Hi, I’m Evelyn and I’ve spent more than 20 years working with children and young people with SEND and vulnerable learners.

Throughout my career, I’ve worked across inclusion, safeguarding, behaviour and pastoral support. 

I’ve sat alongside teachers who desperately want to help a pupil but aren’t sure what else to try. 

I’ve supported families who simply want to know that their child is understood. And I’ve worked with leaders trying to balance the needs of individual pupils with the pressures of running a whole school.

A significant part of my professional work has also been about supporting the people who support children. 

I’ve delivered workshops, training and professional development to teachers, support staff and school leaders, helping them build their understanding, confidence and practical skills around SEND and inclusion.

That experience has reinforced something I believe strongly: most schools don’t struggle with inclusion because people don’t care. They struggle because they’re under pressure.

A concern gets picked up later than anyone would have liked. Behaviour escalates before there’s time to understand what might be underneath it. 

An adjustment works brilliantly in one classroom but isn’t consistently used elsewhere. A conversation with a parent happens when things have already become difficult.

And before long, the people who came into education to make a difference can find themselves spending more and more of their time firefighting.

Why I created the INCLUDE Framework?

I created the INCLUDE Framework because I wanted to make some of that work easier

Through both my work in schools and my experience training professionals, I’ve learned that people don’t always need another policy, another lengthy document or more theory.

Often, they need a practical tool that helps them make sense of what is happening, have the right conversation, decide what to do next and move forward with confidence.

That’s what INCLUDE is designed to provide.

The framework brings together seven areas: 

  • Identify need early 
  • Nurture trust and relationships 
  • Create reasonable adjustments 
  • Lead staff confidence 
  • Understand behaviour as communication
  • Develop parent partnerships, and;
  • Evidence impact and refine provision.


But the framework — and the checklists, templates, reflection tools and resources that sit around it — isn’t the important work.

It’s there to help you get on with the important work.

The conversation with the pupil. The relationship with the family. The teacher having the confidence to try something differently. The team noticing a need before it becomes a crisis. 

The small adjustment that helps a child access their learning. The professional conversations that help staff learn from one another and take shared responsibility for inclusion.

I want the tools to remove some of the uncertainty and unnecessary complexity, so that you and your team can spend more of your time and energy where it makes the greatest difference — with the children, families and staff in front of you.

Whether you’re a teacher looking for something practical you can use tomorrow, a SENCO carrying too much of the responsibility, or a school leader wanting to develop a more confident and consistent whole-school approach, my aim is to make inclusion feel clearer, calmer and more doable. 

That practical philosophy sits at the heart of the INCLUDE Implementation Toolkit.

Because ultimately, INCLUDE isn’t about implementing a framework for the sake of a framework.

It’s about equipping people with the confidence and practical tools they need to get on with what really matters: helping children and young people feel understood, supported and able to thrive.

If you’d like to start putting some of this thinking into practice, I’ve created two resources to help. 

The free INCLUDE Checklist is a simple starting point that helps you reflect on where your inclusion practice is strong, where it may have become reactive, and what might need attention next.

If you’re ready to move from identifying the gaps to taking practical action, The INCLUDE Implementation Toolkit gives you ready-to-use checklists, templates, conversation scripts and reflection tools that you can use with pupils, families, colleagues and teams. 

Both have been designed with the same purpose: to make inclusion clearer and more manageable, so you can spend less time wondering what to do next and more time getting on with the work that really matters.