Inclusion Support Team

The Inclusion Support Team provides personalised, learner-centred support for apprentices and learners with a wide range of barriers to learning. Support is available to all learners, with diagnosed conditions as well as those who are experiencing barriers to learning but do not have a diagnosis.

Meet our Inclusion Support Team

Carly Yazdani, Inclusion Support Manager & Designated Safeguarding Officer

Carly Yazdani is the Inclusion Support Manager and Safeguarding Officer with over 20 years of experience supporting learners of all ages and background specialising in Neurodivergence, Social, Emotional, Social, emotional, mental health (SEMH) Special Educational Needs and Disabilities (SEND), and Safeguarding. Carly is passionate about creating inclusive learning environments, building confidence and ensuring every learner…
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We support learners on an individual basis as we appreciate that we all learn and think differently. Examples of support include:

  • ADHD, Autism (ASD), Dyslexia, Dyscalculia, Dyspraxia and other neurodivergent conditions
  • Social, Emotional and Mental Health (SEMH) support
  • Physical health conditions and disabilities
  • Workload management, organisation and study skills
  • Confidence building and learner wellbeing response
  • Managing cognitive load and reducing overwhelm, processing information

  • Assistive technology recommendations and accessibility tools
  • Reasonable adjustments and inclusive learning strategies
  • Individual learning plans and personalised support
  • One-to-one support, regular check-ins and ongoing guidance
  • Signposting to internal and external services where appropriate

Our aim is to remove barriers, promote inclusion and empower every learner to succeed by understanding that support varies significantly from person to person, so we offer a graduated response ensuring the correct level of support can be provided.

Graduated Response Framework

Our Graduated Response Framework provides a structured, flexible approach to supporting learners. It ensures that every learner receives the right level of support at the right time, with support increasing or reducing in line with their individual needs. The framework is designed to be fluid, meaning learners can move between tiers as their circumstances change. Our aim is always to provide personalised, proportionate support that enables every learner to thrive.

Tier 1 – Universal Support

Open to everyone

Tier 1 is the foundation of our support offer and is available to every learner from their first interaction with Apprentify and throughout their apprenticeship journey.
Universal support focuses on creating an inclusive learning environment where learners can access guidance, advice and reasonable support without requiring specialist intervention.
Support at this level is delivered by:
  • Skills Coaches
  • Trainers
  • The Inclusion Support Team
  • The Onboarding and Support Team
The aim is to provide early support, identify potential barriers and promote success for all learners.

Tier 2 – Targeted Support

For learners who are experiencing barriers to learning, disabilities, learning differences or additional support needs.

Support is primarily delivered by the Skills Coach or Trainer in line with the learner’s Inclusion Support Plan (ISP) and agreed reasonable adjustments. Learners continue to receive oversight and regular reviews from the Inclusion Coach, typically every 8–12 weeks, with additional support available whenever needed. Support at this level may include:
  • Personalised learning strategies
  • Reasonable adjustments
  • Study skills and organisation support
  • Confidence and wellbeing support
  • Assistive technology recommendations
  • Regular reviews of progress
This tier ensures learners receive targeted support before more intensive intervention becomes necessary.

Tier 3 – Specialist Support

1:1 Inclusion Coach-led Support

Tier 3 is for learners who require ongoing, structured, one-to-one support to overcome more significant barriers to learning. Learners receive regular (at least monthly) support sessions with an Inclusion Coach, alongside continuous monitoring, review meetings and updates to their Inclusion Support Plan. Support may include:
  • Regular one-to-one coaching sessions
  • Individual Inclusion Support Plan reviews
  • Personalised intervention strategies
  • Neurodiversity support
  • Wellbeing support
  • Progress monitoring
  • Collaboration with coaches and employers where appropriate
The Inclusion Coach acts as the learner’s key support contact throughout this stage.

Tier 4 – Specialist Support (Partnership & Safeguarding)

For learners whose needs require specialist intervention or multi-agency support.

Support is coordinated by the Inclusion Support Team in partnership with safeguarding, external agencies and other relevant professionals to ensure learners receive the most appropriate specialist support.
This may include:
  • Safeguarding intervention
  • Partnership working with external organisations
  • Specialist referrals
  • Multi-agency collaboration
  • Enhanced wellbeing support
  • Ongoing case management and review
Even when external agencies are involved, the Inclusion Support Team continues to coordinate support and remain the learner’s point of contact where appropriate.

A Flexible Approach

Our Graduated Response Framework is designed to be flexible rather than fixed. Learners may move between tiers as their needs change, ensuring support remains proportionate, effective and personalised.
For example, a learner receiving Tier 3 support may transition to Tier 2 as their confidence, independence and progress improve, demonstrating the positive impact of the support provided.
Our approach is underpinned by six key principles:
  • Early identification – spotting concerns and acting early.
  • Proportionate support – providing the right support, at the right level, at the right time.
  • Collaboration – working together with learners, coaches, employers and partners.
  • Evidence-based practice – using insight and data to inform support.
  • Safety first – placing safeguarding and wellbeing at the heart of everything we do.
  • Better outcomes – empowering learners to overcome barriers, achieve success and thrive

Triage & Onboarding Pathway

Triage & Onboarding Pathway Our Triage & Onboarding Pathway ensures that every learner receives the right support at the right time. We work collaboratively to identify barriers to learning, agree appropriate support, and put personalised strategies in place that enable learners to succeed. Our process follows six simple stages:

1. Onboarding Questions

As part of the onboarding process, learners complete a series of onboarding questions. This provides an opportunity to share any existing or potential support needs, learning differences, disabilities, health conditions or barriers that may affect their learning experience.

2. Onboarding Team Review

The Onboarding Team reviews the learner’s responses. Where additional support is identified, or further discussion would be beneficial, a referral is made to the Inclusion Support Team for further assessment.

3. Referral to the Inclusion Support Team

Once a referral has been received, a member of the Inclusion Support Team contacts the learner to arrange an initial Microsoft Teams meeting. This provides an opportunity to discuss their individual needs and begin planning appropriate support.

4. Inclusion Support Call

The learner attends a 20–60 minute confidential support meeting with a member of the Inclusion Support Team. During this conversation, we explore any barriers to learning, identify strengths, discuss support requirements and consider any reasonable adjustments that may be beneficial.

5. Inclusion Support Plan (ISP)

Following the support meeting, an Inclusion Support Plan (ISP) is created where appropriate. The plan outlines agreed support strategies, reasonable adjustments, recommendations and any actions required to help the learner achieve success throughout their apprenticeship.

6. Next Steps Agreed

A review meeting is scheduled, and the agreed support plan is shared with the learner’s Skills Coach and Trainer where appropriate. This ensures everyone involved understands the agreed support and can work together to provide a consistent and inclusive learning experience. A meeting with the Development Coach will be offered to discuss the support plan and offer support strategies or training if required.

Our Commitment

Our triage process is designed to be supportive, collaborative and learner centred. We recognise that every learner is different, and there is no one-size-fits-all approach. By working together with learners, coaches and employers, we aim to reduce barriers, promote inclusion and ensure every learner has the opportunity to thrive.

Learner Referral Process

Learners can contact the Inclusion Support Team directly by emailing:

[email protected]

Following contact, the team will arrange a Teams call, identify support required and follow the above process.

Ongoing signposting

Our aim is to remove barriers, promote inclusion and empower every learner to succeed by understanding that support varies significantly from person to person, so we offer a graduated response ensuring the correct level of support can be provided.

Where appropriate, learners may be directed to trusted external organisations for additional information and support:

• ADHD UK
• National Autistic Society
• British Dyslexia Association
• Mind
• NHS Learning Hub

Our accreditations