At Circles & Cycles, we believe that every child is capable, curious and full of potential. Inclusion is not an additional programme or separate provision; as a Reggio-inspired preschool, it is part of how we think about children, relationships and learning.

Inclusion means creating an environment where every child feels they belong, can participate meaningfully and is valued for who they are. We recognise that every child may need something different in order to participate, learn and thrive. We see children as capable and resourceful, with many ways to communicate, think, express themselves and make meaning. Our role is to listen carefully and create the conditions in which each child can flourish.

What Does Inclusion Look Like?

  • Every child develops at their own pace: We recognise that developmental journeys are unique and may not follow the same timeline.
  • We start with the child: Our starting point is not a diagnosis or label, but understanding the child’s strengths, interests, needs and ways of communicating.
  • We value diversity: This includes different developmental journeys, abilities, learning preferences, communication styles, sensory and motor needs, social and emotional needs, cultures, languages and family backgrounds.
  • We meet children where they are: A child may need additional support without having a diagnosis—for example, with transitions, communication, social relationships or regulation.
  • We work collaboratively: We partner with families and, where appropriate, relevant professionals to support each child’s participation and development.

Support & Services

Our first response to a child’s needs is always within the classroom. Facilitators observe closely, document learning and development, and reflect on how environments, materials, routines and interactions can be adapted.

  • Intentional Movement & Play: Sessions with Hannah Mehta, Pediatric Occupational Therapist, support motor planning, coordination, balance, spatial awareness and sensory processing.
  • TheraPaws: Twice a month, Junior, a trained therapy dog, visits C&C through TheraPaws to create opportunities for connection, emotional regulation, communication and resilience.
  • External specialists: Depending on individual needs, children may work with speech and language therapists, ABA therapists, occupational therapists or other relevant professionals.
  • Collaborations: We have tie-ups with organisations such as The Pollyanna Practice and Little Wins, founded by Aditi Bhansali.
  • Therapeutic support at school: Where appropriate, therapists may work with children within their classroom, with parental consent.
  • Shared approach: Inclusion works best when educators, families and specialists work together around the child.
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Why Do We Believe in Inclusion?

  • Children should not have to fit a particular mould in order to belong.
  • Children learn from one another, developing opportunities for empathy, collaboration, communication and perspective-taking.
  • Thoughtfully supported inclusion benefits all children, not only those who need additional support.
  • Inclusion reflects our Reggio Emilia belief that every child is capable and has many ways of learning and communicating.
  • Instead of asking, “How can we make this child fit into our classroom?”, we ask, “What can we change about our environment, relationships or approach so that this child can participate?”
  • We focus on creating responsive environments rather than changing the child.

How Do We Identify If a Child Needs Extra Help?

Through observation and documentation, facilitators may notice patterns in how a child communicates, plays, moves, interacts, responds to sensory experiences, approaches challenges and participates in everyday routines.

We may notice children who:

  • Develop at a different pace or find everyday tasks particularly challenging.
  • Move differently, finding activities such as running, jumping, climbing or using their hands more difficult.
  • Seek or avoid certain sensations, such as sounds, touch, textures or movement.
  • Find regulation difficult, including transitions, waiting, calming down or managing big reactions.
  • Find everyday tasks challenging, such as eating, dressing, toileting or using utensils.
  • Experience communication or interaction differences, including difficulty communicating needs, following instructions or engaging with peers.
  • Have identified developmental delays or additional learning needs.
  • Have a diagnosed disability or neurodevelopmental difference or already receive professional support.

Observation is not diagnosis. Our role is to notice, document, discuss and share observations with families. Where appropriate, we may recommend consulting a relevant professional. Early identification can help families access appropriate support while ensuring that normal developmental variation is not rushed into a label.

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Who Should You Talk To?

  • Your child’s facilitator can be the first point of conversation if you have concerns about development, communication, behaviour, learning or participation.
  • You do not need to wait for a diagnosis or be certain that something is wrong.
  • Families and educators can share observations and decide together whether additional support would be helpful.
  • Depending on the concern, we may suggest speaking with a paediatrician, developmental paediatrician, speech and language therapist, occupational therapist, psychologist or special educator.
  • Our collaborating therapists can provide private consultations by appointment.
  • We see this as a collaborative process, not a referral away from school.

Inclusion is for every child

At Circles & Cycles, we want every child to experience the feeling that they belong here. Because belonging is not something a child has to earn. It is something we create together.

FAQ's

Inclusion means creating an environment where every child feels they belong, are valued for who they are and can participate meaningfully.

We welcome children with diverse developmental journeys, abilities, communication styles, sensory and motor needs, social-emotional needs, attention and regulation differences, disabilities, and different cultural or linguistic backgrounds.

No. A child may benefit from additional support without having a diagnosis or specific label. We start by understanding the individual child and their needs.

Facilitators closely observe how children communicate, play, move, interact, regulate themselves and participate in everyday routines. These observations are documented and discussed with families.

No. Observation is not diagnosis. Educators document what they notice and, when appropriate, may suggest that families consult a relevant professional for further assessment or guidance.

Support begins within the classroom through observation, documentation and adaptations to the environment, materials, routines and interactions. Children may also benefit from Intentional Movement & Play, TheraPaws and collaboration with external specialists.

It is a programme designed to support sensory and motor development, including motor planning, coordination, balance, spatial awareness and sensory processing.

Twice a month, C&C welcomes Junior, a trained therapy dog, to create opportunities for connection, communication, emotional regulation and resilience in a supportive environment.

Yes. Where appropriate, children may work with professionals such as speech and language therapists, ABA therapists and other child-development professionals. Therapists may also work with children within their classroom, where appropriate.

We believe inclusion works best when educators, families and specialists work together around the child. With parental consent, relevant information and strategies can be shared to create greater consistency across environments.

Our Reggio-inspired approach recognises children as capable and resourceful, with many ways of communicating, thinking and expressing themselves. We adapt the environment and our approach rather than expecting every child to learn in the same way.

Your first step can be a conversation with your child’s facilitator. You do not need to wait for a diagnosis or be certain that something is wrong before beginning that conversation.

Depending on the concern, families may be guided towards a paediatrician, developmental paediatrician, speech and language therapist, occupational therapist, psychologist or special educator.

Our goal is to create the conditions in which every child feels safe, valued, capable and able to participate. Belonging is something we create together.