A practical, parent-focused workshop designed for the teenage years - a time of growing independence, new environments, and increased risk-taking. This session helps you feel confident supporting your teen through a wider range of real-life situations, from injuries and illness to more complex emergencies. You’ll learn how to respond with clear, calm guidance you can actually use - real-life first aid for real-life parenting.

A FREE 30 minute chat to see how you can contribute to RECAP.

A FREE 30 minute discovery call to see if we can help you with your research consultancy needs.

A huge thank you to Bekah for offering to read and review RECAP founder, Lucie Wheeler's book: Neurodiversity Through the Educational Years: Lived Experiences, Research and Practice. Bekah Gear is the founder and director or Education in First Gear a community interest company designed to support practitioners across the sector access high quality training, research and coaching. She is also a senior lecturer and practitioner‑researcher whose work sits at the intersection of both children’s agency and practitioner agency. She is passionate about research that grows from real practice, which values the everyday decisions, dilemmas, and possibilities that shape children and young people's experiences. Her work champions practitioners as researchers and positions practice as a powerful driver of meaningful research and change. As teacher and learner, there are books I have read because they offer practical advice or provocations for practice. I’ve also read books that feel like they tell the truth, those real, complicated, sometimes uncomfortable stories of the children and young people our education system should be doing better for. Lucie Wheeler’s Neurodiversity Through the Educational Years serves both categories. It’s not a policy manual, nor a glossy celebration of inclusion. It is a mirror that has been held up to our systems, our assumptions, and sometimes uncomfortably, to our own practice. As someone who has spent years straddling the line between practitioner, researcher, and neurodivergent adult, this book really resonated with me. It’s rare to find an educational book that speaks simultaneously to your professional brain and your lived experience, but Lucie manages it with a clarity that is both gentle and uncompromising. What she offers in her book, is not another theoretical discourse on SEND. It is a tapestry woven from the voices of parents, children, and young people. These are voices that are too often diluted or even dismissed. It is precisely this commitment to lived experience that makes the book not only important, but necessary to our understanding of inclusion as both a state of being and doing. Listening Without Interrogating One of the most striking aspects of Lucie’s approach to the book is her refusal to treat contributors as data points. Instead, she has listened to what families are saying, and to what sits beneath their words. In a system obsessed with evidence, metrics, and progress measures, this feels forward thinking in its approach. The stories she shares are not tidy. They are not curated for comfort. They are messy, emotional, contradictory, and incredibly human. They reflect the reality of navigating education when your child’s needs do not fit neatly into the structures designed to contain them. As I read the book, I found myself returning to my own experiences. Many moments of being misunderstood, of masking so effectively that I disappeared, of being praised for compliance that was actually distress. Lucie’s contributors articulate these experiences with a clarity that is both validating and devastating at times and really make you stop and rethink the realities of inclusive classroom practice. The second chapter “hiding in plain sight”, lingered with me long after I closed the book. It captures something so many neurodivergent people can relate to, that exhausting endeavour of appearing fine. A System That Still Doesn’t Know What It Doesn’t Know The book’s early chapters explore late or missed identification, masking, and misinterpreted behaviour, which are issues we know that remain stubbornly persistent across the sector. Lucie situates these stories within the wider legislative and policy landscape, however never lets the policy overshadow the people. Her discussion of the Equality Act (2010) is particularly sharp. She notes that neurodiversity is not named explicitly in the legislation, leaving neurodivergent children protected only through deficit‑based definitions of disability. The book also highlights the staggering delays in autism assessment with over 250,000 individuals waiting, with more than 90% exceeding recommended timeframes. These aren’t just numbers; they are our children and young people living in limbo, families navigating need without recognition, and schools trying to offer support without the tools they require. As someone who has previously worked as a primary and early years teacher and leader and now the privilege of supporting trainee teachers, I see the consequences of this every day. We ask teachers to adapt their practice and to personalise but we rarely give them the training, time, or systemic support to do so meaningfully. The chapter on the “teacher lottery” captures this perfectly exploring the difference one adult can make, and the devastation when that adult is absent. The Emotional Labour of Parenting in a System Not Built for You Perhaps the most powerful chapter for me was the one centred on parental advocacy. It is rare that as a teacher we ever truly gain the time or opportunity to understand the magnitude of this. The emotional labour described is immense, from navigating meetings, assessments, exclusions, and endless paperwork, all while trying to protect your child’s wellbeing and identity. Parents in the book speak of exhaustion, of feeling dismissed, of being labelled “difficult” simply for asking that their child’s needs be met. However, they also speak of hope, of resilience, of the fierce love that keeps them pushing against systems that were never designed with their children in mind. Alternative Pathways: Not a Last Resort, but a Legitimate Route One of the book’s strengths is its refusal to treat alternative provision or home education as failures. Instead, Lucie presents them as valid, effective pathways for many neurodivergent learners. She frames them as routes that allow children to thrive outside the constraints of mainstream expectations. This is refreshing. Too often, AP and home education are framed as “last resorts,” when in reality they can be lifelines. The stories in this book show children rediscovering joy, curiosity, and self-worth once removed from environments that were harming them. As someone who has worked with families choosing home education out of necessity rather than preference, I appreciated Lucies honesty and integrity as she navigates this aspect. She does not romanticise these pathways, but she does recognise their value simultaneously with the systemic failures that push families toward them. A Call to Action, Not a Catalogue of Problems Wheeler does not simply expose the cracks in the system; she offers practical suggestions for change. Her reflective prompts remind us that inclusion is not a grand gesture; it is a series of small, intentional acts. The final chapters, focusing on transitions, are particularly useful. Transitions are flashpoints for neurodivergent learners, and Lucie’s insights here should be required reading for every teacher, SENCO, and leader. My final reflections- why you need to read this book! Neurodiversity Through the Educational Years is not comfortable reading, but it is essential. It has been designed to collectively challenges our community, from professionals, to parents, to policymakers, in order to make us confront the ways our systems fail neurodivergent children and young people, and to imagine something better. For me, it reaffirmed something I have long believed that neurodivergent voices must be central to changes within inclusive practice, not simply consulted. They must shape our practice, not simply inform it. This book does this with integrity, compassion, and rigour. You can buy Neurodiversity Through the Educational Years: Lived Experiences, Research and Practice here: Amazon Emerald Publishing And if you want to review it, you can request a copy here

Jayne Carter is the Early Years Programme Development Lead at Partnership for Children, an international charity dedicated to supporting children’s mental and emotional wellbeing, and Director of Ignite Education Ltd. With extensive experience in early years education, Jayne specialises in helping practitioners develop children’s emotional language, resilience and self-regulation through practical, research-informed approaches. Using a respectful and supportive coaching model, she works with educators and leaders to evaluate provision, implement innovative practice and create emotionally rich environments where children feel seen, understood and empowered. Jayne provides consultancy, training and professional development, drawing on real-world case studies to support meaningful and sustainable change. She has contributed to practitioner resources, research publications and professional learning initiatives, and has a particular interest in how educators navigate curriculum reform while maintaining child-centred, democratically informed practice. Her work is focused on empowering both practitioners and young children to thrive within inclusive, reflective and nurturing learning communities. On a busy nursery morning, leadership is often found in the small moments: a calm word, a reassuring glance, or the way someone steps in to support a colleague before being asked. We can talk about early years leadership through policies, frameworks and expectations, but what really brings those things to life is the quality of the relationships in the room. When people feel listened to, respected and part of something shared, consistency begins to feel less like a rule and more like a team commitment. That is where leadership becomes practical, human and meaningful. Leadership begins with relationships, instead of systems Systems are useful. They give people clarity and help everyone move in the same direction. But systems on their own are not enough. In the early years, so much of the work depends on relationships. Children learn through them, practitioners teach through them, and leaders need to work through them too. Good leadership means creating a culture where practitioners feel seen, trusted and supported. It is hard to offer calm, thoughtful care to children when you do not feel cared for yourself. A handbook can set out expectations, but it is the day-to-day behaviour of leaders that shows people what those expectations really mean. This might look like: • listening with genuine curiosity • noticing emotional cues and responding with care • creating spaces where practitioners can speak openly about challenges • valuing the emotional labour of early years work When relationships are strong, consistency becomes something the team holds together, rather than something a manager has to keep asking for. Clarity is kind: making expectations visible Shared language and shared expectations matter, but they work best when people have been part of shaping them. Clarity does not need to feel heavy-handed. At its best, it helps everyone understand what matters, why it matters and how they can contribute. Clear expectations can reduce uncertainty and make the work feel more manageable. They give practitioners confidence, because people are not left guessing what good practice should look like. In that sense, clarity is not about control; it is a form of support. In practice, this means: • co creating expectations with the team • revisiting principles regularly so they stay alive • using shared language to reduce ambiguity • ensuring everyone understands not just what we do, but why we do it When clarity is kind, it strengthens professional confidence and deepens collective ownership. Reflective cultures are intentionally nurtured Reflection is a big part of early years practice, but it does not need to feel formal or intimidating. Often, the most useful reflection happens in short conversations: after a tricky moment, during a team discussion or when someone asks, “What did we notice?” or “What could we try next time?” Reflection is not about catching people out. It is about helping practitioners notice what is working, think through what feels difficult and grow in confidence over time. A strong reflective culture helps practitioners to: make their thinking visible through honest professional dialogue strengthen their confidence and professional identity see themselves as thoughtful contributors to practice, not simply as people applying guidance approach their work with curiosity, agency and evidence-informed judgement When reflection becomes part of everyday practice, practitioners start to see their own thinking more clearly. They become more confident in observing, interpreting and shaping learning with purpose. Evidence-informed, not evidence-imposed Frameworks are helpful, but they are not scripts. Effective leaders use evidence to guide practice, while still paying attention to the children, families and community in front of them. Research matters, but so does the knowledge and experience of the practitioners using it every day. This means: drawing on research without losing sight of the children in front of us adapting frameworks to fit the setting, not the other way around valuing practitioner knowledge as part of the evidence base encouraging critical thinking rather than compliance When leaders treat practitioners as thoughtful professionals, rather than people simply following instructions, they make space for curiosity, confidence and good judgement. Consistency grows through collective ownership Children need routines and responses they can trust. That does not mean every adult has to sound exactly the same or do everything in exactly the same way. Consistency is strongest when the team understands the shared principles behind their practice and feels ownership of them. Leaders can build that ownership by: involving practitioners in shaping approaches using collaborative tools to align practice ensuring everyone understands the rationale behind decisions creating opportunities for practitioners to lead aspects of practice When practitioners feel ownership, consistency becomes more sustainable. It is no longer something leaders have to enforce; it becomes something the team upholds together. Wellbeing is a leadership responsibility, not a bonus Children’s wellbeing is closely linked to practitioner wellbeing. Early years work asks a lot from people emotionally and that needs to be recognised. Protecting wellbeing is not a nice extra; it is part of keeping practice thoughtful, calm and responsive. Leaders can support wellbeing by: setting realistic expectations leading with emotional literacy valuing rest, boundaries and professional joy reducing unnecessary pressure and administrative load When the team is supported, children feel the difference too. A settled, valued team is better able to create a settled and nurturing environment for children. A thriving team creates thriving children. Leadership is a pedagogical act In the early years, leadership is not separate from practice. Every decision a leader makes affects the atmosphere of the setting, the confidence of the team and the experiences children have each day. Leadership shapes how people work together and that shapes how children experience belonging, curiosity and joy. This means leaders need to: think about team development as impacting curriculum and support treat professional learning as a relational process see leadership as part of the learning journey, not above it align leadership behaviours with the same principles that underpin high-quality early years practice At its best, early years leadership is practical, relational and deeply human. It is about creating the conditions where adults feel trusted and children feel secure. When leaders focus on relationships, clarity, reflection, ownership and wellbeing, expectations stop being words on a page. They become part of the everyday culture of the setting where both children and practitioners can flourish. You can connect with Jayne over on Linked In Find Jayne's book here

Lucie Wheeler is the Founder of RECAP and a Research Fellow at Anglia Ruskin University. I visit and work with lots of different education settings, and one of the things I am always interested in is what a school feels like. Yes we know that policies are important, and the curriculum a school provides is key and the way they do their provision is huge. But there are some things that are much harder to capture on paper: the interactions in the corridors, the relationships between adults and children, whether children appear comfortable approaching members of staff, and whether you get a genuine sense that people belong there. Recently, I was invited by Lucy Fox, Assistant Headteacher, to spend some time at Stoke Primary School in Coventry. During my visit, I met with Lucy alongside Headteacher Matthew Ascroft and Sarah Morris, Head of Inclusion, and had the opportunity to talk about the school's approach before being shown around both the main school and its Early Years provision. And I came away genuinely inspired. A team with a real passion for inclusion One of the strongest things I took from my visit was the passion of the leadership team. It is probably one of the most passionate teams I have met when it comes to creating a school where inclusion, welcome and belonging are not simply things written into policies, but something they are actively trying to build into everyday school life. And importantly, that sense of belonging wasn't spoken about only in relation to pupils. There was a real emphasis on creating a community in which children, staff and families all feel that they have a place. We talk a lot about inclusion in education, but genuine inclusion isn't just about providing additional support for a child who needs it. It is about thinking carefully about environments, relationships, teaching, communication and the structures around children so that as many children as possible can participate and feel successful. Stoke's own curriculum reflects this. The school describes inclusion as a cornerstone of its approach, with learning adapted and scaffolded so children can access the curriculum regardless of their individual starting points. There is also an emphasis on recognising the diversity of the school community and creating a culture in which children and families feel valued. But what impressed me most was seeing how those ideas translated into everyday interactions. Relationships everywhere you look As we walked around the school, one thing became apparent very quickly and that was that the adults knew the children. Matthew, Lucy and Sarah seemed to know every child we passed, and the children clearly knew them too. Children were comfortable stopping to talk. There were conversations in corridors, smiles, little exchanges and moments of connection that might seem insignificant in isolation but, collectively, told me a great deal about the culture of the school. Every classroom we entered felt warm, welcoming and inviting. I also really enjoyed having the opportunity to speak with some of the teaching staff about how they organise their classrooms and adapt what they do to get the best from the children in their care. There wasn't a sense that every classroom had to look or operate in exactly the same way. Instead, there seemed to be thought behind how spaces and approaches could work for the particular children using them. Even walking through the corridors, there was a strong sense of positivity, care and encouragement. For me, these everyday interactions are such an important part of inclusion. Children need to know that the adults around them see them, know them and are pleased that they are there. Learning beyond four walls Another thing that really stood out was the school's use of its environment. Stoke explicitly states within its curriculum that learning should extend beyond classroom walls, with the school making use of the whole building, outdoor spaces, Forest School and other learning areas. You can see that philosophy when you walk around. I was particularly impressed by the outdoor provision. The classrooms really did feel as though they extended beyond four walls rather than the outside being somewhere children simply visited at breaktime. This begins right from Early Years, where children are encouraged to learn through play, exploration, activity and creative and critical thinking, both indoors and outside. The school's Early Years approach also includes experiences such as growing food, engaging with the local community and learning about health, wellbeing and self-care. That emphasis on exploration and meaningful experiences continues into the school's wider thinking about teaching and learning. The Roundhouse: what happens when we take the screens away? One of the absolute highlights of my visit was seeing The Roundhouse. The Roundhouse is a unique learning environment used by Reception children. Each class spends part of the year using it as their main learning space, and its development has led Stoke to explore something particularly interesting: screen-free learning in Early Years. The school has intentionally moved away from screen-led teaching within its Early Years provision, prioritising interaction, communication and hands-on experiences instead. And I loved seeing this in practice. Rather than relying on interactive whiteboards and digital presentations, learning in The Roundhouse centres around conversation, storytelling, role play, music, movement, books, objects, artefacts and exploration. Language and communication sit at the heart of the approach, with adults using interactions to model vocabulary, encourage children to explain their thinking and create opportunities for sustained shared thinking. As a researcher, what I particularly liked about this wasn't simply that it was "screen free". It was the thinking behind it. Removing the screen hadn't meant removing learning opportunities. Instead, it had prompted the team to think differently about how those opportunities could be created. It is a really interesting example of a school being prepared to question its own practice, try something different, observe what happens and continue learning from it. The Aviary: support without separation becoming the default Another incredibly important part of my visit was spending time in The Aviary. The Aviary is Stoke's specialist provision for pupils with additional learning and communication needs. It provides a structured and nurturing environment, with personalised learning, small-group teaching, communication and language development, sensory-aware spaces, social and emotional support and opportunities to develop independence and life skills. But again, reading a description of provision and actually experiencing the space are two very different things. The children I saw there appeared happy, comfortable and cared for. I loved the flexibility around how the space could be used. For some children, The Aviary provides the level of support they need throughout their school day. For others, access can be more fluid – providing additional support or a place to regulate during more challenging periods while still enabling them to spend time learning alongside peers within the wider school community where appropriate. I really liked that! Inclusion doesn't have to mean that every child is physically present in the same classroom every minute of every day. Sometimes inclusion means recognising that a child needs something different at that particular moment. A quieter environment. More individualised support. A different way of communicating. Time to regulate. A smaller group... And then, where it works for that child, opportunities to reconnect with their wider peer group. The important question here is "Does this child have what they need to belong, participate and thrive?" The Aviary felt like a really thoughtful example of that principle. Inclusion is something you experience I think that is probably my biggest reflection from the day. Schools can tell us that they are inclusive. They can write it into policies, websites and vision statements. But inclusion is ultimately something that children and families experience. It is in whether a child feels safe approaching their headteacher in the corridor. It is in whether an adult understands that regulation may need to come before learning. It is in whether environments can change when children need something different. It is in whether outdoor spaces are recognised as legitimate places for learning. It is in whether staff feel able to question established practice and ask, could we do this differently? And it is in whether children get the sense that the adults around them genuinely know and care about them. That was what I saw repeatedly during my time at Stoke. The school's stated aim is to inspire children through creative approaches to the curriculum, helping them become lifelong learners with high aspirations for their futures. Its values – being solution focused, truthful, optimistic, kind and empathetic – are displayed prominently on its website. From my short time there, what struck me was how much of that philosophy could be seen in the everyday life of the school. There will never be one model of inclusion that works perfectly for every school or every child. Contexts are different, communities are different and children's needs are different. But there is so much value in seeing schools that are prepared to keep asking questions, experimenting with their practice and thinking creatively about what their children need. I left Stoke with lots to think about – which, for me, is always the sign of a worthwhile visit. You can find out more about Stoke Primary School, including their work around The Roundhouse and The Aviary. I also captured some of my visit on video, so head over to the RECAP social channels to see the reel and have a little look around Stoke with me. Finally, a huge thank you to Matthew, Lucy, Sarah and the wider Stoke team for inviting me in, sharing your work so openly and taking so much time out of your day to talk to me. You made me feel incredibly welcome and very much part of the Stoke family for the day. Thank you for having me.

One to one sessions can be a really useful tool for an individual who feels a bit stuck and unsure of what next steps to take to achieve their goals and aspirations.  Whether this be through the professional route with those working with children to find ways to support and empower through their work, or via the parent support route where we can support discussions around their child's education, how to manage specific parenting struggles or who to turn to to get advice and support. 1:1 Support 1:1 sessions and mentoring can be a really useful tool if you feel a bit stuck and unsure of what next steps to take to achieve your goals and aspirations. 1:1 RECAP has been designed to give parents a safe, supportive space to explore challenges, reflect on what’s working (and what’s not), and find clear, achievable steps forward - whether that’s around your child’s education, behaviour, confidence, or simply balancing the many demands of family life. We can work with you to help you identify clear goals and achievable, self led, targets to help you get there. 1:1 Support Sessions Choose from the following sessions: RE ~ CHARGE A one-off, focused support session designed to address a specific, pre-identified challenge. Together, we’ll explore the issue in depth and develop clear, evidence-informed strategies tailored to your unique context—giving you practical tools you can apply with confidence. Book Now RE ~ FOCUS A three-session mentoring program designed to help you regain clarity, build confidence, and move forward with renewed momentum. Each session is tailored to your needs, offering space for reflection, practical guidance, and achievable next steps. Book Now RE ~ ACTIVE A continuous mentoring approach designed to offer structure and support, while remaining adaptable to the changing needs of your family. Stay on track with guidance that evolves as you do. Monthly mentoring sessions. Book Now

Explore effective strategies for Inclusion in the Classroom. Learn from Chelmsford's leading Education Research Center on inclusive education. Inclusion in the Classroom What does it really mean to feel included at school and what gets in the way? This resource simplifies a rich study that explored how secondary school students and teachers experience inclusion during lessons. It looked at what helps young people feel like they belong, what makes them feel left out, and how teachers navigate the challenges of creating inclusive classrooms. Through interviews, reflections, and discussions using real classroom photos, the study uncovered the emotional, relational, and practical layers of inclusion, showing that it’s complex, changeable, and deeply personal. 💬 You'll find out what inclusion looks like in real classrooms, why it’s not just about special educational needs, and how relationships and emotions play a crucial role. 📌 Whether you're an educator, parent, or policymaker, this resource offers thoughtful takeaways and practical steps to help you support more inclusive learning environments for all students. 🔗 Want to explore the full research? Comparing young people with and without SEND and teaching staff’s experiences of ‘inclusions’ in English secondary school classrooms.

RECAP Ltd offer a range of First Aid training packages to suit your needs. Whether you are looking for face to face, online or a blended version of the two, we can help you. RECAP Foundations is the training arm of RECAP Ltd. Built on the same values that underpin everything we do, RECAP Foundations takes research, evidence, and real-life experience and brings it into practical, accessible training for families and those who support them. It’s where knowledge becomes action. Through workshops, courses, and hands-on sessions, RECAP Foundations focuses on building confidence in everyday life skills - from first aid and safety to wellbeing, communication, and beyond. Every session is designed to feel relevant, realistic, and rooted in the situations families actually face. At its core, RECAP Foundations is about empowering people with the knowledge, skills, and confidence to navigate real life - not just theory, but what it looks like day to day. What we offer RECAP Foundations works directly with both families and the professionals who support them. We know that children and young people don’t exist in isolation - they are supported by a network of parents, carers, educators, and practitioners. That’s why our training is designed to reach across this whole system, creating a shared understanding and consistent, confident approaches. Whether we’re working with parents in a relaxed, real-life workshop setting, or delivering training to teachers, school leaders, and healthcare professionals, our focus remains the same: to make evidence-informed knowledge practical, accessible, and genuinely useful. By bringing families and professionals together through a shared foundation of skills and understanding, we aim to create stronger, more connected support around every child. Parents / Carers 1:1 Support 1:1 support has been designed to give parents a safe, supportive space to explore challenges, reflect on what’s working (and what’s not), and find clear, achievable steps forward - whether that’s around your child’s education, behaviour, confidence, or simply balancing the many demands of family life. Family First Aid RECAP Parent First Aid Workshops are designed to make that knowledge accessible, practical and reassuring. Our workshops strip away medical jargon, focus on real-life scenarios, and create a calm, supportive space to practise the skills that matter most. Online Webinars Coming Soon Find out More Find out More Businesses, Settings & Organisations First Aid Qualifications For those requiring a formal, recognised qualification, RECAP is a registered PorTrainings First Aid Centre #92403. These accredited courses are designed for professionals working with children and families, ensuring you meet statutory requirements with high-quality, compliant training. If you’re looking to gain or renew a regulated first aid qualification, get in touch to find the right course for you. Find out More Supporting ND Employees- workshop Many organisations want to support neurodiversity but aren’t always sure what that looks like in practice. This training bridges the gap between intention and implementation, helping you understand how neurodiversity shows up in everyday working life. Grounded in research, lived experience, and real-world application, you’ll leave with practical, realistic strategies you can put into place straight away—supporting both your people and your organisation to thrive. Find out More Online Webinars Coming Soon Children Be Your Own Hero! Workshop Be Your Own Hero is a dynamic, interactive workshop designed for children aged 9–11 (Year 5/6), focused on building emotional literacy, confidence, and positive relationships through creative and engaging activities. This session creates a safe, supportive space where children can reflect on their strengths, explore their emotions, and develop practical strategies to support their wellbeing and the wellbeing of others. First Aid workshops - for children Coming Soon Life Skills Development Coming Soon If you are interested in one of our training packages, please contact us for booking information. First Name Last Name Email Message Send Thanks for submitting!