Rachel

I've spent fifteen years working closely with children, young people, and families in roles such as SENDCo, Assistant Principal, and Vice Principal for Safeguarding, Culture and Inclusion. Throughout my career, I've supported learners with a wide range of needs, making sure they feel safe, understood, and able to achieve their best. I've led whole-school approaches to behaviour, attendance, and wellbeing, and I've worked closely with parents, teachers, and external professionals to ensure each child receives the right support at the right time. My experience means I understand both the challenges families face and the difference the right guidance and tailored support can make.

Skills & Expertise

• Supporting children with SEND — skilled in identifying needs, coordinating support, and creating personalised strategies that help children grow in confidence and make progress.

• Safeguarding and wellbeing — trained and experienced in keeping children safe, understanding their needs, and supporting emotional wellbeing.

• Positive behaviour and inclusion — strong track record helping children feel settled, understood, and able to succeed in school.

• Working with families — committed to building trusting relationships with parents and working together to find what works best for their child.

• Collaborating with professionals — experienced in working with health, social care, educational psychologists, and specialist teams to support children holistically.

• Experienced leader and mentor — skilled in guiding staff, modelling best practice, and ensuring high-quality support for all learners.

• Assessment and learning support — knowledgeable in access arrangements, adaptive teaching, and evidence-informed strategies that help children learn in ways that make sense to them.

Qualifications

• National Professional Qualification in Senior Leadership (NPQSL)A nationally recognised leadership qualification showing advanced skills in leading teams, improving outcomes for children, and driving whole-school development.

• National Award for SEN Coordination (NASENCo)The specialist qualification required for SENDCos in schools – demonstrating expert knowledge in identifying needs, coordinating support, and ensuring children with SEND receive the right provision.

• MA Teaching and Learning A master's degree focused on effective teaching practice, learning theory, and evidence-based strategies that improve pupil progress and confidence.

• PGCE in English Language and LiteratureA postgraduate teaching qualification providing deep understanding of pedagogy, curriculum, and classroom practice.

• BA (Hons) English Language and Linguistics A degree exploring communication, language development, and how young people learn and use language — particularly helpful when supporting literacy and communication needs.

Training & Professional Development

• Designated Safeguarding Lead (DSL) TrainingAdvanced safeguarding training that equips me to identify concerns, keep children safe, and work with families and external agencies.

• Mental Health First Aid – Instructor LevelTraining that enables me to recognise signs of emotional or mental health difficulties, provide initial support, and promote positive wellbeing.

• Advanced First Aid TrainingEnsures I can respond safely and confidently in a range of situations, keeping children physically safe as well as emotionally supported.

• Postgraduate Award in Assessment for Access ArrangementsA specialist qualification allowing me to understand learning needs, carry out assessments, and recommend exam access arrangements fairly and accurately.

• Team Teach Training focused on helping adults de-escalate challenging situations safely and respectfully, using positive behaviour support and relationship-based strategies

• Trauma-Informed Practice Training that builds understanding of how trauma affects children's emotions, behaviour, and learning, and equips practitioners to respond with sensitivity, predictability, and care.

• Ongoing SEND and inclusion training Continuous professional development in autism, ADHD, SEMH needs, trauma-informed practice, and multi-agency working — ensuring my approach is always informed, up to date, and child-centred.