How I Can Help
How I Can Help
How I Can Help
Practical, credible support for families and schools when neurodiversity, SEND and inclusion decisions feel complex.
Practical, credible support for families and schools when neurodiversity, SEND and inclusion decisions feel complex.
Practical, credible support for families and schools when neurodiversity, SEND and inclusion decisions feel complex.
Neurodiversity & Education Consultancy — what I do
Neurodiversity & Education Consultancy — what I do
Neurodiversity & Education Consultancy — what I do
I help families and schools secure the support, understanding and provision neurodivergent children need — resolving difficulties early wherever possible, before they become crises.
I help families and schools secure the support, understanding and provision neurodivergent children need — resolving difficulties early wherever possible, before they become crises.
I help families and schools secure the support, understanding and provision neurodivergent children need — resolving difficulties early wherever possible, before they become crises.
Working with families
Working with families
Working with families
I support parents of neurodivergent children — including ADHD, autism, sensory needs and twice-exceptional profiles — when school support is unclear, delayed or breaking down.
I support parents of neurodivergent children — including ADHD, autism, sensory needs and twice-exceptional profiles — when school support is unclear, delayed or breaking down.
• Build a clear, evidence-based chronology from correspondence, reports and policies
• Build a clear, evidence-based chronology from correspondence, reports and policies
• Prepare for SENCO reviews, placement decisions and difficult school meetings
• Prepare for SENCO reviews, placement decisions and difficult school meetings
• Draft letters, responses and formal challenges where a decision needs testing
• Draft letters, responses and formal challenges where a decision needs testing
• Mediate where possible, rebuilding a workable relationship around the child
• Mediate where possible, rebuilding a workable relationship around the child
• Support EBSA situations with realistic, collaborative reintegration plans
• Support EBSA situations with realistic, collaborative reintegration plans
• Work alongside solicitors and specialists so everyone uses the same accurate facts
• Work alongside solicitors and specialists so everyone uses the same accurate facts
Working with schools
Working with schools
Working with schools
I help schools build the capacity to get things right earlier: clearer policies, stronger parent partnership, and staff who understand neurodivergent needs beyond the SENCO’s office.
I help schools build the capacity to get things right earlier: clearer policies, stronger parent partnership, and staff who understand neurodivergent needs beyond the SENCO’s office.
• Review admissions, behaviour, exclusions, adjustments and complaints policies
• Review admissions, behaviour, exclusions, adjustments and complaints policies
• Strengthen processes so decisions are documented and defensible
• Strengthen processes so decisions are documented and defensible
• Train staff to recognise and respond to ADHD, autism and sensory needs
• Train staff to recognise and respond to ADHD, autism and sensory needs
• Improve support for twice-exceptional pupils whose needs and strengths mask each other
• Improve support for twice-exceptional pupils whose needs and strengths mask each other
• Reduce escalation by catching struggling pupils before conflict, exclusion or breakdown
• Reduce escalation by catching struggling pupils before conflict, exclusion or breakdown
Across both strands, the aim is the same: fewer situations ending in conflict, exclusion or breakdown — and more children properly understood and supported to reach their potential.
Across both strands, the aim is the same: fewer situations ending in conflict, exclusion or breakdown — and more children properly understood and supported to reach their potential.
Across both strands, the aim is the same: fewer situations ending in conflict, exclusion or breakdown — and more children properly understood and supported to reach their potential.
Examples of this work are drawn from real cases but anonymised; no families, pupils or schools are named.
Examples of this work are drawn from real cases but anonymised; no families, pupils or schools are named.
Start with a free enquiry call
Start with a free enquiry call
Start with a free enquiry call
Book a free enquiry call
“Everything I do comes back to one belief: see a child differently, and you see a different child.”
“Everything I do comes back to one belief: see a child differently, and you see a different child.”
“Everything I do comes back to one belief: see a child differently, and you see a different child.”