Training is personalised and bespoke with distinct levels of implementation support. I adapt the training materials depending on the target audience.  This is not an exhaustive list and is updated regularly.

• Emotion Coaching is a whole school approach to supporting vocabulary around emotions. 

• Precision Teaching is a monitoring system for low attaining pupils.  

• Questioning and mediation techniques for teaching assistants.  

• Paired Reading is an intervention to develop an enjoyment for reading.  

• Graphic facilitation for whole school change planning tools (PATH, Solution Circles, MAPs).

• Dyslexia – presented with practical classroom implementation. 

• Staff Wellbeing using Acceptance and Commitment Therapy approaches. 

• Autism and social communication needs.

• Special educational needs and universal teaching approaches.

• Including learners with English as an Additional Language in the classroom. 

• Behaviour management and promoting a sense of belonging. 

• Resilience Informed Practice. 

• Restorative Practices as part of a wider approach using contextual behavioural science.

• Evidence informed and practice-based teaching practice.

• Instructional Psychology for curriculum planning. 

• Using Motivational frameworks in the classroom. 

• Working memory and Cognitive Load theory to optimise instruction for all learners. 

• Response to intervention and assessment through teaching frameworks.

• Establishing Staff Supervision frameworks. 

• Attention Deficit Hyperactivity Disorder.  

• Psychological Well Being and Mental Health of all students.  

Consultations are structured conversations where some sort of problem exploration and co-construction of strategies occurs. They usually involve Educational Psychologist (EP) with staff members or parents. These can be one off meetings or meetings over time as part of review processes and can relate to individual children, staff wellbeing, leadership issues, parental concerns and systemic issues, and are great for exchanging ideas or trying to address concerns before situations escalate.  

Assessment can involve direct work with individuals for a range of concerns (Cognition and Learning, Communication and Interaction, Social and Emotional Needs) as well as assessment or audit of whole school practices and processes such as SEND Audit.  

Intervention can include specific programmes of work with learners who have different needs (learning plan, functional behaviour support plan and therapeutic support) but also for staff wellbeing, supervision for leaders and whole school issues.  

Research can involve exploration of discrete classroom, whole school and cohort specific issues which the school would like to investigate. This can involve a range of methods to gather information and understand causal and impact factors.  

These are specific projects that I am currently interested in pursuing. This list is regularly updated.

• Using Acceptance and Commitment Therapy with children and young people.

• Carrying out reading intervention using single case experimental design.

• Co-creating language around ‘special educational needs, mental health, and developmental differences’ with different communities to develop greater awareness and understanding.

• Targeted approaches for father engagement and participation in education.

• Projects to promote reading fluency and reading for pleasure in Key Stage 2 and 3.

• Adolescent mental health and targeted value based approaches.

• Supervision and coaching for senior leaders.

• Curriculum planning and instructional design for teachers.

• Systemic and organisational change using graphic facilitation.

• Using insights from brain science to promote learning and psychological well-being.