Testimonials
“It has been so nice to feel like we are working with the EP [Educational Psychologist], rather than the EP just coming in and out.”
- Junior school SENCo following individual casework with a pupil.
“Thank you so much for all your level headed support - it has been very much appreciated.”
- Middle school SENCo [Special Educational Needs Coordinator] following two years of school support.
“I don't expect any magic solutions from you. What I expect (and get) is lots of useful advice that's not [just] rooted in theory and impractical.”
- Autism manager at a special school for children with severe learning difficulties, following attendance at Team Around the Child meetings for two pupils.
“The staff meeting was brilliant. You pitched at the perfect level. It was so good that there were actual 'theories' behind behaviour. [The Head] put it well in saying that '...it challenged some lazy thinking'. It was also fun and professional. I can tell you that everyone was engaged and got something from it because I have been in many staff meetings where engaging in clock watching is the most active that some people get! Well done and thank you.”
- SENCo of primary school following presentation and facilitation of peer-supported problem-solving at a staff meeting.
“Your courses have been informative and entertaining and have also been the cause of my recent Big Bang Theory addiction!”
- SENCo of secondary school attending workshops on social communication difficulties.
“Thank you also for the terrific meeting today - we were all very impressed with how you managed to make it so purposeful and supportive. I know that it has helped to clarify all of our thinking and identified the next steps.”
- SENCo from junior school following solution-focussed meeting to support parents and staff in deciding on SEN pupil’s secondary school
“Your support has been fantastic and has helped me in developing in my own role. Thank you for being there when I needed advice and guidance - hugely helpful.”
- New head teacher of school for severe learning difficulties following 18 months of support.
“I have just properly read [pupil x]'s report and wanted to let you know what a clear and comprehensive report it is - thank you so much.”
- SENCo at a junior school following involvement with Year 4 pupil.
“Thank you for your time this morning. I found the opportunity to meet and discuss contactline / community consultation ideas really helpful. Our conversation will inform and contribute to further work on a proposal I am drafting.”
- Local authority deputy manager within Children's Services.
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Referees
I am happy to provide referees from previous employments on request.
Outcomes
I know that these outcomes for children and young people are not because of me alone – each child’s success story is a combination of factors, including the persistent efforts of the people they are surrounded by on a daily basis – but I am proud to say that I have played an important part in securing a more positive future for the following individuals (details have been kept vague to ensure confidentiality)...
An adopted 10 year old girl with severe attachment difficulties and related behavioural difficulties, who was not attending school, was successfully transitioned into a mainstream primary school and went on to attend a mainstream secondary school. She made real friends, developed positive relationships with staff and her relationship with her adoptive mother improved significantly.
School staff and parents were concerned that a boy in Year 4 at a specialist provision with almost no verbal communication was not making progress and seemed disengaged from school. After targeted assessment, I recommended a more experiential learning approach, amongst other strategies, and he began to show progress in his learning, as well as being a lot happier and more engaged at school. One demonstration of this was that he was much keener to share aspects of his day with his parents using his communication aide.
I used a restorative justice approach to repair the relationship between a young pupil and a support assistant.
I supported a teacher and teaching assistant to run a Circle of Friends intervention for a Year 5 boy, who had alienated his class and was struggling socially and academically. This raised the empathy of his classmates, such that a group volunteered to meet regularly with him to teach him better ways of playing with others at lunchtime. As a result of having more positive playtimes, he was also happier and calmer in class.
I delivered training on learning and memory to a linked infant and junior school. During the training, staff began to reflect on the need for consistency across schools, as well as across year groups. I held an impromptu problem-solving session and an action plan was generated in order to achieve this.
As a result of my involvement with an 8 year old boy, he became more motivated to read and write, happier to participate in an intervention, was awarded an Independent writing sticker from the head teacher and made progress in literacy. The boy himself said, “I understand what I find hard now.” and “I like trying harder work and I try working on my own first and I aim for higher levels now”.
