About Us

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Every Child Thrives Education is an independent UK-based inclusive education research and development initiative.

We are interested in a simple but important question:

How can education systems understand children’s needs earlier and translate that understanding into better everyday teaching and support?

Our work sits at the intersection of inclusive education, SEND, research, professional practice and systems development.

Our purpose is to help build education systems in which children with different learning and developmental needs are recognised earlier, understood more fully and supported more effectively.

We place particular emphasis on strengthening the capacity of mainstream classrooms and the professionals working within them.

Inclusion should not simply mean that a child is physically present in a mainstream classroom.

Meaningful inclusion means being able to participate, learn, belong and make progress there.

Classroom first — Wherever appropriate, support should strengthen children’s ability to participate and succeed within everyday teaching before relying on separate or withdrawn provision.

Understand before labelling — A diagnosis can be important, but teachers should not need to wait for a diagnostic label before beginning to understand and respond to a child’s needs.

Strengths and needs — Children should not be defined solely by their difficulties. Effective support begins with understanding both strengths and barriers.

Evidence before assumptions — We investigate systems before proposing solutions and remain open to findings that challenge our original thinking.

Professionals as partners — Teachers, psychologists, researchers, families and other professionals hold knowledge that cannot be replaced by a tool or framework.

Systems, not quick fixes — Sustainable inclusion requires more than individual interventions. It depends on professional knowledge, classroom practice, appropriate tools, effective pathways and collaboration working together.

Entela Dervishi

Founder, Every Child Thrives Education

SEND Lead & SEND Specialist

Entela Dervishi is an experienced SEND Lead, qualified SENCO and SEND specialist with 20 years’ experience supporting children and young people with additional educational needs. She currently works as SEND Lead/SENCO at Forest Hill School in London, where she leads the development of inclusive practice and systems designed to identify needs early, strengthen classroom provision and improve outcomes for learners.

Entela holds a Master’s degree in Special and Inclusive Education from University College London’s Institute of Education and is a qualified specialist assessor. Her professional expertise encompasses SEND leadership, psychometric assessment, dyslexia, exam access arrangements, SEND law and whole-school review and development.

Throughout her career, Entela has worked closely with teachers, senior leaders, families, local authorities and external professionals and agencies, developing coordinated and sustainable approaches to inclusion. Her work has involved navigating both school-based provision and wider statutory SEND systems, giving her a strong understanding of the importance of collaboration between education settings, families and public services.

A central principle of Entela’s work is that every child should have the opportunity to achieve and experience meaningful inclusion within the classroom, with high-quality teaching, early identification and appropriate adjustments forming the foundation of support before reliance on withdrawn intervention.

Having worked in education in both Albania and the United Kingdom, Entela brings a cross-cultural perspective to her current interest in research, early identification and the development of practical, evidence-informed systems for inclusive education.