Areas of interest & expertise

It’s always difficult to summarise a person’s experience and interests succinctly. I did try – but it quickly got too lengthy and cumbersome! So, instead, I will simply share with you some of the things I’ve done, my core beliefs and some of my specialisms/professional interests. Please do not take this to be the limit of things – I work in all areas of special educational needs. But I hope this gives you a feel for who I am.

I have long had an interest in psychology. When I left school at 18, I planned to study psychology at university, but life lead me down a different path at that time. I returned to psychology as a single parent in 2001, graduating from the University of Hull with first class honours in 2004. After graduating, I spent a few years building experience as a care assistant supporting vulnerable adults with learning disabilities, both in the community and in NHS in-patient units. I then worked briefly in CAMHS doing ADHD assessments alongside Educational Psychologists. It was through that work that I realised my passion lay in education. I was fortunate to be able to secure a position as Assistant EP before going on to do the doctoral level EP training at the University of Sheffield, qualifying in 2016. I believe my pre-training life experience is a huge asset to my current work, as I have a strong understanding of the realities and complexities of life at home and in work.

Since qualifying, I have worked exclusively for LAs, quickly being promoted from Main-grade to Senior EP. Over the years I have specialised in Autism and Post-16 work, including Preparation for Adulthood spanning the early years right through compulsory education. As part of that I have completed training to deliver two of the NAS parenting programmes (EarlyBirds Plus and TeenLife). I have also been a key member of a team who devised and delivered Autism and Mental Health Awareness training to a local police force. However, I have interests in a wide range of SENDs beyond that too – too many to mention here.

Sadly, over time, LAs have been stretched and this has led to major changes in the work being undertaken by EPs. I strongly believe in early intervention, and the increasing shift towards ever-rising levels of statutory work (and concurrent reduced focus on preventative work) has been understandable, but frustrating. Whilst that work is, of course, important, EPs have so much more to offer and can have much greater impact by working closely with schools before difficulties reach a level requiring statutory support! That’s where I can help you – by being there to help in the earlier stages, guiding support, trying different approaches and, of course, providing comprehensive written reports to support any future request for additional LA funding or support that may be necessary.

You will find my reports detailed and comprehensive, providing enough information that:

a class teacher will be able to implement it with little (if any) additional SENCO support
an LA officer reading it should be able to get a ‘feel’ for the student despite having not met them in person.

However, I recognise the importance of flexibility and strive to get to know you, your staff and your existing systems so I can draw on the skills you already have and the good work you’re already doing. This creates opportunity for you to incorporate my advice into your existing practices and draw on your existing team skills, thereby minimising the workload and stress of implementing my recommendations. After all, you and your staff team are already busy enough!

I aim to meet most SENCOs at the beginning of each term for a planning meeting (free of charge to schools buying-in 4 or more days per year). These planning meetings are an opportunity to discuss students with me and draw on my knowledge and experience. Through those discussions, we can collaboratively prioritise and plan EP support to maximise the impact I can have (and reduce your own workload). I can also offer wider, generic advice for those students who may be of concern to you, but have not yet reached the threshold for direct EP involvement.

My work is closely aligned to the SEND Code of Practice and the Assess-Plan-Do-Review cycle. I value the input of parents and students throughout my involvement and, over the years, have devised some creative ways to gather detailed pupil voice which is often difficult to capture. In everything I do, I focus on your relationships with your students and their families, recognising that there are often differences of opinion and striving to find the explanations for those, thus supporting those important home-school relationships. I believe that in order to support students with SEND effectively, it is necessary to take a holistic approach, as difficulties with social and emotional factors (both at home and in school) so often underpin those difficulites.

I understand that, for your students (and sometimes, their parents too), meeting an EP can be an unnerving or unsettling experience. So I always approach everyone with a cheery smile and friendly “hello”. When meeting students, I favour the use of informal assessments, often using puzzles, games and card sort activities rather than standardised assessments. I find students often engage better, meaning the information I gain is richer and more helpful in guiding support. Of course, that said, I can and will do standardised assessments (e.g. cognitive assessments) where necessary and appropriate.

I am a strong believer in the importance of multi-agency collaboration and have spent much time being a regular and respected member of multi-agency panels spanning education, health and social care. And, of course, I have taken part in many forms of MA meetings including Child-in-Need and Core Group meetings. Wherever possible and appropriate, I collaborate with (and will signpost onto) other services and professionals who may be more suited to the needs of yourself of your students and families, although I am happy to offer support myself in most instances if you prefer.