Little Project Manager is committed to providing a safe, welcoming, and inclusive environment. We believe that every child—regardless of their physical ability, neurodiversity, race, religion, gender, or socio-economic background—should have the opportunity to develop leadership and project management skills.
In accordance with the UK Equality Act 2010, we maintain a "zero-tolerance" policy toward discrimination and are committed to taking proactive steps to remove barriers to participation.

We recognize that inclusion starts with understanding. We implement the following "Best Practice" cycle:

• Pre-Workshop Assessment: Our registration forms include a section for parents/carers to disclose any SEND, medical requirements, or behavioral support needs.
• Consultation: For children with complex needs, our Lead Facilitator will arrange a brief call with parents to understand specific triggers, communication preferences, and "what works" for that child.
• Reasonable Adjustments: We modify our delivery at no extra cost to the parent. This may include:
• Providing "fidget" tools or quiet zones for neurodivergent children.
• Printed materials in large font or high-contrast colors.
• Adapting physical activities to ensure wheelchair accessibility.

To support varied learning styles and needs, our facilitators are trained to use the following inclusive teaching strategies:

• Communication: Using visual timetables and "First/Then" boards to reduce anxiety.
• Cognition: Breaking project tasks into "chunked" instructions to avoid cognitive overload.
• Sensory: Managing noise levels and providing a designated "calm-down" space.
• Social/Emotional: Using "Buddy Systems" to encourage peer-to-peer support.

We only select workshop venues in the UK that meet the following criteria:

1. Physical Access: Step-free access and accessible toilet facilities.
2. Transport: Proximity to public transport to support families without private vehicles.
3. Safety: Clear emergency exit routes that are accessible to those with limited mobility.

We actively seek feedback from "seldom-heard" groups to ensure our workshops remain inclusive. After each workshop series, we review:

• The diversity of our participant demographic.
• The effectiveness of the adjustments made for SEND students.
• Any barriers reported by parents during the registration or participation phase.