Our Approach
Who We Are
SCB Inclusion Consultancy is an independent inclusion and behaviour consultancy working alongside education settings to strengthen systems, improve consistency and reduce barriers for vulnerable learners.
The work is shaped by extensive experience across both mainstream and alternative provision, alongside strategic system level roles. This provides a grounded understanding of the realities schools face, including competing priorities, limited capacity and the challenge of balancing individual need with whole school systems.
SCB works as a critical friend, offering clear, informed perspectives while remaining rooted in the day to day context of education settings.
Why SCB Inclusion Consultancy Exists
SCB Inclusion Consultancy exists in response to patterns seen repeatedly across schools and trusts. Behaviour, attendance and engagement concerns are often addressed through short term or reactive responses, without sufficient opportunity to examine the systems influencing these outcomes.
In many settings, staff are committed and skilled, but are working within structures that are unclear, inconsistent or stretched beyond capacity. This can unintentionally create barriers for vulnerable learners and place additional strain on staff teams.
SCB was established to provide schools with the time, space and expertise to step back, reflect and strengthen inclusive systems in a way that is ethical, realistic and sustainable.
“Shakira is a born leader and always carries out her work with a great deal of professionalism. She has strong values which translate naturally into her approach to work.”
Layna,
Pupil Support Worker.
“Shakira connected on a level that made young people feel like a person and not just a statistic or a naughty child. She was direct and honest but in a way that gained respect.”
Amy,
Pupil Support Worker.
“Shakira is a person of high moral values, with the child always being central to her processes. A strong advocate for children and a powerful role model in supporting children to hold themselves to high standards.”
Vikki,
SENDCO.
“Shakira is genuine and authentic, with a desire to truly go above and beyond for young people and to support staff. She is always open to new ideas and innovation in order to fit the needs of the young person or situation presenting itself. Shakira has a strong set of values that allow her to remain aligned with the work she is doing and ensure it is truly impactful.”
Ryan,
Programme Lead.
Values and Principles
Children at the centre of decisions
Children and young people are at the centre of all decision making. They are individuals with lived experiences, not data points, and decisions must reflect their wellbeing, dignity and long term outcomes.
Behaviour as communication and belonging
Behaviour is understood as communication. Professional curiosity and a sense of belonging are central to effective inclusion, supporting children to feel seen, understood and able to engage meaningfully.
Exclusion as a last resort, not a verdict
Suspension or exclusion should be proportionate, fair and used only when necessary. Where exclusion occurs, it should support access to more appropriate provision rather than signal failure or loss of opportunity.
Safeguarding in its fullest sense
Safeguarding underpins all work and includes emotional wellbeing, psychological safety and stability, alongside statutory responsibilities.
Empowerment over blame
Support focuses on strengthening staff confidence, knowledge and practice rather than attributing fault. Sustainable change is built through support, reflection and shared understanding.
Contextual and sustainable inclusion
There is no single model of inclusion. Effective practice is shaped by context, capacity and need, with change embedded over time rather than delivered as tokenistic or short term action.
How we work with schools and organisations
Work usually begins with an initial discussion to understand context, priorities and constraints. This ensures that support is shaped by need rather than a fixed model or pre-designed programme.
Review and analysis may include consideration of systems, policies, data, routines and wider school culture. Findings are used to develop clear, prioritised recommendations that focus on strengthening inclusion and improving consistency.
Where appropriate, support extends into implementation. This may involve working alongside leaders, supporting staff development or advising on policy and practice alignment. Schools retain ownership of decisions at all times, with SCB acting as a strategic partner rather than an external authority.
Support is purposeful, time limited and focused on sustainability, with the aim of strengthening internal capacity rather than creating reliance on external input.