Insightful Beginnings

My interest in Special Educational Needs and Disabilities (SEND) blossomed in 2013 when I assumed the role of early years lead in a primary school. In this capacity, I felt the need to enhance my understanding of how to effectively support children with diverse additional needs, ranging from Autism Spectrum Disorder (ASD) to sensory impairments, medical conditions, and social, emotional, and mental health requirements. To achieve this, I collaborated closely with advisory services, engaged with specialist teachers, and completed numerous SEND training courses.

This experience eventually led to my appointment as an Advisory Teacher for Children with Vision Impairments within the Specialist Support Service of a Local Authority. In this role, I obtained a post-graduate Mandatory Qualification for Teaching Children with a Vision Impairment (QTVI) and gained invaluable insights into the specific needs of schools, colleges, and early years settings in their endeavour to support students not only with a VI, but a range of SEND. Furthermore, I worked closely with families to ensure they received the guidance necessary to navigate the challenges of parenting a child with SEND. My forte lies in working with families, and I always strive to provide non-judgmental and supportive advice, acknowledging that parenting, whether with or without the added challenges of SEND, is the most demanding and important job a person can undertake.

I possess a deep understanding of SEND in schools and early years settings, with a solid track record of offering strategic and operational support to SENCOs (Special Educational Needs Coordinators) and senior leadership teams (SLT). My genuine passion lies in training staff to enhance their knowledge and skills concerning SEND and child development. I hold high aspirations for all pupils and offer guidance on how to enhance SEND provisions in educational settings.

I then took on the role of Assistant Head and Head of the Primary Department in a special school catering for children aged 2-19 with vision impairments; the majority of whom had further additional needs such as ASD, medical requirements, learning needs, and social, emotional and mental health needs. As the whole school Quality of Education lead, I implemented several successful changes, including the design of a new thematic and ambitious primary curriculum, as well as an adapted whole school phonics scheme. I updated the EYFS (Early Years Foundation Stage) curriculum to a play-based model and introduced a comprehensive assessment system for the entire school, spanning primary and secondary.

I have put considerable effort into building strong connections with families and fostering collaboration with health services, social care, specialist teachers, and charitable organisations. This collaborative approach has resulted in improved outcomes for both children and their families, ensuring they receive the support they are rightfully entitled to.

I am now embarking on an exciting new chapter in my journey, providing early years, child development and SEND support to families, schools and early educational settings. If you would like to learn more about how I can assist your family or setting, please don't hesitate to contact me for a complimentary 20 minute initial telephone consultation.

Thank you for visiting my website.

Louise