Rachel brings clarity, confidence, and deep professional insight to the often overwhelming world of additional support needs. With over 15 years’ experience and formal training in inclusive education, she specialises in working with autistic children, those with profound and multiple learning disabilities, and young people who experience significant dysregulation. Her approach is rooted in trauma-informed care, attachment theory, and neuroaffirming practice, ensuring that every intervention is tailored to the unique developmental profile of each child.

Drawing on structured methods such as total communication, TEACCH-informed frameworks, and interoception-based strategies, Rachel designs highly individualised plans that promote regulation, engagement, and growth. She works closely with educational psychologists, CAMHS clinicians, allied health professionals, and Additional Support for Learning teams to ensure a cohesive and consistent approach across settings.

Families regularly describe Rachel as calm, clear, and exceptionally knowledgeable. She not only understands both clinical and educational frameworks, she applies them with skill and compassion to achieve lasting, real-world impact.

Susan brings over 20 years’ experience in special needs education, with a particular focus on supporting young people with complex additional needs in secondary settings. A qualified science teacher, she integrates STEM learning with creativity, care, and a deep understanding of individual differences.

As a trained Forest School Leader and nurture practitioner, Susan values the therapeutic benefits of nature-based learning and relational approaches. Alongside her secondary work, she has designed and led enriching, child-centred experiences for primary-aged pupils, fostering curiosity, confidence, and connection. Known for her calm, empathetic presence, Susan delivers purposeful support grounded in expertise, compassion, and proven practice.

Shel is a dedicated parent of a child with special needs, offering genuine insight into the challenges and milestones families experience. Her lived experience brings empathy and understanding to her professional role, helping parents feel supported and heard.

Shel combines this personal perspective with training in speech and language practice, skilfully blending theoretical knowledge with hands-on clinical experience. She is committed to creating a calm, respectful, and inclusive environment where children can thrive.

Shel’s approach is both compassionate and evidence-based, giving families confidence that their child’s individual needs are being met with care, expertise, and understanding.