Rethinking what’s possible…
How personal development, integrated therapy and academic ambition combine to transform outcomes for neurodiverse young people.
By Nick Wergan, Group CEO Cavendish Education
Our autism resources celebrate neurodivergent strengths while addressing common challenges. Learn about communication, transitions, sensory needs and emotional well-being, and how we can create inclusive environments where autistic students thrive – on their own terms.
How personal development, integrated therapy and academic ambition combine to transform outcomes for neurodiverse young people.
By Nick Wergan, Group CEO Cavendish Education
Jon Mansell explores how PDA, EBSA and demand avoidance can affect school attendance, explaining why neurodivergent learners may avoid demands and how connection, flexibility and emotional safety can support gradual re-engagement.
Jon Mansell shares neuroaffirming strategies to help families support young people through end-of-term changes and the summer holidays, using predictable routines, low-demand planning and realistic expectations to reduce anxiety and protect emotional wellbeing.
Christopher Lloyd shares how Abingdon House School tailors integrated support for a pupil with autism, ADHD and EAL, combining therapy-led strategies, multisensory learning and clear routines to build focus, safe social connection and confidence ahead of a carefully planned transition.
James Gilbert-Farrell shares a case study showing how integrated support at Abingdon House School helped a GCSE student with autism and dyslexia build confidence and independence, using assistive technology and oracy strategies to reduce barriers and achieve strong qualification outcomes.
Rachel Cullen shares a day-in-the-life case study showing how Abingdon House Prep personalises learning for a student with autism, ADHD and anxiety, blending classroom adaptations, therapeutic input and trusted relationships to reduce barriers, build resilience and support meaningful engagement.
Rory Vokes-Dudgeon is the Headteacher at Abingdon House School, a specialist school dedicated to removing barriers to learning for students with SEN. Rory is passionate about ensuring all students have the opportunity to achieve meaningful outcomes. In addition to his role at Abingdon House School, Rory guest lectures at King’s College London on maths education and support for SEN learners.
By Angela Sherry and Claudia Cardoso. Speech and language therapists (SaLTs) do more than support spoken communication, they help build the foundational language skills that underpin reading, writing, and learning across the curriculum.
Deputy Headteacher Victoria Howe and SENDCo Catherine Harrison explore how emotional safety shapes learning and wellbeing at Gretton School.
Supporting autistic learners is about more than teaching lessons. Beth Elkins, Headteacher of Gretton School, discusses with Niamh Little how Cavendish schools support autistic young people to thrive in education.
Through inclusive practice, adaptive teaching, and strong relationships, Jack Lee, PE teacher at Gretton School, explains how a specialist school can nurture a lifelong love of movement while supporting learners’ physical, social, and emotional wellbeing.
Koen Claeys explores how combining Artificial Intelligence with human connection can transform education. By enhancing accessibility, confidence and personalised learning, this partnership helps neurodivergent pupils grow through both innovation and empathy.
Bridget Young is the Headteacher at The Holmewood School, London and has 20 years’ experience in education with 13 years in autism-specific education. She brings both personal and professional experience of neurodivergence, and has a special interest in coaching, habits, and wellness.
Louise Wallis-Jones shares practical, compassionate advice to help neurodivergent children build confidence, regulate emotions, and make meaningful connections with others—supporting friendship on their own terms.
Learn how exam access arrangements support fairness for students with additional needs. From extra time to separate rooms, Cavendish Education explains what’s available, who qualifies, and how families can help secure support early.
This guide explores neurodiversity in education, what it means, why it matters, and how educators can create inclusive classrooms that celebrate cognitive differences and support every learner’s strengths, needs, and wellbeing.
Cavendish Education redefines SEMH by focusing on student strengths, not behaviours. Through trauma-informed care, emotional literacy, and nurturing school cultures, learners are empowered to feel safe, supported, and ready to thrive.
Introduction Every child has a unique way of seeing the world, shaped by their interests, experiences, and the way their brain works. For autistic young
This comprehensive guide walks parents and educators through the process of recognising, diagnosing, and supporting children with autism and other special educational needs, with a focus on early identification, co-occurring conditions, and empowering families with the right tools.
James Gilbert-Farrell, Deputy Head at Abingdon House School and former Royal Shakespeare Company director, explores how creative subjects such as Drama, Music, Dance, and Art empower students with unique learning profiles to build confidence, communication, and emotional wellbeing.
At Heathermount School, performing arts goes beyond simply putting on a play; it’s about fostering confidence, nurturing potential, and celebrating the dedication of our students.
The Headteacher of Gretton School in Cambridgeshire, Beth Elkins, shares what a privilege it is to work with Autistic children from her own unique perspective and explains why specialist provisions are so important for this wonderful cohort.
In honour of International Women’s day 2024, Louise Wallis-Jones, Head of Therapies and Lead Speech and Language Therapist at The Holmewood School, shares her top tips to support girls during puberty.
SEND Advisor for Cavendish Education Group, Vanessa Danz, shares practical tips to help support autistic children during the festive period.
To mark this year’s Outdoor Classroom Day, a global initiative taking place on November 2nd to encourage children to embrace the outdoors for play and learning, we asked Chris Sykes to talk us through a ‘typical day in the life’ for him as Lead for Outdoor Learning at Hardwick House School.
We asked Nuala Dalton, SENCo at Burlington House School, to explain Exam Access Arrangements, what they are, who qualifies, and how they ensure fairer assessment for students with additional learning needs.
Joanna Taylor, Wellbeing HLTA at Ripplevale School, answers common questions about social stories and how they can support autistic individuals in navigating daily life.
Rachel Cullen is a Speech and Language Therapist and is Head of Mental Health and Wellbeing at Abingdon House School – www.abingdonghouseschool.co.uk Here, Rachel shares her insights about anxiety – what it is, how to recognise the signs, and how to provide help and support for your child.
Claire Bailey, Compliance Audit Officer at Cavendish Education, and David Shearer, Computing Teacher at The Holmewood School, share insights into how online games and social media can benefit neurodiverse children — and offer practical advice for families on promoting safe and balanced internet use.
Bridget Young is the Headteacher at The Holmewood School London, an Outstanding specialist school for young autistic people. She is passionate about social outcomes as well as academic, and supports young people to thrive independently within their communities. She writes about travel training for National Road Safety Week.
Autism-specialist school, The Holmewood School, share their insight and tips to help support autistic young people at Christmas time and other festivals.
From calming classroom visits to therapeutic ‘squish’ cuddles, animals play a powerful role in Cavendish schools. “Students build confidence, learn practical skills, and de-stress,” says Jenny Parkes, Farm Manager at Bredon. “And they absolutely love it.”
Luckily for the Bredon School community, Pastoral Support Officer Jeff Wood has embraced the transformative potential of mindfulness. After attending a stress reduction seminar, Jeff was introduced to its many benefits for children—and has been practising mindfulness personally for the past three years. Now, he’s passionate about sharing these tools with students, staff and parents alike.
Mayuri Tokekar is a qualified and experienced Occupational Therapist, offering behaviourally-oriented and sensory based programmes at The Holmewood School in London. She has recently completed training in special yoga and mindfulness for children and young people with Autism and ADHD.
Support, strategies and lived experience to help students thrive with focus, organisation and self-regulation.
Resources to support autistic learners, including sensory needs, communication strategies and inclusive practices.
Practical tools and expert advice for supporting reading, writing and spelling for dyslexic learners.
Explore ways to support number confidence and reduce anxiety for students with dyscalculia.
Help students with motor and planning challenges succeed with structured, accessible approaches.
Understand the EHCP process and how it can unlock tailored support for students with learning differences.
Guidance on helping students build resilience, regulate emotions and form positive relationships.
Explore broad support strategies for students with special educational needs across settings.
Identify and support specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
Articles, reflections and strategies celebrating neurodivergent ways of thinking and learning.
Support students with speech, language and communication needs in every learning environment.
Guidance on helping students with handwriting, spelling, and written planning challenges.
With specialist support and a calm, understanding environment, Natalia* moved from panic attacks and low confidence to feeling settled, engaged and ready for greater independence.
After anxiety and early learning barriers led to school refusal, Amelia* found safety, confidence and steady progress through integrated support and learning adapted to her needs.
After years of disruption and repeated school moves, Zahir* found stability, belonging and a strengths-led pathway – building friendships, confidence and ambitions for a future in the creative arts.
