For schools, trusts & local authorities
Inclusive practice that is inclusive at its core — not just by name.
Plenty of schools have an inclusion strategy. Fewer can show what it changes for a named child in a named class. We help you close that gap, robustly and with integrity.
The problem is rarely willingness
It is usually capacity and consistency. A SENDCo with a teaching timetable and ninety children on the register. Training that landed well in September and had faded by November. Documentation written for an inspector rather than for the teacher who has to use it.
Honest, not comfortable
If your provision map does not match what is happening in classrooms, we will tell you. A review that only confirms what you hoped is not worth paying for.
Built for your setting
Bespoke every time. We do not have an off-the-shelf catalogue, because a rural infant school and a large secondary do not have the same problem.
We see both sides
We also work with families, which means we can tell you precisely where your communication is losing parents — usually before it becomes a complaint.
What a headteacher says
Working alongside Georgia
Georgia is, quite simply, an exceptional Inclusion Lead and SENCo. Having worked alongside her, I have seen firsthand the deep experience, efficiency and relentless drive she brings to SEND provision.
Georgia is fiercely effective and truly tenacious when it comes to securing the right outcomes for children — she never settles for ‘good enough’ when a child needs more. Her knowledge of the EHCP process, including navigating the complexities of securing appropriate funding, is second to none.
She is exceptionally conscientious: her paperwork is always comprehensive, meticulous and completed on time, ensuring no child slips through the net.
Beyond her professional expertise, her impact on families is profound. Georgia provides practical, grounded support to parents and carers, acting as a genuine lifeline for those who feel exhausted or have given up on the system.
Any school or family working with InclusionFirst Education would be gaining a trusted, knowledgeable and transformative advocate.
Who you will be working with
Georgia Morris-Boyce
Founder and practising Inclusion Lead
You will not be handed to an associate. Georgia is a practising Inclusion Lead, which means leading on everything that means a learner needs something different: SEND, children who are looked after, child protection, English as an additional language and pupil premium. She also leads all nurture and therapeutic provision and line manages the support staff team. She is also Inclusion Lead and SENCo for a nursery within the same role, and was a SENCo for five years before that.
That matters when we review your provision, because none of it is theoretical. She is doing the job you are asking about, in a school, this term.
- BEd (Hons) Primary Education and Qualified Teacher Status
- National Award for SEND Co-ordination
- National Professional Qualification for Senior Leadership
- Thrive Practitioner (primary years)
- Ten years in primary and SEND education, several hundred families supported
How we help
Ways we work with schools
Everything is built bespoke with you to fulfil what you actually need. A single training session, a termly arrangement or a full review — all quoted in writing before anything starts.
SEND & inclusion review
An external look at your provision, benchmarked against the SEND Code of Practice and what good practice actually looks like in comparable settings. Typically:
- Document and data review — register, provision maps, plans, outcomes tracking
- Time in classrooms, looking at how support is deployed in practice
- Conversations with staff, parents and pupils to gain meaningful insight and identify practical next steps
- A written report with findings and a prioritised, realistic action plan
- A feedback session with SLT or governors to talk it through
You get something you can act on and take to your governing body — not forty pages of description.
Bespoke staff training & CPD
Designed around your individual context and starting points — every session is built from scratch after a conversation about priorities, intent and desired outcomes. Audiences include:
- Whole-staff INSET, twilights and staff meeting slots
- Teaching assistants and support staff — the group most often trained last and relied on most
- Senior leaders, SENDCos and Inclusion Leads
- Governors and trustees, on what to ask and what assurance actually looks like
Topics regularly requested: adaptive teaching that does not mean a separate worksheet, the graduated response in practice, understanding and responding to emotionally based school avoidance, deploying TAs so they build independence, writing outcomes and targets that mean something and working constructively with parents who have lost trust.
SENDCo mentoring & interim support
Regular confidential sessions for a new, sole or overloaded SENDCo — somewhere to think, prioritise and stress-test decisions with someone who has held the role. Also available as short-term interim cover through a period of high caseload.
Statutory compliance & website audit
The unglamorous things that become urgent the moment somebody asks for them:
- SEND Information Report — whether it contains what it is legally required to and whether a parent could actually understand it
- SEND policy and accessibility plan review
- Website compliance check against statutory publication requirements
- Website accessibility check against WCAG 2.2 AA — including PDFs, which is where most school sites fail
- Admissions, exclusions and equality documentation review
You get a clear list of what is missing, what is non-compliant and what is merely unhelpful, sorted by priority and effort. Where gaps are found we can help you close them for an additional fee, rather than simply handing you a list and leaving you to it.
Georgia has successfully navigated multiple schools through Ofsted inspections — one of them under the new framework — with SEND and inclusion identified as a strength in both.
Policy & documentation development
Rewriting the paperwork so it is usable: provision maps that reflect real deployment, a graduated response your teachers can follow without training, pupil passports and one-page profiles that get read and reporting formats that give governors genuine assurance rather than a wall of RAG ratings.
Local authority & multi-school work
Training delivered across a trust or cluster, moderation and consistency work across settings, support with EHCP quality assurance and independent contributions to reviews of local provision.
This is a guide to the kind of work we do rather than a fixed menu. If what you need is not listed here, ask — it is very likely we can help or point you to someone who can.
Engagement
How working together tends to go
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A conversation
Fifteen minutes, free, no proposal attached. What is prompting this, what have you already tried and what would a good outcome look like.
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A written proposal
Scope, deliverables, dates and a fixed fee wherever the work allows one. Our standard terms and, where we handle personal data on your behalf, a data processing agreement.
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Delivery and handover
The work, then something written you can use — a report, an action plan or materials your staff keep. Plus a follow-up conversation at no extra cost.
Practical questions
What does it cost?
School and local authority work is quoted individually, because a twilight session and a full inclusion review are not comparable pieces of work. You will always have a written fee agreed before anything begins, fixed rather than hourly wherever the scope allows it. Ask on the introductory call and we will give you an indicative range on the spot.
Can you invoice a school, trust or local authority directly?
Yes. We invoice on standard payment terms and can work with purchase orders and your finance processes. Our terms of service cover the commercial basics and a full master services agreement is available for larger or ongoing engagements.
Do you have safeguarding clearance and insurance?
Yes. Georgia holds an enhanced DBS certificate and up-to-date safeguarding training and InclusionFirst Education Ltd carries professional indemnity insurance (£1,000,000) and public liability insurance (£5,000,000). We will provide certificates, our safeguarding statement and our privacy documentation as part of onboarding — or before you commit, if you would rather see them first.
You also work for parents. Is that a conflict?
It is something we manage carefully rather than pretend does not exist. We will not act for a family and their school on the same matter and we will decline or withdraw where a conflict arises. In practice, seeing both sides is the most useful thing we bring: we can tell a school exactly how its letters are being read at the kitchen table.
Will you handle our pupils’ personal data?
Sometimes and only where the work genuinely requires it. Where we process personal data on your instructions we act as your processor under a written data processing agreement and we work from anonymised or pseudonymised information wherever the task allows. Details are in our privacy notice.
What kinds of setting do you work with?
Early years and nursery settings, primary, secondary, sixth form and college, plus trusts, clusters and local authorities. The statutory framework runs from birth to 25 and so does our work. Georgia currently holds Inclusion Lead and SENCo responsibility for a nursery as well as a school, so early years provision is first-hand rather than adjacent knowledge.
Can you work during the school holidays?
Yes, by prior arrangement — useful for audits, policy work and INSET preparation when the building is quiet. Usual working hours are 9am to 5pm, Monday to Friday.
Can you deliver training remotely?
Yes, though for whole-staff work we usually recommend in person if you are within reach of Bath & North East Somerset — the discussion is most of the value. Mentoring, document review and leadership sessions work perfectly well by video.
Start with a 15-minute conversation
No proposal, no pressure. Tell us what is prompting the question and we will tell you whether we can help.