These one-hour parent workshops are specifically designed for parents of children with additional needs at your school. Importantly, a formal diagnosis is not required for participation. The sessions will focus on discussing each child’s unique needs, offering guidance on how parents can support their children at home, and explaining the ways in which the school provides support. Having an independent facilitator can often encourage parents to become more actively involved in their child’s education. With 15 years of teaching experience and personal insight as a parent of a child with additional needs, I am well positioned to deliver these workshops and offer meaningful support to families.

The workshops are flexible and can be booked as individual stand-alone sessions or arranged as a sequence of themed meetings, either across a single term or once per term. Each theme is tailored to meet the specific needs of your school community. Possible topics include: supporting your child’s learning, understanding masking, building effective relationships with your child’s school, key questions to ask at parents’ evenings, an introduction to Education, Health and Care Plans (EHCPs), and further relevant subjects as required.

Girls in primary school quickly learn what is expected of them. Frequently, they are the pupils who display the behaviours that educators traditionally regard as most conducive to learning. These behaviours may include sharing with classmates, waiting patiently for their turn, sitting still, and giving the impression that they are actively listening. Amongst these girls, some may be particularly sociable and enjoy chatting, while others might present as more reserved, shy, or sensitive.

A key challenge lies in the fact that many girls learn how to mask their difficulties from an early age. As a result, they may be struggling in ways that are not immediately visible within the classroom environment. This tendency to mask can make it especially challenging for school staff to identify girls who require additional support.

This one-hour workshop is specifically designed for class teachers, support staff, and SENDCos. Its primary aim is to equip participants with the skills and insight necessary to identify and support girls who may be attempting to remain unnoticed. The workshop will address the significant impact that going undiagnosed and maintaining a constant façade can have on these pupils’ mental health. By recognising these girls early and learning straightforward strategies for support, educators can play a crucial role in ensuring their wellbeing and success at school.

From £89 +travel expenses

Current estimates indicate that the ratio of Autistic boys to girls is approximately three or four to one. However, many girls remain unidentified until they are well into, or even beyond, puberty. This points to the likelihood that there is a considerable number of Autistic and ADHD girls within secondary schools who have not yet been diagnosed. These girls often manage to mask their difficulties effectively during their primary school years, blending in with their peers and meeting expected behaviours.

Despite their ability to mask earlier on, evidence suggests that the onset of puberty makes it increasingly challenging for these girls to sustain this façade. As a result, they may experience a significant decline in their mental health. The pressures of adolescence, combined with the ongoing effort of masking, can leave them vulnerable and in need of support.

This one-hour workshop is designed to explore the unique challenges faced by neurodivergent girls in the secondary school setting. The session will focus on practical and straightforward strategies that can have a meaningful and positive impact on their educational experience and wellbeing. To allow for further discussion and clarification, an additional 30 minutes will be set aside at the end of the workshop for questions.

From £89 + travel expenses

Schools can be large places where some children may feel a bit lost. Staff work diligently to achieve good results for their students. If a child has an additional need or is struggling, there are always individual staff and departments to support them. This training is designed to foster a more coordinated approach to supporting children within schools, with a particular focus on large secondary mainstream provisions. Drawing from personal experience, when my daughter attended her mainstream school, individual teachers would reach out and arrange meetings with me to discuss how best to collaborate and offer her support. While these interventions proved beneficial, a more unified approach across the school would have been even more effective and would help minimise the reliance on supplementary measures or ‘add-ons’ to the curriculum and school day.

The training is intended for senior and middle leaders, encouraging them to work together to provide holistic and effective support for all pupils.

From £199 + travel expenses

In recent years, neurodiversity has gained much greater recognition within educational settings, and our understanding of neurodivergent students continues to advance. However, it is important to acknowledge that neurodivergent staff members also face unique challenges in the workplace. Reflecting on my own experience as an unidentified neurodivergent teacher, I often found particular aspects of working in schools to be difficult. It was only after being diagnosed with AuDHD that I was able to develop a range of effective strategies to support myself, in addition to discovering many more within the neurodivergent community, both online and through in-person connections.

This dedicated 90-minute training session has been developed for senior and middle leaders, as well as other members of school staff. The training will explore certain neurodivergent traits that may be present among staff, examine how these characteristics can influence their workplace performance, and discuss practical ways to offer meaningful support. Furthermore, the session will highlight simple adjustments that can benefit all staff members, not solely those who are neurodivergent, helping to foster a more inclusive and supportive school environment.

From £139 +travel expenses

To ensure every member of staff is equipped with essential knowledge and a clear understanding of neurodivergence, it is crucial to focus on the scientific principles underlying conditions such as Autism, ADHD, and Dyspraxia. This comprehensive training aims to challenge and dispel any myths or misconceptions that may exist within the school community.

The 2.5-hour inset training session has been designed to delve deeply into the unique ways neurodivergent brains function. During this session, staff will explore the key differences in how neurodivergent individuals think, learn, and process information, highlighting the reasons why some children may behave or respond in ways that are sometimes perceived as challenging within the classroom environment.

Most importantly, the training will provide practical guidance on how staff can respond positively and effectively to support neurodivergent pupils. By focusing on actionable strategies, staff will leave the session better prepared to foster an inclusive and supportive learning environment for all students.

From £350 +travel expenses

Support staff in our schools represent an invaluable asset. Their unique positions enable them to form strong, meaningful relationships with pupils, often gaining a depth of understanding that teaching staff may not always reach. Frequently, support staff are on the front line when it comes to aiding our most vulnerable students. The dedication, passion, and genuine care they bring to their roles make a significant difference in the educational and personal outcomes for these children.

We offer specialised training designed to enhance their skills and understanding. This training can be delivered either as a single workshop, lasting two to three hours, or as a series of sessions depending on the needs of the school. Flexibility is central: the sessions may be conducted online or held in-person within your school environment.

During these training sessions, participants will have the opportunity to delve into the science underpinning some of the most prevalent diagnoses in mainstream schools. These include Autism, ADHD, Sensory Processing difficulties, and Speech and Language difficulties. The training will address how these conditions might manifest in classroom settings and will present practical strategies to effectively support pupils facing these challenges.

Recognising that every school community is unique, our training sessions can be adapted to meet the specific requirements of your staff and students. This personalised approach ensures that support staff are equipped with the knowledge and tools they need to make a lasting, positive impact on the children in their care.

From £149 +travel expenses

Supporting students with additional needs within a mainstream educational environment can often present significant challenges for staff. To address these challenges, a focused intervention has been designed to assist Primary School Teaching Assistants and Class Teachers in successfully integrating neurodivergent pupils into classroom life and learning activities.

The intervention is comprised of three structured sessions, each aimed at providing practical support and guidance to classroom staff. The first session offers staff an opportunity to discuss the current challenges faced by the individual student, as well as to highlight approaches and strategies that are proving either effective or ineffective. Additionally, information is gathered regarding any existing interventions provided by specialist services, such as speech and language therapy or occupational therapy. Following this discussion, an observation of the child within the classroom setting is undertaken to gain further insight.

The second session is scheduled one week later. During this meeting, a range of strategies tailored to the needs of the child will be suggested for integration into everyday classroom practices. The session includes time for collaborative discussion, ensuring these strategies are adapted to meet the specific requirements of the classroom and the student concerned.

To provide ongoing support, a check-in is arranged three weeks after the initial session. This allows staff to review the effectiveness of the implemented strategies and to seek further advice regarding their application, as needed.

The final session takes place at the six-week mark. During this concluding meeting, the classroom staff and intervention lead will evaluate the overall effectiveness of the support provided and determine appropriate next steps for the student’s continued integration and progress.

From £259 + travel expenses

There are occasions within a school setting when a particular class or cohort finds it especially difficult to adapt to the structure of school life and adhere to school rules. Frequently, a core group of students can significantly influence the learning environment, impacting the entire group's ability to engage and progress effectively. Supporting these students, who may have additional needs, within a mainstream classroom presents a notable challenge for staff.

This structured intervention is designed for all staff members working with the cohort, including teachers, support staff, and middle leaders. The intervention aims to help staff develop a comprehensive understanding of the group’s needs and to implement positive changes within the learning environment. Spanning the course of one academic year, the programme consists of six sessions, scheduled once each half term.

The initial session focuses on building knowledge around the possible underlying factors affecting these students and summarising the main challenges faced. During this session, medium-term targets will be set, with an emphasis on developing the skills and support necessary to achieve improved outcomes. These targets will be reviewed and updated at each subsequent meeting, with priority given to addressing the most serious behaviours first. The intervention will incorporate principles of Non Violent Resistance (NVR) to support positive change.

From £1200 +travel expenses