About My Work
Nurture. Understanding. Wellbeing.
How I Work
My work is rooted in the belief that behaviour is a form of communication. I take a relational, trauma-informed and attachment-aware approach, supporting children through safe, attuned relationships and consistent adult responses.
I work collaboratively with schools, parents, and carers to deepen understanding of children’s emotional needs, strengthen regulation and resilience and support long-term wellbeing. My approach is practical, reflective and compassionate, supporting adults to feel more confident and less overwhelmed when working with complexity.
My ethos is underpinned by the principles of nurture, understanding, and wellbeing, which guide all aspects of my work.
Working with Schools
I work alongside schools to support pupils who are experiencing social, emotional and mental health difficulties and to build staff confidence and capacity in responding to complexity. My work is relational, trauma-informed and tailored to each school's context.
Direct Support for Pupils
Every pupil is unique and benefits from a personalised approach. Direct support may include:
- Evidence gathering to support Education, Health and Care Needs Assessments
- Developing individual support plans
- Risk assessment
- Circle of Friends networks
- 1:1 relational work
- Capacity building for staff working alongside the pupil
Sessions are child-led and provide a safe space for children to explore their thoughts and feelings. Strategies are discussed in response to situations the child may be finding tricky and I act as the voice of the child, feeding back to staff where appropriate.
Sessions are underpinned by Dan Hughes’ PACE model (Playfulness, Acceptance, Curiosity and Empathy) and Dan Siegel’s Four Ss of Attachment (Safe, Seen, Soothed and Secure).
Nurture Groups & Alternative Provision
I have extensive experience in setting up, establishing and leading outstanding provisions within mainstream settings. I can support schools to develop new nurture groups or strengthen existing provision, including curriculum and policy development, staff training, assessment and planning.
Where appropriate, this work is informed by the Boxall Profile, supporting schools to develop a clear understanding of pupils’ developmental needs, strengths and areas for support and to plan targeted, responsive interventions.
Training & Workshops
Bespoke training packages can be developed for INSET days, staff meetings or twilight sessions for whole-school teams or specific groups. I have also delivered keynote presentations, offering reflective, relational input that supports whole-school thinking and practice.
Training may include areas such as:
- Attachment and trauma-informed practice
- Emotional regulation and the defensive brain
- The PACE Model
- Nurture provision and whole-school practice
- Behaviour for learning and de-escalation
- Neurodiversity, including ADHD and ASD
- Social and emotional aspects of learning
- Self-esteem, language and relational approaches
Training is tailored to the needs of each setting.
Coaching, Mentoring & Supervision
The importance of supervision is well evidenced in research and is recognised as vital role for wellbeing, reflective practice and professional development. I have extensive experience of coaching, mentoring and providing supervision to staff, including 1:1, group and peer supervision.
Whole School Development
Research based review and development of policies and practices to support behaviour for learning and the social and emotional aspects of learning across the school.
Working with Parents & Carers
I also work directly with parents and carers, offering supportive, non-judgemental guidance to help make sense of children’s emotional needs, behaviour and learning.
Coaching & Mentoring for Children
Some children need a little extra nurture and support to recognise their strengths and potential. I work with children of all ages, abilities and needs, including ASD, ADHD and PDA, to build confidence, self-esteem and strategies to support emotional health and wellbeing.
Guidance & Support for Parents & Carers
The education system can feel complex, with technical language and multiple acronyms. I support parents and carers to navigate this with greater confidence, including:
- Understanding professional reports
- Communicating and working effectively with schools
- Navigating the Special Educational Needs process
- Developing routines, systems and strategies at home to support behaviour, wellbeing and self-esteem
Tutoring Support
In some cases, additional academic support may be appropriate, particularly where confidence and emotional wellbeing are impacting learning.
I offer tailored 1:1 and small group tutoring in English and Maths, including support for SATs. I have comprehensive knowledge of the Key Stage One and Two National Curriculum and can also support pupils in Key Stage Three.
Next Steps
If you would like to discuss how I might support you, your school or your family, please get in touch to explore your needs and arrange an initial conversation.