The Meadows Community Pre-School is a charity providing early years education and care in a small, play-based setting. With a strong local reputation for supporting children with special educational needs (SEN), the preschool wanted to strengthen its understanding of neurodiversity and trauma for a more inclusive approach. 

We spoke to deputy manager Lauren about how completing our CPD course, Enhancing Neuroinclusivity Through Trauma-Informed Practice, has changed the way staff support both pupils and each other. 

Building a shared understanding 

When Lauren came across NCFE’s short course on trauma-informed practice, she initially thought it would be useful for herself. Having been recently diagnosed with autism, she was keen to explore the links between neurodivergence and trauma, and how this might affect her in the workplace. 

However, Lauren’s manager – also the preschool’s SEND coordinator – quickly saw the value in expanding the learning to the entire team. There has been a sharp increase in the number of SEN children within the setting in recent years, and staff wanted to be better equipped to respond to their individual needs. 

All six members of staff completed the course, including the preschool’s manager, deputy manager, two early years practitioners, and two lunchtime assistants. While they had previously completed autism awareness training, team members had varying levels of experience and qualifications in this area, and the learning gave them a more consistent understanding of supporting diverse needs. 

“This is the first time we’ve done training as a whole staff team,” said Lauren. “This way we’ve all had the same information, so we’re all singing from the same hymn sheet.” 

The format made this easily achievable, with staff completing the two-hour, self-paced online course in smaller blocks around their usual roles while colleagues provided temporary cover. 

Responding to diverse needs 

Since completing the course, staff have become more aware of how individual needs can affect the way children communicate, behave, and respond to their surroundings. 

“All the staff have said they feel it’s changed the way they relate to the SEN children,” said Lauren. “It’s made them more understanding. So, I think it’s had a really positive impact on our setting.” 

Changes have included allowing children to use fidget toys during story time to help them stay calm and focused, as well as offering more flexibility and compassion when they become overwhelmed. Meadows has also created a quiet sensory space in its outdoor area, featuring a dark den and coloured lights, where children can take a break when they need one. 

The space was funded by a £1,000 Inclusion Support Grant from Rotherham Metropolitan Borough Council, and Lauren says the course informed how they chose to spend it. Further investment is planned for sensory and messy play areas, as well as a selection of musical instruments. 

Creating a more supportive workplace 

While the learning has benefited the preschool’s pupils, it has also made a real difference to the way staff support one another. As an autistic staff member, Lauren has noticed that colleagues are more patient with her, and that her manager now gives her clearer instructions and more warning about changes. At the same time, she feels more comfortable stepping into a separate room when she needs a few minutes of peace and quiet. 

“I was thinking, yes, this will really help my colleagues understand me better,” said Lauren. “And I feel like it has.” 

She added: “Compared with other early years courses, this one gave a much better explanation of what autism actually is and how it can affect people in their day-to-day lives. For me as an autistic person, it’s one of the best courses I've done on autism. I thought it was brilliant, I really did.” 

Looking ahead, Meadows Community Pre-School is continuing to build on its shared understanding of individual needs, pursuing a level 3 early years SENCO qualification for its general manager and SEND coordinator. For such a small team, completing the course together has provided a strong foundation for practical changes that help both children and staff feel better understood. 

Want to create a more inclusive setting that benefits everyone? Explore our trauma-informed learning pathway.