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About Us | Special Education Support
Our Vision
Our Vision
Our Vision
At Absolute Inclusion, our vision is clear: every learner should have equitable access to the inclusive education services, resources, and support for learners with disabilities necessary to thrive. We believe that inclusion should be a verb, not a noun — evident in our everyday decisions, relationships, environments, and opportunities. F
At Absolute Inclusion, our vision is clear: every learner should have equitable access to the inclusive education services, resources, and support for learners with disabilities necessary to thrive. We believe that inclusion should be a verb, not a noun — evident in our everyday decisions, relationships, environments, and opportunities. From early identification and assessment to tailored Access Arrangements, targeted intervention, and the removal of barriers, our SEND consultancy provides purposeful, responsive support tailored to individual needs. Our aim is to ensure that every learner can access, engage, progress, and succeed, with clear outcomes that foster confidence, independence, and future opportunities.
Our Team
Our Vision
Our Vision
Absolute Inclusion’s team consists of experienced, qualified, and dedicated professionals who share a genuine passion for inclusive education services, inclusion, and improving outcomes for children and young people. Our diverse professional backgrounds and specialist expertise enable us to confidently work across schools, colleges, speci
Absolute Inclusion’s team consists of experienced, qualified, and dedicated professionals who share a genuine passion for inclusive education services, inclusion, and improving outcomes for children and young people. Our diverse professional backgrounds and specialist expertise enable us to confidently work across schools, colleges, specialist provisions, and with families. No matter the setting, our focus remains the same: creating meaningful, inclusive opportunities that help every learner engage, progress, and thrive. Our services extend into research and professional development as well. Our Director is currently conducting doctoral research in Special Needs, Inclusion, and Diversity, specifically focusing on enhancing interventions for young people in educational settings. This work directly supports our commitment to offering SEND consultancy that is research-led, evidence-based, data-informed, and focused on measurable outcomes. By combining professional expertise, reflective practice, and ongoing research, we continually strengthen the quality, effectiveness, and impact of the support we provide for learners with disabilities.
Our Impact
Our Vision
Our Impact
Since 2024, Absolute Inclusion has been at the forefront of providing inclusive education services for learners, families, and educational settings across the country through Access Arrangements, specialist SEND consultancy, and tailored assessments and interventions. Our approach is responsive and person-centred, shaped around the indivi
Since 2024, Absolute Inclusion has been at the forefront of providing inclusive education services for learners, families, and educational settings across the country through Access Arrangements, specialist SEND consultancy, and tailored assessments and interventions. Our approach is responsive and person-centred, shaped around the individual needs of each learner with disabilities. We employ research-led, evidence-based, and data-informed practices, utilizing baseline assessments, progress monitoring, and outcome data to measure impact and refine our support. This methodology ensures that we build provision on evidence rather than assumptions. Our vision is straightforward: to remove barriers, enhance inclusion, and create meaningful opportunities for every learner to engage, progress, and thrive.
Implementing positive change in SEND provision
Our Directors' Wealth of Experience
Inclusion has been at the heart of Serena’s work for more than 25 years, focused on providing inclusive education services. Her extensive experience encompasses mainstream and specialist education, PMLD, SEMH, children’s homes, secure settings, trauma-informed provision, and work with children looked after. These diverse experiences have shaped a deeply person-centred approach, reinforcing her belief that every learner deserves to feel understood, valued, and capable of succeeding.
Serena holds QTS, QTLS, a Master’s in Inclusive Practice, a BA (Hons) in Education and Professional Development, TESOL, CELTA, and NPQ SENCO, along with ongoing doctoral research in Special Needs. She is also ETAAC qualified in psychometric assessment and trained in ADOS-2.
Her work combines assessment, professional judgement, and practical SEND consultancy to help schools identify barriers and strengthen provision, transforming evidence into meaningful support for learners with disabilities. This includes Access Arrangements, provision mapping, sensory and needs profiling, Quality First Teaching, staff development, and strategic SEND consultancy.
Trauma-informed and relational practice are central to Serena’s approach. She is passionate about looking beyond behaviour, striving to understand what a learner may be communicating, and creating environments where young people feel safe enough to engage, take risks, and experience success.
Serena is equally passionate about careers and Preparing for Adulthood, supporting learners to recognize their strengths, build confidence and independence, and access meaningful opportunities beyond education.
Believing that the best outcomes occur when families, schools, local authorities, and wider professionals collaborate, Serena works closely with all parties involved. Her guiding principle remains simple: inclusion is not about asking a learner to fit the system, but adapting the system so they can belong, engage, and thrive.
Collaborating with a host of professionals
Serena’s work is built on strong, purposeful partnerships across education, health and social care. She works closely with SENCOs, school leaders, board directors, EHCP coordinators, local authorities, therapists, care teams, wider MDT professionals, and importantly, parents and carers.
Her approach is collaborative and person-centred, ensuring the learner’s needs, strengths and aspirations remain central to assessment, EHCP planning, provision design and complex support packages.
She also connects SEND provision with future pathways through collaboration with YES Careers, helping learners access careers guidance, further education, training and employment opportunities that align with their needs and aspirations.
By bringing professionals, families and settings together, Serena helps create joined-up support that is practical, responsive and focused on meaningful outcomes for the whole learner.