Supporting Complex Educational Needs at TechBloq
Why we’re introducing these sessions
Over recent years, we’ve noticed a growing number of families with children who have complex educational needs (sometimes referred to as SEN) choosing to home educate. Often because mainstream settings haven’t offered the flexibility or pace their child needs. These sessions are our response to that.
In speaking with parents, a common thread has come up. Rather than focusing on standard academic milestones, many families of children with complex educational needs are looking for support with foundational skills, for example: social interaction, listening, turn-taking, attention and communication. These are the building blocks that often need extra time and a different kind of environment to develop.
What these sessions will look like
From September 2026, we’re introducing small-group sessions on Mondays and Thursdays, 2:45-4pm, designed specifically around this. Groups will be kept deliberately small, between 3 and 5 children depending on individual needs, to allow for genuine attention within a group setting.
Sessions will be play-directed, drawing on the kind of skill-building typically associated with the early years (EYFS) framework. It’s worth being clear about what this means in practice: this isn’t about treating older children as younger than they are. The activities will be adapted to suit each child’s age, interests and stage of development; the early years approach simply offers a well-established, evidence-based starting point for building foundational skills, regardless of a child’s age.
Who these sessions are for
These sessions are designed for children with low to moderate complex educational needs; children who may need support with social interaction, listening, communication, or attention, but who are broadly able to participate in a small group setting with gentle structure.
How this fits alongside existing support
This isn’t a replacement for formal SEN support through a school, or for provision under an Education, Health and Care Plan. It’s intended as a complementary space that focuses specifically on foundational skills, separate from any statutory provision your child has access to.
Our approach
This is a new addition we’re introducing thoughtfully and one we’re approaching with curiosity and care. We’ll be listening closely to feedback from families as it develops and adjusting where needed.
If you think this provision for complex educational needs could be right for your child, we’d encourage you to get in touch so we can talk through whether it’s a good fit: Contact Us
Our intention is for sessions to be play-directed, with activities gently guided to support skills like listening, turn-taking and social interaction. In practice, especially during a child’s first few weeks or months with us, this often looks more like the child leading the play themselves, while we focus on settling them in and building trust. As that settling-in period progresses, we begin to introduce more guided structure, always at the child’s own pace.
The best first step is to get in touch so we can talk through your child’s needs and what you’re hoping for. If suitable, we would then arrange a trial session. We want families to feel confident this is genuinely suited to their child before joining.
We’re not a specialist SEN setting. What we’ve created is a thoughtful response to a need we’ve noticed among our families; a smaller, slower-paced space to build foundational skills. If your child requires more specialist or clinical support, we’re happy to have an honest conversation about whether this is the right fit.
Our teacher has experience working with children with complex educational needs, alongside a strong background in early years (EYFS) practice. As part of ongoing professional development, she will also be undertaking further SEN-focused training to continue building knowledge and insight in this area.
We know “SEN” is the term most families are familiar with and we use it occasionally so the page is easy to find. But we’ve chosen “complex educational needs” as our main language because we want this provision to feel approachable rather than label-led. Many of the families we speak to are looking for practical, foundational support rather than a formal diagnosis or category, and we wanted our language to reflect that.
No. Our sessions are designed to sit alongside any formal support your child already receives, not replace it. If your child has an EHCP or is receiving SEN support through a school or local authority, this remains in place. Our sessions simply offer an additional space focused on foundational skills like social interaction, listening, and communication.
Our sessions are designed for children with low to moderate complex educational needs. This might include children who find social interaction challenging, struggle with listening or turn-taking, have speech and communication differences, or need more time and space to build attention and focus. Children with diagnoses or an EHCP are not automatically excluded; the range of needs within any diagnosis can vary considerably and we assess each child individually through a conversation with you before they join.
At this stage, these sessions are not suitable for children who require consistent one-to-one support throughout a session, or whose needs would be better met in a specialist clinical or therapeutic setting. We’d rather have that conversation early so we can point you in the right direction, whether that’s with us or elsewhere.
No, an EHCP isn’t required. We assess suitability on an individual basis through a conversation with you about your child’s needs.
We’re introducing this thoughtfully and will be listening closely to feedback from families as it develops. We’re committed to it for the long term and will continue to shape it around what works best for the children attending.
To find out more or arrange a conversation, call us on 0208 923 0350 or email admin@techbloq.co.uk
No. We don’t require a formal diagnosis or EHCP to join. Many parents are already aware of their child’s needs, particularly where these are more pronounced, and we want to make sure support is available without unnecessary barriers.
Connect with Us