Inclusion that works in real classrooms.

These workshops aren’t a tick-box training. They’re a genuine shift in how educators understand, see, and respond to the children in their care - practical, grounded, and immediately applicable in real classrooms with real ratios.

Our Most Popular

Personalised Professional Development Workshops

Every Early Childhood service is different - and your professional development should be too.

Before your workshop, I send a tailored intake form directly to your team. Each educator has the opportunity to share what they’re genuinely finding difficult: the children they’re unsure to to support, the situations they don’t have the language for, the gaps they feel in their practice.

I read every response. Then I design your workshop around them.

This means your team gets professional development that speaks directly to their real experience - not a generic slide deck, not a tick and flick session. A workshop built on what your educators are actually sitting with, in the areas I specialise in

  • Identifying and supporting high masking children in your classroom

  • Cumulative risk for Aboriginal and Torres Strait Islander children in early childhood settings

  • Cumulative risk for Neurodivergent children in early childhood settings

  • Communication, language and AAC in early childhood settings.

Inclusion Consultancy

Support for services ready to build something real

Most early childhood services that reach out don’t lack intention - they have a lack of clarity. These services cut through that.

Inclusion Check-In

Clarity and direction in a single session.

For centres needing clarity and practical next steps. A focused consult to review your current practices and provide clear, realistic strategies aligned with the EYLF, NQS, and children’s rights. Walk away with an action plan your team can start using straight away.

This is not a compliance audit. It is a collaborative process that gives your team a clear picture of what is actually happening in your environment — and exactly what to do next.

What We Look At:

— Your current environment and routines

— Where children are struggling to participate

— What’s already working and can be built on

— The specific changes that will make the biggest difference

You Walk Away With:

— A clear, honest picture of your current practice

— A prioritised, realistic action plan

— Strategies your team can implement straight away

— Clarity on what funding and support is available

Implementation Support

Turning good intentions into consistent everyday practice.

Knowing what inclusive practice looks like in theory is one thing. Doing it consistently — across routines, environments, relationships, and the full complexity of a real day — is another. Implementation Support is where real change happens.

I work alongside your team to embed inclusive strategies directly into your daily practice, in a way that feels achievable, sustainable, and genuinely supportive of every child in your care.

We Focus On:

— What will make the biggest difference right now

— Building sustainable, long-term practice

— Supporting your team within real ratios and capacity

Support May Include:

— Predictable routines and transitions

— Visual supports used meaningfully

— Sensory and environmental adjustments

— Communication foundations including AAC

Two women sitting at a table having a conversation inside a cozy cafe or restaurant, with notes, brochures, a mug, and a wooden tray of cookies on the table.

Ongoing Consultancy

Sustained support that builds real inclusive culture over time.

A one-off training day changes attitudes. It rarely changes culture. Culture changes when the same values are reinforced, the same language is used, and the same approach is modelled — consistently, over time. Ongoing Consultancy is the support that makes that possible.

Regular, responsive, relationship-based support for your service — adapting to what your team actually needs as your cohort changes, challenges arise, and educators grow in confidence and capacity.

Regular check-ins · Responsive troubleshooting · Team capacity building · Documentation & planning support ·

Starter & Full packages available

Three women sitting at a table in a meeting or counseling session. One woman is speaking while the other two listen, taking notes. The table has a plant, a mug, and notebooks. The room is decorated with artwork and indoor plants.

Early childhood educators are the gate openers to access. When inclusive practice is embedded early - through environment, relationships, routines, and co-regulation - children don’t just cope. They belong, participate, and learn in ways that honour who they are.

- Annissa, Founder

Professional Development

Workshops that change what happen on Monday morning

There is a lot of professional development available in early childhood. Most of it is forgotten within a fortnight. What makes the difference isn’t more information — it’s a shift in how educators understand children.

All workshops are 2 hours and can be delivered in-centre, as team workshops, in small groups, or customised to your service.

Understanding Cumulative Risk for Aboriginal and Torres Strait Islander Children

This workshop explores how risk builds over time for Aboriginal and Torres Strait Islander children when cultural safety, connection, belonging, and understanding are missing in early learning environments. This isn’t about deficit. It’s about understanding how systems, environments, and relationships can either increase risk or become a source of safety, strength, and belonging — and what educators can do about it.

You’ll leave able to move beyond tokenistic practice and build environments that are genuinely culturally safe and protective.

High Masking Children in Early Learning

Some of the children who need the most support are the ones nobody is worried about. They appear fine. They follow instructions, stay in their seat, copy their peers. But underneath, they are exhausted — working constantly to hold it all together. This workshop explores the hidden world of high masking children — what masking is, why neurodivergent children do it, what it costs them, and how early learning environments can either increase or reduce the need to mask.

You’ll learn to see beyond the surface and create environments where children feel safe enough to be themselves.

A diverse group of five women sitting around a table engaged in a discussion, with a presentation slide and a red vertical banner behind them. The slide reads "Understanding Cumulative Risk for Aboriginal and Torres Strait Islander Children in Early Learning," and the banner emphasizes "Cultural Safety - Relationships. Reflection. Responsibility." The table is decorated with traditional artifacts and documents, and the women are smiling and interacting in a collaborative setting.

Understanding Cumulative Risk for Neurodivergent Children

Neurodivergent children often don’t experience risk from one single event. It builds — layer by layer — from unmet sensory needs, miscommunication, misunderstanding, and repeated experiences of disconnection and overwhelm. This workshop helps educators understand how that cumulative risk develops, why it can be invisible until it becomes a crisis, and what practical steps can reduce it before it reaches that point.

You’ll leave with a deeper understanding of neurodivergent experience and practical strategies to make your environment more regulating and protective.

Communication, Language & AAC in Early Learning

Every child communicates. Not always with words — and not always in ways we immediately recognise or understand. This workshop supports educators to move beyond traditional expectations of speech and build truly inclusive communication environments — where every child has a voice, every communication style is respected, and no child is left without a way to express themselves.

You’ll leave with practical strategies for supporting non-speaking children, Gestalt Language Processors, and children using AAC — in everyday routines and relationship.

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