“Helen came into our school and delivered a comprehensive professional development training package for our entire teaching staff body. Helen extended our understanding and gave us countless classroom strategies to help us meet the needs of our neurodiverse students. She took the time to understand our school culture, the demographic of our students and the provision currently in place to ensure her training could have the biggest impact. Helen was captivating, knowledgeable, using humorous anecdotes and real life examples to bring it all to life. Thank you, Helen, for giving our teachers more tools to use in the classroom and for shining a light on how we can better support some of our most vulnerable learners.”

Secondary School, Gloucestershire

Services I offer include

  • Training/ CPD

    I offer high-quality training and CPD for schools, covering all aspects of SEND, inclusion, and high-quality teaching. Whether you need a one-off session or a comprehensive training package, I tailor every session to meet the specific needs of your school and staff. Examples of sessions provided include High Quality teaching, supporting learners with SEND in the classroom, the four broad areas of need, specific ADHD, Autism and dyslexia training, and many more.

    I deliver CPD both online and in-person.

  • SEND Reviews

    I support schools in developing inclusive practice through a full SEND review, evaluating provision and identifying next steps. Using the well-regarded WSS/nasen SEND Review guide, this comprehensive process includes input from staff and results in a detailed report with an action plan.

    I have a deep understanding of both state and independent school systems, including the distinct needs, priorities, and operational differences of independent schools.

  • SENCO Support

    I work with SENCOs to help them establish and develop their practice. It may be that the SENCO is new to role, and needs some initial support, or there are key issues which they would benefit from some support with, for example developing/ reviewing the SEND policy, understanding and applying reasonable adjustments or reviewing provision and creating a provision map.

    Support can be a one-off , or package of support. Sessions take place online or in person.

  • Teacher support surgeries

    I offer half or full day surgeries, which allows teachers to come along and discuss issues related to SEND/ neurodiversity and for us to think of ways forward. This is a powerful way of enabling teachers to quickly share concerns, and to construct a plan together. This is completely anonymous, and is focused on developing in class approaches and practice.

    Sessions can be held in person or online.

  • Coaching

    It is widely recognised that coaching is an effective tool in helping individuals develop and improve. The benefit of such an approach it that it continues beyond the coaching sessions, as individuals are challenged to think differently. I am an accredited coach, and use this approach to help SENCOs, SLT and teachers to identify and overcome issues, as well as develop their practice. You can find out more about my coaching approach here.

  • MAT Strategic development

    I can support MATs with the strategic development of SEND/ inclusive policies. This may be through creating cohesive networks across the MAT, identifying areas for development and creating strategic plans. The focus is on developing and building on existing expertise within the MAT; focused on improving outcomes for children with SEND.

Case studies

  • I conducted a two-day review of an independent school trust comprising three schools in response to a parental complaint. This involved a thorough evaluation of practices across the trust, culminating in a detailed report with an executive summary, key findings, and an action plan outlining clear steps for improvement.

  • I delivered a structured sequence of training to upskill teachers in meeting the needs of pupils with SEND. Working closely with the SENCO, I tailored the sessions to the school’s context, demographic, and teachers’ experience levels. Using an engaging approach, I supported staff in identifying key actions to enhance their practice.

  • Following a tribunal outcome, I conducted a review of an independent school’s inclusive policies and wrote the final report within a tight deadline. The report highlighted existing good practice and outlined key actions to build on these strengths and further support staff engagement.

  • I delivered a package of training, offered to all schools within the Local Authority. Over the year sessions focused on developing High Quality Teaching, reasonable adjustments, The graduated approach, the EHCP process and working with the governing body. Sessions were tailored to all phases.