Stephanie Batey - Inclusive Teacher Co Pod

Stephanie Batey

Subscribe, follow and turn on 🔔 for clear, practical support for SEND parents & teachers of children with ADHD, autism, dyslexia, reading and school life. I’m Stephanie Batey, founder of Inclusive Teacher Co. I’m a neurodiversity and literacy specialist, former English teacher and school leader with experience across education, CAMHS support and specialist training... and importantly - lived experience of ADHD! I created this channel because parents & educators should not have to figure out neurodivergence and school life alone. Expect straightforward videos and expert conversations on ADHD and autism in children, dyslexia, reading difficulties, emotional regulation, executive functions, homework, diagnosis, assessment, SEND support and school meetings. Going through assessment, struggling at school... this channel will help parents & educators understand what may be happening and what to do next. No jargon. No judgement. No hours spent piecing together conflicting advice.

  1. 28 Oct

    “Use your words”: helping children find the vocabulary to explain what they need

    We tell children to “use your words” as though finding the right ones is always easy. But what happens when a child is overwhelmed, or understands far more than they can get onto the page? I'm talking about oracy: speaking, listening and communicating in ways that help children learn and advocate for themselves. From emotional vocabulary to verbal rehearsal before writing, there are practical things we can do at home and in school without turning every conversation into a lesson. Especially useful if you're supporting a child with ADHD, dyslexia, dysgraphia or communication difficulties. IN THIS EPISODE YOU’LL LEARN: • Why “I don’t know” can be a genuine communication difficulty, not avoidance. • How speaking aloud can help children plan writing and show what they know. • How to offer precise emotional vocabulary without demanding an explanation during dysregulation. • Ways to model listening, recast grammar and practise self-advocacy scripts. • How to build speaking confidence without forcing eye contact or performances. RESOURCES & LINKS: • Education Secretary’s oracy announcement: https://www.gov.uk/government/speeches/education-secretary-speech-at-cst-conference-2026 • National Literacy Trust: Children and young people’s speaking and listening in 2025: https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-speaking-and-listening-in-2025/ • National Literacy Trust: Creating Confident Communicators: https://literacytrust.org.uk/policy-and-influencing/oracy-report/ • National Literacy Trust: What is literacy?: https://literacytrust.org.uk/information/what-is-literacy/ • School Meetings Made Clear: https://inclusiveteacherco.com/school-meetings-ks2-ebook https://inclusiveteacherco.com/school-meetings-ks3-ebook • Inclusive Club: https://inclusiveteacherco.com/inclusive-club • Education training menu: https://inclusiveteacherco.com/training KEYWORDS: oracy in schools, speaking and listening skills, emotional literacy, self-advocacy for children, ADHD and writing, dyslexia support, dysgraphia support, neurodiversity in schools, inclusive teaching, communication and regulation, parent-school communication LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  2. 21 Oct

    Oracy belongs in every lesson: making it work without adding to workload

    Oracy could give more children the chance to show what they know - without producing another mountain of marking. Steph welcomes the Government’s plans to raise the status of speaking and listening in England’s curriculum, but questions what happens if schools turn purposeful talk into trackers and paperwork. Drawing on her experience as a Head of Literacy, she explains how structured discussion, sentence stems and explicit vocabulary teaching support learning across subjects, especially for pupils with ADHD, dyslexia, dysgraphia and communication differences. There’s also an important warning: confidence, eye contact and volume are not the same thing as communication ability. For teachers, SENCOs and school leaders who want inclusive, practical oracy without another workload initiative, this is a place to start. IN THIS EPISODE YOU’LL LEARN: • What the proposed curriculum changes could mean — and what is still undecided. • How speaking before writing helps pupils organise and develop ideas. • Why assessment must account for different communication needs. • How sentence stems, processing time and rehearsal support participation. • What leaders can look for beyond written evidence and tracking sheets. RESOURCES & LINKS: • Education Secretary’s oracy announcement: https://www.gov.uk/government/speeches/education-secretary-speech-at-cst-conference-2026 • National Literacy Trust — Children and young people’s speaking and listening in 2025: https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-speaking-and-listening-in-2025/ • National Literacy Trust — Creating Confident Communicators: https://literacytrust.org.uk/policy-and-influencing/oracy-report/ • National Curriculum English programmes of study: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study • Education Endowment Foundation — Oral language interventions: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions • Inclusive Teacher Co neurodiversity and oracy training: https://inclusiveteacherco.com/training • School Meetings Made Clear: KS2- https://inclusiveteacherco.com/school-meetings-ks2-ebook KS3- https://inclusiveteacherco.com/school-meetings-ks3-ebook • Inclusive Club: https://inclusiveteacherco.com/inclusive-club KEYWORDS: oracy in schools, oracy curriculum England, speaking and listening, inclusive teaching, SEND support, ADHD in the classroom, dyslexia and writing, neurodiversity in schools, classroom discussion strategies, sentence stems, teacher workload, oracy assessment LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  3. 14 Oct

    Inclusion Strategy or Website Wallpaper?

    By 31 December 2026, eligible state-funded mainstream schools in England must publish an inclusion strategy linked to the new Inclusive Mainstream Fund. But publishing a document is the easy bit. The real question is whether staff, families and pupils can see what it changes in everyday school life. Steph Batey, neurodiversity specialist and former teacher, unpacks what schools are being asked to publish, what parents should look for, why plain English and meaningful consultation matter, and how leaders can stop inclusion becoming another polished PDF that changes very little. This is for school leaders, SENCOs, teachers, governors and parents who want inclusion planning to result in clearer support, stronger accountability and a better experience for children. IN THIS EPISODE YOU’LL LEARN: • What eligible mainstream schools in England must publish by 31 December 2026 • The four things parents should be able to identify in an inclusion strategy • Why schools should describe barriers to learning rather than simply collecting diagnostic labels • How leaders can turn funding, training and priorities into consistent classroom practice • Why pupil and family experience matters when measuring whether inclusion is actually working RESOURCES & LINKS: To enquire about school training or parent-carer support, visit the Inclusive Teacher Co website: https://inclusiveteacherco.com/ Department for Education — Developing an inclusion strategy using the Inclusive Mainstream Fund: https://www.gov.uk/government/publications/inclusive-mainstream-fund-support-for-school-leaders/developing-an-inclusion-strategy-using-the-inclusive-mainstream-fund Department for Education — Inclusive Mainstream Fund conditions of grant 2026 to 2027: https://www.gov.uk/government/publications/inclusive-mainstream-fund-2026-to-2027/inclusive-mainstream-fund-for-schools-conditions-of-grant-2026-to-2027 Department for Education — Inclusive Mainstream Fund support for school leaders: https://www.gov.uk/government/publications/inclusive-mainstream-fund-support-for-school-leaders The Guardian — England school inspections to be overhauled again after barrage of complaints: https://www.theguardian.com/education/2026/oct/02/school-inspections-england-ofsted-overhaul-complaints Inclusive Mainstream Fund, school inclusion strategy, SEND support in mainstream schools, inclusive teaching, SENCO support, parent-school communication, neurodiversity in schools, executive functioning in the classroom, adaptive teaching, whole-school inclusion, SEND leadership, Ofsted inclusion LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  4. 7 Oct

    Free SEND Training Is Here. Will Pupils Actually Feel the Difference?

    The government’s new free SEND and inclusion training for mainstream schools is a welcome step, but training only matters if pupils experience a real difference in the classroom. In this episode, I explore what the new Department for Education materials cover, why consistent implementation matters across primary and secondary settings, and why SEND cannot sit with the SENCO alone. This episode is for teachers, teaching assistants, SENCOs, school leaders and parents who want practical, realistic ways to turn knowledge into better support. It also looks at parent-school communication, whole-school systems and the small, consistent changes that can make school more predictable and accessible for neurodivergent pupils. IN THIS EPISODE YOU’LL LEARN: • What the government’s new free SEND and inclusion training includes and what is expected next. • Why consistency across staff, subjects and settings matters more than one-off SEND CPD. • How primary and secondary schools face different inclusion challenges. • Why leadership, behaviour systems and whole-school culture can enable or undermine inclusive practice. • Practical questions parents and school staff can use to improve communication and review support. As always, visit www.inclusiveteacherco.com to enquire about school training or how I can support you, as a parent or carer. RESOURCES & LINKS: Department for Education — SEND and inclusion training for mainstream schools: https://www.gov.uk/government/collections/send-and-inclusion-training-for-mainstream-schools Department for Education — Biggest ever overhaul of SEND teacher training begins: https://www.gov.uk/government/news/biggest-ever-overhaul-of-send-teacher-training-begins Department for Education — Inclusive workforce models research: https://www.gov.uk/government/publications/inclusive-workforce-models Department for Education — Parent, Pupil and Learner Voice, May 2026: https://www.gov.uk/government/publications/parent-pupil-and-learner-voice-omnibus-surveys-for-2025-to-2026/parent-pupil-and-learner-voice-may-2026 KEYWORDS: SEND training, SEND and inclusion, mainstream schools, neurodiversity training, inclusive teaching, SENCO, teaching assistants, SEND support, parent school partnership, reasonable adjustments, neurodivergent pupils, whole-school inclusion LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  5. 30 Sept

    Can we give them a minute? September transitions and neurodivergent children

    Can we give them a minute? September transitions and neurodivergent children September can demand far more cognitive and emotional energy from children than adults realise, especially for neurodivergent learners. New classrooms, teachers, routines, social expectations and organisational systems can make even an ordinary school day exhausting. Steph explores how to tell the difference between normal settling-in wobbles and a pattern that suggests a child needs more support. Parents, teachers, SENDCOs and school leaders will come away with practical ways to notice what is really happening, open better conversations between home and school, reduce unnecessary demands and use small, targeted adjustments while independence develops. IN THIS EPISODE YOU’LL LEARN: • Why school transitions can place extra demands on working memory, organisation, sensory processing and emotional regulation • How to look at the direction of a child’s difficulties rather than overreacting to one bad day • Why “They’re fine here” does not give the whole picture • Better questions to ask children, including “What took the most energy today?” • How small, specific adjustments and proper review can support growing independence RESOURCES & LINKS: • Inclusive Club — parent membership covering ADHD, reading, learning and school https://inclusiveteacherco.com/inclusive-club • School Meetings Made Clear — resources for Key Stage 2 and Key Stage 3, with the secondary version also useful into Key Stage 4 https://inclusiveteacherco.com/school-meetings-ks2-ebook https://inclusiveteacherco.com/school-meetings-ks3-ebook • Inclusive Teacher Co education training and consultancy — ADHD, autism, dyslexia, literacy and inclusive practice https://inclusiveteacherco.com/training • Inclusive Teacher Co free resources https://inclusiveteacherco.com/resources-that-help • @InclusiveTeacherCo https://linktr.ee/InclusiveTeacherCo?utm_source=linktree_profile_share<sid=3422aa25-1a52-40d0-a82c-1618db880326 KEYWORDS: September school transition, neurodivergent children, Year 7 transition, secondary school transition, ADHD at school, autism at school, dyslexia support, school anxiety, SEND support, school organisation, parent school communication, inclusive education LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  6. 16 Sept

    Navigating the SEND Maze - EHCP Insights for Parents

    If you’re trying to make sense of EHCP headlines, rising applications and proposed SEND reform in England, this conversation cuts through the noise. Steph explains what is changing, what is not, why families are understandably anxious, and why the real issue is not simply paperwork but trust and capacity across the system. Parents, teachers and SENDCOs will come away clearer on the current EHCP position, the pressures behind reform, and the practical questions families can ask schools now rather than waiting for a plan, assessment or policy change. IN THIS EPISODE YOU’LL LEARN: • Why the current EHCP system and existing legal rights still remain in place. • What rising EHCP numbers and missed statutory timescales reveal about pressure in the system. • Why earlier mainstream support will depend on real workforce and specialist capacity. • What to ask schools about support, progress, home impact and next steps. • How simple records and meeting follow-ups can reduce confusion and strengthen accountability. RESOURCES & LINKS: School Meetings Made Clear — Key Stage 2 version https://inclusiveteacherco.com/school-meetings-ks2-ebook School Meetings Made Clear — Key Stage 3 version, also suitable for parents navigating Key Stage 4 https://inclusiveteacherco.com/school-meetings-ks3-ebook Inclusive Club https://inclusiveteacherco.com/inclusive-club Inclusive Teacher Co social media - @InclusiveTeacherCo KEYWORDS: EHCP reform England, SEND support, Education Health and Care Plan, EHCP applications, SEND parents, SEN support in schools, EHCP assessment, mainstream SEND provision, school meetings SEND, SENDCO support, inclusive education, neurodiversity in schools LIKE THIS EPISODE? Leave a comment and don’t forget to subscribe.

  7. 13 Aug

    Habit Stacking & Executive Function: Tiny Routines that Helps Neurodivergent Children

    If your neurodivergent child struggles with school mornings, forgotten homework, missing PE kits, being late, starting tasks or remembering what comes next, habit stacking could make everyday routines much easier. In this episode I explain how habit stacking can support executive functions in children with ADHD, autism and other neurodivergent profiles and why the same strategy can be incredibly useful for neurodivergent parents too. Habit stacking is the simple idea of linking a new action to something that already happens: When X happens → I do Y. For example: 🎒 When my shoes go on → I pick up my school bag. 🏫 When my school bag goes by the door → my PE kit goes beside it. ☕ When I make my morning drink → I check today's calendar. This can reduce how much information has to be held in working memory and can support areas such as task initiation, prospective memory, sequencing, organisation and transitions. In this video we cover: 🧠 What habit stacking actually is 🧠 The link between habit stacking and executive function 🧠 Why “get ready for school” is NOT one simple task 🧠 How ADHD and autism can affect working memory, organisation and task initiation 🧠 How to create an executive-function-friendly habit stack 🧠 Why you should start with ONE tiny action 🧠 How to build a routine without creating another overwhelming checklist 🧠 Habit stacking for school mornings, homework and remembering equipment 🧠 How routines can help with some of the difficulties behind forgotten homework, missing PE kit and lateness 🧠 Why regulation needs to be considered in after-school routines 🧠 How neurodivergent parents can use habit stacking for their own ADHD or executive function challenges 🧠 What to do when the habit stack doesn't go to plan The approach is also grounded in research around implementation intentions, often described as “if-then” planning. Research suggests that creating a specific cue for an intended action can support goal-directed behaviour and prospective memory. I explain what that means in normal language and, more importantly, what you can actually do with it at home. FREE RESOURCES FOR PARENTS 👇🎒 FREE Back to School Habit Stacker 🧠 FREE Executive Function eGuide for Parents 📱 For more free ADHD, autism, executive function and SEND support, follow Inclusive Teacher Co. WANT MORE PRACTICAL SUPPORT?If you like the “tell me why it's happening, then tell me what I can actually DO” approach, that's exactly what we're building inside Inclusive Club. Inclusive Club gives parents of neurodivergent children access to: 💻 Monthly live webinars 🧠 ADHD Made Clear 📚 ADHD Reading at Home 📝 Practical downloads, scripts and strategies 🎤 Expert guest sessions ▶️ Webinar recordings 💬 A supportive parent community ❤️ Ongoing support around ADHD, autism, executive function, emotional regulation, literacy, school and family life Founding Membership is currently £17 to enrol then £20 per month from 28th September, with that monthly founding rate locked in while you remain a member. 👉 Join Inclusive Club

  8. 21 Jul

    ADHD Basics Parents Need Before Another Reading Strategy Works

    Another strategy will not fix what adults have misread. ADHD is still too easily reduced to fidgeting, distraction or bad behaviour, while the real daily strain sits in regulation, executive function, emotion, motivation, memory and the gap between knowing and doing. This episode gets underneath the advice parents hear all the time. I talk about why an ADHD child may focus for hours on Minecraft but appear personally offended by socks, why simple tasks are not simple, and why a child can know the rule yet still struggle to access it when rushed, overloaded or emotionally flooded. I also connect this to home support: fewer verbal instructions, visible time, help with starting, calmer transitions and boundaries that do not collapse into shame. For parents, teachers, SENCOs and school leaders, the urgent bit is this: ADHD support has to move beyond try harder, listen better and be more consistent. High support and high belief belong in the same room. Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.Subscribe here: https://linktr.ee/InclusiveTeacherCo

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Ratings & Reviews

5
out of 5
2 Ratings

About

Subscribe, follow and turn on 🔔 for clear, practical support for SEND parents & teachers of children with ADHD, autism, dyslexia, reading and school life. I’m Stephanie Batey, founder of Inclusive Teacher Co. I’m a neurodiversity and literacy specialist, former English teacher and school leader with experience across education, CAMHS support and specialist training... and importantly - lived experience of ADHD! I created this channel because parents & educators should not have to figure out neurodivergence and school life alone. Expect straightforward videos and expert conversations on ADHD and autism in children, dyslexia, reading difficulties, emotional regulation, executive functions, homework, diagnosis, assessment, SEND support and school meetings. Going through assessment, struggling at school... this channel will help parents & educators understand what may be happening and what to do next. No jargon. No judgement. No hours spent piecing together conflicting advice.

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