EDU360 School is a specialist setting designed for students with complex neurodevelopmental profiles, co-occurring conditions, and diverse learning needs. We support students who require moderate to high levels of academic and behavioural support, often alongside emotional regulation, sensory integration, and therapeutic intervention.
Our students may present with masked or misunderstood neurodivergence, inconsistent engagement, or behaviours that communicate unmet needs. We do not rush to label. Instead, we observe, connect, and collaborate to understand what underpins each student’s presentation.
We welcome referrals from:
- Educational psychologists
- Occupational therapists
- Speech and language therapists
- Clinical psychologists
- SENCOs and inclusion specialists
Our intake process includes a Discovery Period, during which we observe, assess, and co-create a best-fit pathway with the student and family.
We maintain transparent communication and offer regular progress updates to referring professionals.
At EDU360 School, therapy is not an add-on. It is embedded into the daily rhythm of the school. Our educators and therapists work together to create a consistent, affirming environment where students feel safe, regulated, and ready to learn.
Settling Period
A two-month observation phase allows us to understand each student’s true potential before formal assessments.
Homegroup Mentorship
Daily sessions provide emotional grounding, routine, and relational connection.
Emotional Regulation Toolkit
We apply six strategies – self-, co-, partner-, pre-, post-, and environmental regulation – across all learning spaces.
Collaborative Practice
Therapists and educators meet regularly to review progress, adjust interventions, and maintain consistency.
CASE STUDY 1
Sensory Regulation and Classroom Engagement
A student presented with frequent shutdowns during group activities. The therapist conducted a sensory profile and identified auditory sensitivity. The educator and therapist co-created a sensory regulation plan including noise-reducing headphones, structured peer interactions, and a quiet zone. The student’s engagement and confidence improved significantly.
CASE STUDY 2
Behaviour as Communication
A student displayed escalating behaviours during transitions. The therapist joined the class to observe and identified anticipatory anxiety. Together, the team introduced pre-regulation strategies including countdown cues, visual schedules, and movement breaks. The student’s transitions became smoother and less distressing.
CASE STUDY 3
Building Readiness for Learning
A student in the Key Pathway showed inconsistent academic performance and emotional dysregulation. The therapist and educator worked together to implement a co-regulation routine before academic tasks, using breathing exercises and sensory tools. Over time, the student developed greater independence and readiness for structured learning.
We understand that behaviour is communication
We know that regulation precedes education
We believe that every student deserves a place where they are seen, supported, and understood
