I offer a range of services to meet the needs of your children and young people through personalised child centred support and through wider strategic and systemic work. I offer proven experience, advice and training that enables authentic inclusion and outstanding practice in the following areas:

• Developing outstanding nurture provision and a nurturing school ethos
• PATH - Facilitated graphic visioning and whole team action planning 
• Team Teach - Holistic preemptive approaches to behaviour, including positive handling, risk reduction and restraint
• SENCO mentoring & whole school system development
• SEND Review 
• SEN audits and observations 
• Child centred observations, advice, reports and action planning
• Interventions and environments
• Understanding and implementing the SEN Code of Practice 

If you would like advice on the types of support that would be most suitable for your needs, I offer honest advice on the best ways to move forward through a free, no obligation, consultation. 

Every school is different with varying levels of in-house expertise.  Therefore, whilst I offer a range of distinct training programmes, I am also able to support individual school needs through a range of personalised training elements including:

• SENCO mentoring and coaching
  • Support to understand implement the SEN Code of Practice
  • Practical systems to ensure information is shared effectively and accountability is clear
  • Evidencing progress
  • Impact reporting and action planning
• Introductory behaviour management training
  • Suitable for NQTs and midday supervisors
  • Looks at the underpinning instincts and needs that drive behaviours
  • Can be targeted to meet specific CPD needs
• Peer Massage
  • One staff meeting to outline benefits and practice
  • Available policies and permission letters
  • The benefit of 15 minutes each day include:
    • Well-being and relaxation
    • Social communication and respectful relationships
    • Optimised learning and increased concentration
    • A sense of autonomy and control through choices - safeguarding
    • Self-awareness and body image
• Child observations
  • Detailed observations where skills and experience of staff are highlighted and made explicit alongside areas for improvement
  • Indications of need are illustrated
  • Practical follow up action points 
• Environment planning and SEMH intervention development 
  • Playtime planing
  • Retreat area creation and use
  • Classroom layouts
  • Embedding social and emotional literacy teaching
• Effective behaviour tracking systems
  • Collating and analysing behavioural trends
  • Action planning
• Triangulating and evidencing SEMH progress
  • Boxall Profile 
  • PIVATs Personal, Social Development 
  • Goodman's Strengths and Difficulties Questionnaire (Goodman, 1997)
  • Social, Emotional and Play Development Assessment (Curtis, 2015)
  • Self-evaluation charts