Special Educational Needs (SEN) encompass a wide range of differences in learning, behaviour, and development. This section offers inclusive strategies, parent guidance and school-based best practice for recognising and responding to SEN in compassionate, effective ways.
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.
Jon Mansell explores why Emotional Based School Avoidance is rising and how compassionate, individualised support can help anxious and neurodivergent young people re-engage with school safely, gradually and successfully.
Niamh Little explores how specialist boarding can provide SEMH learners with consistency, trusted relationships and supported opportunities for independence, creating a secure home-from-home where young people can regulate, reconnect with education and prepare confidently for adulthood.
Amy Clampin explains how effective EHCPs can move beyond paperwork to become personalised, working plans that centre each young person’s voice, align families and professionals, and create the safety, support and ambition needed to thrive in education and adulthood.
Matthew Mackay from Wilds Lodge School explores how behaviour often communicates unmet needs, not defiance. Using a trauma-informed lens, he explains how ACEs shape stress responses and why emotionally available adults, co-regulation and restorative repair can rebuild safety, trust and readiness to learn.
Mary Rennie explains how Wilds Lodge supports SEMH learners through emotionally safe environments where behaviour is understood as communication. From co-regulation to restorative “repair and reflect,” the focus is on relationships, consistency and a culture of hope that helps young people reconnect with learning.
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.
Maria Blasco-Garcia explains how music education at Burlington House School strengthens the cognitive skills that underpin learning, supporting students with SpLD through rhythm, pattern and structure, while also building confidence, emotional regulation and a sense of belonging.
Melody Carter explores how practical, hands-on learning, especially food tech and life skills, can boost confidence, independence and problem-solving for students with Specific Learning Difficulties, offering meaningful success beyond text-heavy classrooms and helping learners thrive in real-world contexts.
KS5 Maths Lead Ewan Dennis at Burlington House School explores the critical differences between dyscalculia and maths anxiety, showing how understanding the root cause of a learner’s struggle allows educators to provide the right emotional support, teaching strategies and pathways for success.
English teacher and dyslexia specialist Annie Crerar explores how thoughtful classroom environments, multisensory teaching and inclusive strategies can remove barriers for dyslexic learners -supporting confidence, literacy and self-esteem while benefiting every student.
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.
By Harriet Reynolds.
Dyslexia affects more than reading, it shapes confidence, energy, and engagement. This guide explores small but powerful classroom adjustments that help dyslexic learners feel understood, supported, and capable of thriving.
By Amy Leeke. Dyslexia rarely exists in isolation. This guide explores how it overlaps with ADHD, DLD, dyscalculia, and more – offering practical insights to help educators support learners with multiple, intersecting needs.
Dyslexia is often described as a “superpower,” but the day‑to‑day challenges can be significant. Jodie Grant explores the emotional impact of dyslexia and how supportive strategies at home and school can protect confidence and wellbeing.
Koen Claeys outlines Cavendish Education’s pioneering trial of AI-powered teaching tools to enhance SEN support. From creative avatars to real-time feedback, students are engaging more confidently, while teachers gain a powerful partner, not a replacement.
Throughout November, our Insight Hub has explored how AI and digital technologies are transforming the educational landscape, reshaping how students access learning, how teachers personalise instruction and how schools design for inclusion. In this fourth instalment, we step inside one of our London schools to see what this looks like in practice.
Koen Claeys explores how AI can personalise learning for students with SEN, empowering diverse learners through tailored support. With teachers at the heart, AI becomes a partner in helping every pupil thrive as their authentic self.
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.
When exams test endurance more than knowledge, ADHD learners are at a disadvantage. This article explores how early access arrangements and executive functioning support can create fairer, calmer exam experiences that reflect true ability.
ADHD learners need the right conditions in order to thrive. This guide offers compassionate, practical strategies for behaviour and focus, helping parents. carers and educators shift from correction to cultivation so that attention, motivation and self-worth can blossom.
ADHD in girls is often hidden behind masking and self-blame, leading to late diagnosis and unmet needs. This guide explores why symptoms differ from boys and how early recognition and support can help girls thrive.
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 explains ADHD in children, from signs and executive functioning to effective classroom strategies. Discover how to create inclusive, strengths-based environments that support focus, confidence, and success for neurodivergent learners.
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.
The Outdoor Education team at Bredon School explores how outdoor learning supports students with unique learning profiles — helping them build confidence, resilience, and a deeper connection to the world around them.
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.
SEND Advisor for Cavendish Education Group, Vanessa Danz, shares practical tips to help support autistic children during the festive period.
SEND Advisor for Cavendish Education, Vanessa Danz, discusses the skills and benefits involved in handwriting and touch typing and how a balanced approach may promote the best outcomes.
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.
As a family of schools specialising in supporting students with unique learning profiles, including dyslexia, we know that our pupils require a different approach to the usual ‘one size fits all’ mainstream education offer. We use the phrase ‘think differently, learn differently, teach differently’ to communicate our approach… but what does it mean, and how does this different approach benefit our learners?
Joanna Taylor, Wellbeing HLTA at Ripplevale School, answers common questions about social stories and how they can support autistic individuals in navigating daily life.
At Bredon School, sport is a pathway to confidence, inclusion, and success. Director of Sport David Hughes explains how a broad, inclusive programme helps every pupil thrive—whether competing nationally or simply enjoying physical activity.
Steve Proctor, Head of Sixth Form at Burlington House School, shares how real-world experience helps students with unique learning profiles grow in confidence and prepare for life beyond education.
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.
Headteacher at Abingdon House School, Rory Vokes-Dudgeon, explains how he thinks both parents and teachers can best support children with dyscalculia.
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.
We asked Nuala Dalton, SENCo at Burlington House School, London, to outline the purpose of a child having an EHCP, what it might consist of
Here Nuala Dalton, SENCo at Burlington House School, London, outlines some of the potential signs of learning differences in children and what actions to take if you think your child might have Special Educational Needs and Disabilities.
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.
Gemma Doyle, Director of Admissions for Cavendish Education, shares the top questions parents should ask when choosing a school for a child with dyslexia- covering everything from classroom practice to technology and self-esteem.
Jodie Grant, Head of Learning Development and SENDCo at Bredon School, explains what dyslexia is, how to spot the signs, when to seek assessment, and how families can support children to thrive with the right tools and understanding.
Autism-specialist school, The Holmewood School, share their insight and tips to help support autistic young people at Christmas time and other festivals.
Cavendish Education Founder Aatif Hassan shares how his own experience of dyslexia shaped the values and vision of the Group, and how thinking differently became a strength that now supports thousands of students with unique learning profiles
In support of Dyslexia Awareness Week, 5-11th October 2020, we asked Bredon School to share some of their top tips to support dyslexic learners in the classroom.
Angela Fowler, Emotional Wellbeing Manager at Trinity School and College, shares how the school supports students’ mental health through routine, trusting relationships, and tailored emotional mentoring—offering safety, belonging, and a strong sense of care.
Founder of Cavendish Education, Aatif Hassan, shares his lived experience of ADHD and explains why reframing it as part of a unique learning profile can lead to resilience, creativity and success.
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.
After multiple school moves and rising anxiety, Alex* found calm, confidence and progress through the right therapeutic support at the right time.
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.
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.
