About Ordinary Classrooms
Our Mission, Values & Team
Who We Are
At Ordinary Classrooms, we believe that every classroom should be a place where all learners feel supported, included, and valued. We work with schools, teachers, and parents to ensure that educational spaces are accessible, evidence-based, and built for the success of every student—especially those with additional learning needs.
Founded by Michelle Prosser Haywood, an experienced educator, consultant, and author, our work is rooted in real classroom experience and the latest educational research. Whether through school consultancy, training, conferences, or resources, our goal is to embed sustainable, practical strategies that create meaningful change in education.
Find out how we can help your school, your staff, or your child’s learning journey.
Our Mission
At Ordinary Classrooms, our mission is simple:
To make inclusive education the norm, not the exception.
To equip schools with the tools and strategies to support all learners effectively.
To empower teachers and parents with practical knowledge and guidance.
To advocate for evidence-informed practices that improve outcomes for all students.
Our Approach – How We Work
Evidence-Based Practice
We believe in strategies that are backed by research, tested in classrooms, and proven to work. Our work is influenced by studies in SEND, safeguarding, cognitive development, and educational psychology.
Practical, Sustainable Change
We don’t offer quick fixes or one-off solutions. Our training and consultancy are designed for long-term impact, helping schools and teachers create lasting improvements in inclusion, safeguarding, and teaching practices.
Collaboration & Community
We work alongside schools, teachers, and parents—not just as consultants, but as partners. We understand the pressures and challenges of the classroom, and we are committed to practical, realistic solutions that can be implemented in real school environments.
Want to know more about our approach?
Meet Our Founder –
Michelle Prosser Haywood
Educational Background & Expertise
With over 20 years of experience in education, Michelle Prosser Haywood is a specialist in inclusive teaching, SEND strategy, safeguarding, and teacher training. She has worked across mainstream schools, specialist settings, higher education, and multi-academy trusts, giving her a broad perspective on the challenges and opportunities within education.
Her background includes:
Director of Inclusion for a Multi-Academy Trust (MAT)
Leading SEND strategy across 12 schools, developing inclusive policies, training, and interventions.
Former Director of Initial Teacher Training (ITT)
Supporting new teachers in their journey from training to qualified classroom practice.
Higher Education Lecturer
Teaching on SEND, safeguarding, and inclusive education at a university level.
Researcher & Author
Writing books and academic publications on inclusive teaching, SEND, and classroom strategies.
Publications & Thought Leadership
Michelle has authored several key books, including:
She has also contributed to numerous academic papers, teacher training courses, and keynote speeches on inclusive education.
Speaking, Training & Consultancy Work
Michelle is a regular speaker at national and international education conferences, providing insights on:
She also works directly with schools through consultancy services, training workshops, and CPD events, helping school leaders and staff develop robust inclusion strategies that benefit all students.
Why 'Ordinary Classrooms'?
We believe that the best schools are not extraordinary—they are places where every student feels included, every teacher feels equipped, and every lesson is accessible to all learners.
Our name reflects our belief that inclusion, accessibility, and effective teaching should be part of every classroom—not just specialist settings, but everyday, ‘ordinary’ classrooms across the country.
By working together, we can create a world where inclusive education is standard, not an afterthought.
Join us in making inclusion an everyday reality in education.
