With regard to pastoral care and excellence, I have taught and have personally tutored in numerous socially and culturally diverse environments and have come into contact with students who possess varied special educational needs including, ADHD, dyslexia, dysphasia, hearing and visual impairment. For a number of years I worked closely in partnership with Grateley House School staff to recruit and correctly support their post-16 learners who have a diagnosis of Asperger syndrome and other associated difficulties.

I believe that all students should be supported and given appropriate guidance throughout their time within my care and. in association with colleagues including specialist Learning Support and Student Services, it is my duty to provide a fully inclusive and effective learning environment.

Personally and as a Head of Department I ensure that lessons are planned with an awareness of the needs of each individual student and that these are reflected upon to assess the impact upon each learner. I encourage staff to access advice, support and expertise to supplement and complement their own knowledge. This principle also applies to the education of English as an Additional Language (EAL) and Gifted and Talented (G&T) students who, although not defined within the law as having special educational needs, still require “special” provision and support.

Here, with reference to examples, I would like to demonstrate my experience as a diversity practitioner who has successfully lead inclusion initiatives, with regard to all learners, including those classified as SEN. There is no part of my CPD, from ITT to workplace development and elective training in mediation, facilitation, Management and Equality and Diversity that has not had an influence upon the methods I use to research, plan, create resources and deliver staff training and teaching within my current role.

Most significantly, within the role of Equality and Diversity Coordinator, I have lead Learning & Development for students, Business Support and Academic staff at Sparsholt and Andover College, I have lead in inclusion by devising and delivering the following cultural enhancement,inclusion-focussed staff development initiatives, including Embedding E & D, Differentiation using Resources, Strategies for Tackling Challenging Behaviour, Achieving Authenticity, Bullying and Cyber-bullying and Active Citizenship;all of which aim to develop a culture of respect and proactive ownership of learning.

Additionally, I have worked in partnership with colleagues to assist in the development of Schemes of Work which enhance inclusivity and have lead classes in a range of vocational areas to guide learners towards understanding their role and responsibility as future employees within their chosen profession.

In recent years, my RESPECT CAMPAIGN TUTORIAL PROGRAM has been instrumental in enriching the culture of inclusion and the celebration of diversity within the organisation; from staff to students, and this has had a considerable impact upon the quality of provision, subsequent attainment in all subject areas and, looking at figures for the coming academic year, applications for all courses have increased significantly.

To ensure that learners start their courses with awareness of our commitment to inclusivity, my college-wide INDUCTION includes workshops on FEELINGS & EMPATHY, ACTIONS & CONSEQUENCES, STEREOTYPING & LIMITING LABELLING, DIVERSITY & DISCRIMINATION, HARRASSMENT & VICTIMISATION. All tutor groups then participate in 10 weekly tutorials as follows; Introducing the EQUALITY ACT 2010 – What it means for YOU(Interactive exploration to illustrate how the Act affects us all) and nine further modules covering a “Protected Characteristic” designed to be delivered at a time to coincide with national or international days in the Diversity Calendar.

These strategies and training packages which I have put in place, at both GCC and AC, help students to reach their full potential and enable teachers a shared wealth of expertise with which to develop the confidence to devise and deliver stimulating and inclusive lessons.

Leading on Inclusion within Education – Corporate Training (Facilitation and Consultancy). As Director of NBI Associates (—Colleges.html), I devise and deliver engaging, enjoyable and interactive Personal and professional development workshops utilizing Cognitive Behavioural and Performing Arts strategies. These programs are an effective means to personal, professional AND organizational GROWTH and TRANSFORMATION because participants explore the origin of BELIEFS, challenge their accuracy, redefine those which create limiting THOUGHTS and learn strategies to make CHOICES to say and do only those things which bring themselves and others closer to emotional, intellectual, spiritual and professional fulfilment.

Effective Pastoral Care within education is when ALL learners are supported according to their individual needs so that they may flourish and achieve their full potential.

Next question please…


National Diversity Award Winner, David E. Watters, is a teacher, motivational speaker and writer; a passionate equality advocate, committed to enhancing the lives of young people and adults who may feel marginalised or limited by labels.

As a teacher, he is committed to developing the whole person through creatively challenging students to embrace their unique value, and that of others, to encourage them to fulfill their full potential. He is nominated for an Excellence in Diversity Award 2015, for his contribution to enhancing the diversity agenda within education.

Since graduating from The Institute of Education, University of London, David has gone on to train as a mediator, and is a qualified facilitator for The Pacific Institute.

As Director of NBI Associates, David devises and delivers engaging, enjoyable and interactive Diversity and Cultural Enhancement workshops utilizing Cognitive Behavioural and Performing Arts strategies for individual, corporate and academic clients.

Watters is also the founder and coordinator of the inclusive, inspirational and international Give ‘em Hope Campaign; an online initiative which utilises all available social networks to encourage and uplift those who doubt their validity, feel isolated or limited by labels, through the sharing of written and video testimonies. The campaign was honoured at the National Diversity Awards 2014 when it won the Community Organisation Award (Multi-Strand).

Watters was a key player in the Equal Love Campaign UK; taking the British Government to the European Court of Human Rights in 2010 and successfully achieving Marriage Equality for same-sex couples in the United Kingdom.

His passion and expertise has brought many opportunities to write and speak on social change and his book, NEVER BLEND IN, brings together this wealth of experience and the voices of those whom he has met along the way.






GIVE ‘EM HOPE CAMPAIGN:–em-Hope-Campaign.html



About neverblendin

David Watters, a graduate of Napier University, Edinburgh, Trinity College of Music, London and the Institute of Education, University of London, has worked internationally within education and Educational Management for more than 20 years. He has taught extensively within many socially and culturally diverse settings; most recently as a Head of Performing Arts within Further Education. He is a personal and professional development associate with The Pacific Institute (, personal coach, freelance writer and founding member of NBI Associates. He is a writer on social equality issues, is a key player in the Equal Love Campaign UK and author of the forthcoming book, NEVER BLEND IN which features key voices from the Lesbian, Gay, Bisexual and Transgender community and which aims to inspire and encourage those who may lack self-esteem or who question their validity. David is currently promoting a youtube campaign"Give 'em Hope"and is asking individuals, couples and groups to make and share videos telling about the benefits of living with personal authenticity. He has shared a platform with Stuart Milk and Peter Tatchell and is a supporter of 17-24-30, The Trevor Project, Schools Out, The Terrence Higgins Trust, The Albert Kennedy Trust and numerous others. His background in arts and education, combined with a solid understanding of Cognitive Behavioural Strategies, and his passion for Equality Advocacy drive every aspect of his work as a personal development facilitator, motivational speaker and writer. View all posts by neverblendin

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