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For schoolsA partner who works with the systems you already have
For SENCOs, Heads of Inclusion, senior leaders and HR teams who want practical support that fits the school you already are, not a review of it. Choose what is useful right now: a coffee morning, staff CPD, a group consultation, exam access arrangements support, or sessions with students, each built around your term and your calendar.
The calls I get most from schools
None of these need a formal referral. A conversation is enough to start.
Parents keep asking questions you cannot answer one family at a time
A handful of families are asking the same things in different words. I can hold a coffee morning for them, giving them each other as well as you, and taking that conversation off your plate.
Staff want strategies, not another read of the policy
Everyone has seen the inclusion policy. What they are asking for is what to actually do in the room on Monday morning, which is exactly what Group Process Consultation is built for: staff work through a live concern together and leave with a plan of their own.
See how Group Process Consultation worksA teacher has a query, or a family wants an assessment, and there is no diagnosis yet
Either is enough to start. Recommendations come from the individual profile, not from a label, so an assessment is useful with or without a formal diagnosis in place.
A family needs evidence gathered for exam access arrangements
The paperwork is specific and the deadlines are real. I can gather and write the evidence to the standard examination boards expect, alongside your existing process.
You want a second pair of hands who already knows the system
Twenty years inside schools means I can be useful from the first meeting, not the third.
Five ways I help schools
Pick whichever is useful right now. Click each one below to see how it works.
Built around whatever topic matters most to your parent community right now, or left open for parents to bring their own questions. I know what parents want to ask and what schools need those mornings to achieve, so I am also happy to facilitate one independently, a ready-made way to demonstrate parent and community engagement.
For your SENCO, your inclusion team, or the whole staff room: a twilight session, a full INSET day, or an ongoing programme, built around your needs and your time. Practical, classroom-ready strategies, not a restatement of the policy everyone has already read.
A structured session where a group of staff bring a live concern, usually a pupil whose behaviour or engagement has everyone stuck, and work through it together. I facilitate rather than advise, using the four-phase model adapted from Farouk (2004): description, reflection, possible explanations, then a plan the group builds itself. Confidential, staff-led, and it finishes with an action plan and a date to review it. It improves work environments, boosts staff morale, and enhances collaborative problem-solving.
Evidence gathered and written to the standard examination boards require, alongside your existing SENCO or inclusion process rather than replacing it. You make the referral; the assessment fee is agreed and billed directly with the family, not the school.
One to one or small group work with students, timetabled inside the school day and arranged directly with you. You handle the referral and the timetable; fees are handled directly between me and the family, so there is nothing for the school to invoice or collect.
Courses you can point students and parents to
Alongside the sessions I deliver directly, these self-paced courses are worth keeping in your back pocket for a quiet word with a student or a parent.
For students
- Attention, concentration and self-regulation, for children
- Attention, concentration and getting started, for secondary students
- Study skills for secondary aged students
- Dyslexia basics, and preparing to answer GCSE long questions
- ADHD and exam preparation
- Preparing an exam study schedule
For parents
- Initial concerns, or navigating a new diagnosis
- Daily life: routines, self-regulation, homework and bad days
- School and exams: what to ask for, choosing a school, exam access arrangements
- Home schooling, and supporting transitions between schools
Arranged directly with you, start to finish
Every visit is arranged with the person who owns it at your school, whether that is the SENCO, the Head of Inclusion, or a Head of Year, rather than routed through individual parents.
Sessions can run as a single INSET day or a CPD session for staff, a coffee morning timed around drop-off or pickup for parents, a termly rhythm of sessions for students, or an ongoing partnership across all three. Tell me your vision and what your school needs, and I will build around it.
- Delivered on-site or online, whichever suits the session
- Timetabled around your existing calendar
- One named contact, so nothing gets lost between visits
- Assessments and individual student sessions are billed directly to families, not the school
- No charge for the first conversation
- Written proposal with a fixed scope, before anything is agreed
- Follow-up built in, so training is not a one-off
What happens after you get in touch
A conversation
An initial 30 minute call, no charge, no obligation. Tell me what is happening and what you are considering, and I will tell you honestly whether I am the right person for it.
A proposal
A written proposal with a fixed scope and cost, built around your school's calendar and budget cycle.
Delivery and review
The session or programme itself, then a follow-up to see what has actually changed in the classroom or at home.
Credentials that stand up to scrutiny
Neurodiversity coaching is a largely unregulated field. These are the qualifications that let me carry out formal assessment and write reports that schools and examination boards accept.
Questions from schools
With a short conversation about what you need, whether that is a parent coffee morning, staff CPD, an INSET day, or support gathering evidence for exam access arrangements. From there I send a written proposal with a fixed scope and cost, and I fit around your term dates and calendar.
Yes. These work best as a small, informal group at the school itself, at a time that suits parent drop-off or pickup. The value is as much in parents meeting other parents of neurodivergent children as it is in anything I say.
Yes, both. Content is built around your sector and your actual staff, and covers practical classroom strategy rather than restating the policy they have already read.
Yes. I hold BPS Registered Test User status and the Certificate of Competence in Educational Testing at level 3A, which is the qualification required for reports supporting exam access arrangements, and I can work alongside your existing SENCO or inclusion process rather than replacing it.
No. The first conversation and the written proposal that follows it are both free. Nothing is booked and nothing is charged until you have agreed a fixed scope and cost in writing.
Initial conversations are usually available within a week. If you are working toward a specific date, such as an INSET day already on the calendar or exam entry deadlines, say so in your first message.
Let's talk about your school
Tell me what is happening, whether that is a request from parents, a staff meeting that flagged a gap, or an INSET day already on the calendar, and I will tell you honestly whether I am the right person for it.