Expert SEND advice, so every child can flourish
Compassionate and professional support for children with SEND, their families, and those working with them. A practical, evidence-based and inclusive approach so every child can progress.
Qualified Specialist SEND Teacher
I bring over 25 years of SEND experience: teaching in the classroom, working directly with individual children, leading SEND in schools, and leading SEND at local authority level. My practice is personalised, neurodiversity-affirming and strengths-based, informed by professional depth and by lived experience as a neurodivergent person and parent. I work collaboratively rather than prescriptively, with curiosity about each child's needs, finding sustainable ways forward together with those I work alongside. I have significant expertise in ADHD, autism, AuDHD and other neurodivergent profiles, including AAC users and children with complex communication needs.
Professional Qualifications
Qualified Teacher Status (QTS) and BA(Ed) Hons, with postgraduate certificates across specialist areas of SEND
Therapeutic Training
Mid-way through the Caspari Foundation's Level 7 Advanced Diploma in Educational Psychotherapy. Therapeutic training that shapes my practice with children and the staff who work alongside them.
SEND support for familes
Many families come to me during periods of uncertainty: navigating a new diagnosis, concerned about an autistic or ADHD child's progress or wellbeing, struggling with the complexities of SEND provision, or starting to consider alternative education routes. My approach is neurodiversity-affirming, working alongside parents with curiosity and compassion to find a way forward that fits the child and their family.
Holistic Assessment - I use a combination of formal assessments and observation of how the child learns. This builds a detailed picture of a child's strengths, interests and special educational needs, so that next steps are highly personalised to the child.
Specialist and therapeutic teaching. - Direct work with children who feel stuck in their learning, drawing on specialist subject knowledge and therapeutic understanding. Interest-led where it unlocks engagement, and skills-based where executive functioning is part of the picture.
Making sense of the professional picture – Helping parents interpret assessments, reports and recommendations from the range of professionals involved, and see what they mean for their child in practice. Then thinking through the options most likely to make a difference.
Guidance on home education and EOTAS. – Practical advice for families educating their children outside school, whether by choice or because mainstream isn't currently working. I can support with personalised, skills-based learning built around interests and strengths, with a focus on the executive functioning skills that underpin learning.
Navigating SEND processes – Support with understanding statutory EHCP processes, including annual reviews, transitions between settings, and ensuring children can access education.
SEND Support for Schools and Organisations
I partner with educational leaders to develop, review and strengthen inclusive SEND provision so every learner can progress and flourish.
Consultancy to develop provision
Designing, reviewing and developing SEND provision that works for your children and your staff. I consult with schools, multi-academy trusts and local authorities, whether you're establishing a new SEND provision, evaluating what you already have or planning what comes next under the SEND reforms.
My consultancy is collaborative rather than prescriptive. I bring senior strategic SEND experience across both schools and local authorities, careful listening, curiosity about what's already working, and a focus on sustainable solutions that hold up after I leave. Together we develop the most appropriate way forward for your school or setting.
Designing new SEND provision or strengthening systems that are already in place.
Independent review of current SEND practice, identifying what's working and next steps
Inclusion strategy development, aligned with statutory requirements and the SEND reforms.
Strategic SEND planning, including outcomes-based commissioning of therapies, interventions and specialist provision.
Supervision and reflective practice
Schools are one of the few frontline services where staff regularly contain children's distress and need, often without a structured space of their own to process the impact. Supervision provides that space.
I offer regular, reflective and confidential supervision to staff supporting children with SEND It is not line management, performance review or therapy, but a strengths-based, relational space to think together about the work, the children, and what staff are carrying. The aim is to help staff stay thoughtful, well-resourced and effective in some of the most demanding work in education.
This can be delivered in two ways: as a regular group for staff within one school, or as a cross-school group bringing together key staff from several settings to think together. Both formats can run in person or online.
I am trained in delivering supervision and reflective practice through the Caspari Foundation, building on earlier supervision training from previous senior roles.
Coaching and bespoke training for staff
Practical, evidence-based training and coaching that builds your team's confidence and capability in supporting children with SEND. Programmes are tailored to your context, delivered online, in person, or as a blend, and designed with impact in mind. I will work with staff over time as well as in one-off sessions because lasting change in SEND practice usually comes from a combination of traditional training and ongoing coaching.
Let's talk
I'm here to listen and help you find your way forward.