About Me

I love helping others, it's in my bones. I can't help it. I can't leave anyone struggling, (especially when it comes to inclusion) child or parent or school, I will tenaciously give my utmost to support, give advice and help to improve the situation. The SEN side just seems to make sense to me, Inclusion makes sense, why wouldn't we ensure everyone was included and support them to be their best self and achieve to the bestnof their ability? I just seem to understand. I understand the frustration, the plea for help, the communication difficulty, the need. My fast and efficient way of working just gets things done. 

I have had so many families, friends, or friends of friends asking for advice or support and after a few frustrating job positions where Inclusion was not promoted from 'the top', I could see wellbeing in children & staff dropping, I just had to set up 'Inspire, Improve, Include' to show schools and families that it is possible. There's always a way, you just need to find it. It never has to be done in a way that is hurtful or upsetting to anyone. You just need to get the balance right.

Inspired to help, inspiring all to include, together we can Improve SEN provision, SEN experiences and lives of your children, their schools and their families.

I'm a single parent with 2 daughters. One is diagnosed with Autism, ADHD as well as speech & language difficulties, she has an EHCP and attends a specialist setting.
I have ADHD & Autism which helps me pull on my strengths to be successful & gives unique insights in to overcoming any barriers.
I hope to meet you one day.  

I have been a qualified teacher for 16 years and had the National SENCO Award since 2010. My various roles have included  SENCO, Assistant Head Teacher leading in Inclusion, Deputy Head Teacher- Inclusion, Inclusion Lead for Education in Kent advising other schools on how to improve SEN provision and I have taught in a range of Primary Schools with contrasting catchments and varying levels of SEN and deprivation.

I have introduced new systems across a number of schools- a Restorative based behaviour system, a tiered Wellbeing approach, delivering training ensuring confidence on all staff levels, whilst ensuring children and families were clear on expectations.  Impact was measured both strategically and practically.  Coordinating this has often included consulting with external agencies, coordinating multiagency working to ensure a collaborative process where everyone is working towards the same shared goal for the child and family. 

I have successfully led and delivered SEN training for teachers across a number of Trusts and developed a training programme for the Teaching Assistants which staff felt was effective and had a positive impact. My engaging presentation style and specialist knowledge ensures the child’s voice is heard throughout all the work I do.  The training resulted in rapid change and improved educational outcomes for children as well as improved engagement and better emotional well-being.  I want to take the skills I have to ensure children and families can access the right support at the right time to enhance every child’s outcomes positively.    

 It is important for me to have excellent relationships with parents. In the past it has been vital that I supported parents through what could sometimes be described as ‘stressful’ SEN processes. Diplomacy is vital in my role as I often have conversations with parents which are of a sensitive nature.  Over the years I have gained many parents’ trust who regularly ask for advice and have commended me for my hard work and fast paced action that I have bought to the school so far. 

I am tenacious and relentless in my need to support positive change and recognise the uncertainty and energy this requires when supporting others. 

I have mentored and coached other staff members and have the ability to work with an array of people effectively, dealing with challenging conversations when they arise. School improvement has allowed me to frequently liaise with various professionals across Kent and Bexley to ensure the school were making improvements. Whilst being a key leader in school it meant I could promote a culture of inclusion and improvement within the school community.

  I have applied for multiple high needs funding and EHCPs meaning children with the most severe and complex needs have had their strengths and difficulties  recognised thus supporting the child or young person to achieve their aspirations.  

Due to my ability to work with others, communicate a vision and establish a culture, this enabled me to create and develop a Nurture/SEMH Unit catering for children who struggled with their Social Emotional Mental Health Needs.  This not only benefited the recipients of the room but it was also to the benefit of the school community.  This provision was recognised by Ofsted as being a success… “A small proportion of pupils attend the school’s Lighthouse provision so that they can improve their behaviour. Pupils respond well to staff in this provision and, over time, improve their strategies for monitoring their own behaviour… the proportion of pupils who have received a fixed-term exclusion has decreased this year.” 

I have often provided advice for schools in the North Kent District to guide them through the complex SEN systems and processes, to work innovatively and creatively.  Throughout my career I have had a leading role in school improvement which has allowed me to implement a vigorous monitoring systems led by the Head Teacher and alongside the rest of SLT in line with the School Improvement Plan; this meant we could challenge accepted ways of working to develop and improve the quality of teaching and learning ensuring high standards and consistency, resulting in more inclusive, calmer classrooms focused on developing the whole child.

I also have experience working with children in an out of school setting.  In the school holidays I used to work as a keyworker and a group leader at a Kidscamp for children with profound physical and learning disabilities.  This has given me a greater understanding of working with a range of children with disabilities, including autism, ADHD and children with general learning difficulties. 

All of these roles have given me many opportunities to deal with conflicts, inspire a culture of innovation, change and contribute to the strategic vision of the school whilst advocating for children and families with varying needs and from vulnerable groups. I continually strive for high standards, thus ensuring high impact.  I like to see children and families participate so that they want to make progress and develop a hunger for life and learning as they may have been disengaged in the past. 

 I like to look at situations positively, and I try to find solutions when problems arise. I can apply myself to any situation and I strive to complete any job to a high standard.