Every engagement is different. The common thread is that the children involved have the most to gain — and the most to lose if we get it wrong.
Many schools want to do better by their SEN pupils but are not sure where to start. The paperwork is overwhelming. The legal framework is complex. The funding does not stretch far enough. And SENCO turnover means institutional knowledge keeps walking out the door.
I work with leadership teams to build systems and cultures that genuinely serve children with SEN. Not box-ticking. Not compliance theatre. Actual improvement.
The Education, Health and Care Plan process should be straightforward. In practice, it rarely is. Timelines are missed. Assessments are delayed. Appropriate placements are hard to find. Families who do not know the system well enough to challenge it often end up accepting provision that does not meet their child's needs.
I know this process from multiple perspectives — as a school leader, as an inspector, and as someone who has worked directly with families navigating it.
I spent years as a Schools Inspector. I know what inspectors look for, how they gather evidence, and what tends to determine the judgements they make. That experience is directly useful to schools that want honest preparation.
This is not about coaching your staff to say the right things. Inspectors see through that immediately. This is about making sure your school's genuine strengths are visible.
Headship is one of the most demanding jobs there is. You are responsible for everything and everyone, the problems never stop arriving, and very few people truly understand what you are dealing with.
I work with Headteachers and senior leaders who want a thinking partner — someone with experience who will be honest with them, challenge their thinking, and help them lead with more confidence.
Supporting schools and organisations to engage effectively with local authorities and central government on SEN policy and provision. Understanding how these relationships work — and how to navigate them — is something I have built over many years.
There are not enough specialist SEN school places in England. If you are a trust, academy, independent school, or other organisation considering developing new specialist SEN provision, I can help you from the very early stages through to opening day.