Equality, Diversity, Inclusion and Accessibility (EDIA) Policy
1. Introduction
Waymakers CIC is committed to creating an inclusive, welcoming learning collective where all young people – including those with Special Educational Needs and Disabilities (SEND) – are supported to thrive. We recognise and value diversity in all its forms, including neurodiversity, gender identity, ethnicity, socioeconomic background, and learning differences. Our approach is shaped by respect for individual needs, autonomy, and the right to a tailored educational journey.
Our experience of participating in the local home educating community for many years means we particularly recognise the increasing awareness of neurodiversity, the greater incidence of formal identification of neurodivergence, and the broader move away from medicalised models toward the social model of disability. We do not frame neurodivergence as a deficit. Rather, we acknowledge that it can be disabling in environments that are not responsive to individual needs. We aim to offer an alternative: a supportive, flexible, and affirming space for young people to explore and grow.
Two key staff members have undertaken training with Kristy Forbes, a trauma-informed, pioneering advocate and educator for Pathological Demand Avoidance (PDA), Autistic identity, and neurodivergent culture. All staff and volunteers are supported in making Waymakers a safe space for fostering a diverse and inclusive community.
We do not seek to fit everyone into a neurotypical box but instead aim to recognise and nurture each person’s unique ways of being. We support every young person in identifying and advocating for their own needs while balancing these with the needs of others. We are increasingly aware of the neuronormative standards within which many education and community systems operate, and we work consciously to challenge these where they inhibit participation or wellbeing.
Waymakers CIC does not tolerate discrimination on the basis of age, disability, gender identity or reassignment, marriage or civil partnership, pregnancy or maternity, race, religion or belief, sex, or sexual orientation. We are committed to building a culture that proactively removes barriers to inclusion and participation.
2. Aims and Principles
Waymakers CIC aims:
3. Inclusive Participation
We welcome everyone to try Waymakers and to see whether our approach feels like a good fit for them, in the context of a mutually respectful environment.
To help us support very diverse home education groups with varying ages and needs, we ask parents and carers to consider how the sessions offered by or signposted to by Waymakers align with their children’s capacity, needs, and stage of development. We encourage open and ongoing dialogue to explore which aspects of Waymakers’ offer may be helpful – and we remain open to co-creating alternatives where needed.
Fundamentally, our approach is to treat everyone as the unique and wonderful humans that they are, and to provide a space to explore that alongside others and to build their capacity for doing so in other contexts.
4. Identifying and Responding to Needs
Waymakers CIC does not require a formal diagnosis for a child to be recognised as having additional needs. We listen to families and young people and respond to any concerns about access, participation, or wellbeing. Needs may be permanent, evolving, or context-dependent, and we take a responsive, relational approach to all support.
Needs may include (but are not limited to):
a) Environment and Practice
We aim to offer a low-demand, low-arousal environment with:
All facilitators and volunteers are expected to align with Waymakers’ core values. We support their development through reflective practice, collaborative learning, and, where appropriate, training in trauma-informed and neuro-affirming approaches.
c) Individual Support
Where appropriate, and always in collaboration with the young person and their family, we may ask for information on:
6. Partnership with Families
We value parents and carers as experts on their children. We are committed to communicating transparently and listening to concerns. Families are welcome to share insights and information they feel is helpful. This will always be treated with confidentiality and respect.
Our booking forms invite families to tell us about their children's interests, needs, and preferred methods of support. Where needed, we will follow up to explore how best to create a supportive and inclusive experience.
7. Accessibility
Waymakers CIC is committed to making our settings, communications, and learning activities accessible to all. We will make reasonable adjustments and actively seek to reduce or remove barriers to participation.
We welcome feedback on how we can improve accessibility in all areas, including:
8. Monitoring and Review
We reflect regularly on our inclusive practice and invite feedback from families, young people, facilitators, and volunteers. This policy will be reviewed annually, or sooner in response to feedback, new learning, or relevant changes in legislation.
We are committed to regularly updating our knowledge in this area and ensuring representation on our Steering Committee on SEND, neurodiversity, and wider inclusion matters.
Waymakers CIC is committed to creating an inclusive, welcoming learning collective where all young people – including those with Special Educational Needs and Disabilities (SEND) – are supported to thrive. We recognise and value diversity in all its forms, including neurodiversity, gender identity, ethnicity, socioeconomic background, and learning differences. Our approach is shaped by respect for individual needs, autonomy, and the right to a tailored educational journey.
Our experience of participating in the local home educating community for many years means we particularly recognise the increasing awareness of neurodiversity, the greater incidence of formal identification of neurodivergence, and the broader move away from medicalised models toward the social model of disability. We do not frame neurodivergence as a deficit. Rather, we acknowledge that it can be disabling in environments that are not responsive to individual needs. We aim to offer an alternative: a supportive, flexible, and affirming space for young people to explore and grow.
Two key staff members have undertaken training with Kristy Forbes, a trauma-informed, pioneering advocate and educator for Pathological Demand Avoidance (PDA), Autistic identity, and neurodivergent culture. All staff and volunteers are supported in making Waymakers a safe space for fostering a diverse and inclusive community.
We do not seek to fit everyone into a neurotypical box but instead aim to recognise and nurture each person’s unique ways of being. We support every young person in identifying and advocating for their own needs while balancing these with the needs of others. We are increasingly aware of the neuronormative standards within which many education and community systems operate, and we work consciously to challenge these where they inhibit participation or wellbeing.
Waymakers CIC does not tolerate discrimination on the basis of age, disability, gender identity or reassignment, marriage or civil partnership, pregnancy or maternity, race, religion or belief, sex, or sexual orientation. We are committed to building a culture that proactively removes barriers to inclusion and participation.
2. Aims and Principles
Waymakers CIC aims:
- To ensure every child feels seen, heard, and valued.
- To provide a flexible, strengths-based learning environment that adapts to individual needs.
- To affirm and support neurodivergent and disabled identities rather than viewing them through a deficit lens.
- To work collaboratively with families, young people, and relevant professionals.
- To be proactive in identifying and removing barriers to access and participation.
- To welcome diverse perspectives, backgrounds, and life experiences within our learning spaces.
- To reflect regularly on our own practices and assumptions, as individuals and as an organisation.
3. Inclusive Participation
We welcome everyone to try Waymakers and to see whether our approach feels like a good fit for them, in the context of a mutually respectful environment.
To help us support very diverse home education groups with varying ages and needs, we ask parents and carers to consider how the sessions offered by or signposted to by Waymakers align with their children’s capacity, needs, and stage of development. We encourage open and ongoing dialogue to explore which aspects of Waymakers’ offer may be helpful – and we remain open to co-creating alternatives where needed.
Fundamentally, our approach is to treat everyone as the unique and wonderful humans that they are, and to provide a space to explore that alongside others and to build their capacity for doing so in other contexts.
4. Identifying and Responding to Needs
Waymakers CIC does not require a formal diagnosis for a child to be recognised as having additional needs. We listen to families and young people and respond to any concerns about access, participation, or wellbeing. Needs may be permanent, evolving, or context-dependent, and we take a responsive, relational approach to all support.
Needs may include (but are not limited to):
- Communication and interaction differences (e.g. autistic spectrum conditions, speech and language needs)
- Social, emotional and mental health needs
- Sensory processing differences
- Learning differences or cognitive needs (e.g. dyslexia, ADHD)
- Physical or medical conditions
a) Environment and Practice
We aim to offer a low-demand, low-arousal environment with:
- Clear routines and flexible transitions
- Sensory-friendly spaces and materials
- Options for quiet time, movement, and regulation
- Visual supports, alternative communication, and personalised tools
- Flexible scheduling and participation options (including remote access where possible)
All facilitators and volunteers are expected to align with Waymakers’ core values. We support their development through reflective practice, collaborative learning, and, where appropriate, training in trauma-informed and neuro-affirming approaches.
c) Individual Support
Where appropriate, and always in collaboration with the young person and their family, we may ask for information on:
- Key strengths and interests
- Preferred communication methods
- Known challenges or stressors
- Strategies and accommodations that support wellbeing
6. Partnership with Families
We value parents and carers as experts on their children. We are committed to communicating transparently and listening to concerns. Families are welcome to share insights and information they feel is helpful. This will always be treated with confidentiality and respect.
Our booking forms invite families to tell us about their children's interests, needs, and preferred methods of support. Where needed, we will follow up to explore how best to create a supportive and inclusive experience.
7. Accessibility
Waymakers CIC is committed to making our settings, communications, and learning activities accessible to all. We will make reasonable adjustments and actively seek to reduce or remove barriers to participation.
We welcome feedback on how we can improve accessibility in all areas, including:
- Physical spaces
- Sensory environment
- Communication styles and content
- Scheduling and attendance models
- Cultural relevance and inclusivity
8. Monitoring and Review
We reflect regularly on our inclusive practice and invite feedback from families, young people, facilitators, and volunteers. This policy will be reviewed annually, or sooner in response to feedback, new learning, or relevant changes in legislation.
We are committed to regularly updating our knowledge in this area and ensuring representation on our Steering Committee on SEND, neurodiversity, and wider inclusion matters.