists — SaLT, EP, physiotherapy input — for cases that need more than one professional view.
£1,500–£2,000 per childA diagnosis is a beginning, not an ending. We work with settings to translate assessment findings into practical next steps — what needs to change in the classroom, how to talk to families, and what support to put in place so the child actually benefits from the process.
Scoped to needEvery mainstream primary and secondary school in England is now legally required to publish an inclusion strategy by 31 December 2026 — a statutory condition of the new Inclusive Mainstream Fund, which brings ring-fenced funding of up to £48,000 per year for secondary schools and around £14,000 for primaries. The DfE published its official template in June 2026. Schools now have the format. The harder part is the thinking behind it.
Support to develop a strategy that goes beyond compliance — identifying the commonly occurring needs and barriers in your specific cohort, mapping your current provision against the DfE's seven inclusion themes, and setting clear, evidenced outcomes. Written in a way that works for governors, Ofsted inspectors, and families alike.
Scoped to your settingA policy that reflects current DfE guidance, the new four-tier support model (universal, targeted, targeted plus, specialist), and your setting's real approach to inclusion — not a template with your name on it. Reviewed against the SEND Code of Practice and the Equality Act's reasonable adjustments duty.
Scoped to your settingNurseries, pre-schools and childminders are not subject to the statutory inclusion strategy requirement, but all early years providers must have an Inclusion Policy and review it regularly. We offer ongoing annual support to review, update and strengthen your policy as guidance evolves — working alongside your team rather than handing you a document to sign off.
Scoped to your settingSchools that miss the 31 December 2026 deadline will be accountable to Ofsted, and inspectors are now expected to ask for the inclusion strategy as a matter of course under the updated inspection framework. Inclusion is a standalone evaluation area. The EEF published its new Guide to Inclusive Teaching on 6 July 2026 specifically to help schools build evidence-informed strategies before the deadline — we can help your setting use that evidence base to build something that genuinely improves outcomes, not just a document that satisfies a condition of grant.
Briefings on the current reform landscape and what's actually changing on the ground, alongside case studies from training delivered to date.
A practical summary of current reform direction and statutory implications — written for SENCOs and leadership teams, not policy specialists.
How a 26-session multi-agency programme was designed, delivered, and later adapted to include dedicated family sessions — and what made it work.
A panel-experienced view on the evidence that strengthens an application, and the common gaps that weaken otherwise solid cases.
A short form is quicker than a phone call for a first contact — the right next step (a call, a proposal, or a referral to an associate) will follow within two working days.
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