Empowering Minds, Brightening Futures

I am a specialist teacher, SENDCo and dyslexia assessor with extensive experience supporting children and young people with literacy difficulties, additional needs and learning differences. My work focuses on helping families and schools gain clarity when concerns arise and ensuring that support is thoughtful, proportionate and genuinely helpful.

I have taught across the full primary range — from Early Years through Key Stage 2 — and I continue to teach a class three days a week, keeping my knowledge of current pedagogy, curriculum expectations and classroom realities fresh and relevant. Alongside school-based work, I also support pupils up to Year 9 privately, helping older learners with literacy challenges, study skills and confidence-building.

With more than ten years’ experience as an Assistant Headteacher and SENDCo, I have a strong background in early identification of needs, advising on support plans, coordinating provision and working closely with families and professionals. This breadth of experience means I understand how learning differences present at different ages, how they evolve over time, and what practical support makes the biggest difference.

As an AMBDA-qualified assessor with a current APC, my diagnostic reports meet national standards and remain valid throughout a learner’s educational journey — including exam access arrangements, further education and university. Families can feel confident that the assessment is robust, recognised and genuinely useful.

I am passionate about supporting children’s mental health and wellbeing. I hold additional qualifications in mindfulness and children’s yoga, which inform my calm, relational and child centred approach. Sessions and assessments are carried out in a supportive, low pressure way, and I place great importance on helping children feel safe, understood and capable.

I believe that understanding how a child learns — including their strengths as well as their difficulties — is key to building confidence and making meaningful progress. Feedback is always clear, jargon free and focused on next steps that make sense for the child, the family and the school.

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