Wayne

Skills and experience: I have considerable experience liaising with a wide range of external agencies, including Educational Psychologists, NHS professionals, Local Authority SEND teams, social care, Early Help services, and specialist teachers, ensuring that every child receives coordinated, high‑quality support. Alongside this, I hold a vast and in‑depth knowledge of the entire EHC process from initial application through to assessment, award, and ongoing review, this enables me to guide families with clarity, confidence, and compassion. This comprehensive understanding places me in a strong position to deliver bespoke, needs led provision and to build robust, trusting relationships that explicitly benefit each child and their family. At the heart of my practice is a simple but unwavering belief: if it is right for the child, then it must be done.

Extra-curricular: Learning outside the classroom is, to me, an essential part of a rich and balanced education, one that nurtures curiosity, resilience, teamwork, and a deep connection with the world around us. My own background in sport, including playing professional level cricket for my local county and competing at county level in football and tennis, has shaped a strong sense of discipline, collaboration, and social engagement. These passions have continued to grow through golf, badminton, and long walks with my dogs; the outdoors and the natural world are a vital part of my life and identity. This lived experience reinforces my belief that education should extend beyond four walls, offering children and their families opportunities to learn, explore, and thrive in the great outdoors. It is this ethos that drives me to design a curriculum that is not only inclusive and individualised but enriched by the powerful learning that happens when we step outside.

Experience of working with a range of requirements encompassing the primary school ages including EYFS: With over twelve years of teaching experience and a decade as a dedicated SENCO, I have worked extensively across the full spectrum of SEND, supporting children and families throughout every stage of the SEND journey, from early exploration of a potential diagnosis through to the effective delivery of bespoke, needs‑led intervention. My practice spans all levels of need, including dyslexia, communication and interaction challenges, Autism, ADHD, school avoidance, and complex behavioural presentations often rooted in SEMH. This depth of experience has equipped me with a comprehensive understanding of how to identify barriers, implement targeted support, and collaborate meaningfully with families and professionals to ensure that every child receives the personalised provision they require. My commitment is unwavering: if it is right for the child, it must be done.

Skill set: Across my twelve years as a teacher and ten years as a SENCO, I have consistently enabled all pupils including those with SEND to achieve positive SATs outcomes, ensuring they receive the academic foundations that are rightfully theirs. Yet, while these results are important, I believe something even more vital sits alongside them: the development of confidence, ambition, and a genuine education in life. My ethos centres on nurturing children to become fully rounded individuals, equipped not only for their academic journey but for adulthood, where they can thrive as valuable, compassionate, and capable members of society. For me, success is measured not just in grades, but in the growth of the whole child and the future they are empowered to build.

Track record: With over ten years as a SENCO, I have been directly involved in more than 400 EHCPs and have supported countless children with SEND and their families through every stage of the process. During this time, I instigated the idea, facilitated the setup, supervised the recruitment, and led the management of the first Specialist Resource Provision in my local area for pupils with Autism. Now running successfully for over six years, the SRP has grown from 12 pupils to 22, with weekly consultation requests from authorities beyond the local area, a testament to its impact, reputation, and commitment to inclusive education. Central to this success is the formation of robust, trusting relationships not only with the pupils themselves, but with their families and the wide network of external professionals involved. This work reflects my unwavering belief that when provision is right for a child, must be done.