Jeremy Bird is an inspirational and visionary school improvement consultant. He has a passion for education with an excellent track record of supporting school leaders. He is a dynamic, pro-active leader and coach, empowering staff at all levels to take ownership using coaching, training and mentoring. A natural communicator, Jeremy has proven ability in building cohesive teams to achieve challenging targets.
Jeremy served as a headteacher in two primary schools prior to becoming a consultant.
Jeremy can offer support in the following areas: Coaching school leaders and governors in primary and special schools; Inducting newly appointed leaders and teachers; Facilitating professional discussion and development in a range of middle, senior and headteacher leadership activities; Supporting leaders in developing the rationale, implementation and evaluation of their curriculum; Challenging leaders in their self-evaluation of school effectiveness.
Sara Pearlman has 20 years' NHS experience as a Chartered Clinical Psychologist, predominantly working in Child and Adolescent Mental Health Services settings. For the past five years, she has been the sub-team lead for a busy London CAMHS Learning Disability Service.
Sara is now working as a freelance practitioner and offers comprehensive psychological assessment (including neuropsychological testing), and evidence-based psychological interventions. She works with children, young people and families, and their wider professional network, providing assessment and intervention for a range of complex mental health and/or neuro-developmental difficulties that present across home, school and community settings, including: Anxiety Disorders such as panic, phobias, PTSD and OCD; Depression; relationship difficulties; challenging behaviours; Autism; ADHD; and adjustment to health problems. Her additional training includes: Mental Health First Aid instructor; Triple P provider; and ADOS 2.
Sara offers a culturally sensitive service and specifically works within the Orthodox Jewish community, supporting families and schools to overcome barriers to accessing services such as CAMHS and Social Care.
Sara offers consultation and training to education, health and social care staff to facilitate their understanding and response to young people with complex presentations of a mental health diagnosis and/or neuro-developmental, learning or additional health needs.
Catherine Carroll is an education consultant and university lecturer specialising in inclusion, special educational needs and the education of children and young people in care. Her practice and research interests also include professional supervision for educators and the development of evidence informed practice in schools. For the past ten years she has held senior lecturer/research fellow positions in education at UCL, Roehampton University and currently at St Mary’s university. Catherine’s research has been published in international peer reviewed journals and professional publications. She is an experienced school governor.
Catherine can offer support in the following areas: SEND, SENCO support, staff supervision, inclusion, and the education of students in care.
Bobbi Rohrer-Elman is an autism consultant, advocate and trainer with a particular interest in improving knowledge and understanding of autism amongst school staff. Bobbi has worked directly with individuals with autism in school and as a facilitator with BEAM. As the parent of a young person with autism, Bobbi can also offer an alternative perspective from a family point of view. Bobbi can support staff working with autistic students giving realistic practical strategies and tools, including training and support for those working lunch and playtimes. Bobbi emphasises a person-centred approach and is able to tailor bespoke training and support to meet the needs of settings and individuals.
Mark Garfield is currently the Assistant Head, Inclusion Manager and Designated Safeguarding Lead at Menorah Foundation School. He has over 20 years teaching experience, including 10 as a SENCo. In this capacity, Mark has led both his current and previous school, Akiva, through successful OFSTED inspections, working alongside other senior leaders, governors and colleagues. Whilst at Akiva two BPSI reviews considered SEND to be outstanding. Mark is passionate about Inclusion and that every pupil has the ability to succeed. He has overseen the creation of a sensory room at Menorah Foundation and is now in the process of ensuring the school is dyslexia friendly.
Mark can offer support in the following areas: formulating and developing a SEND Policy and SEND Information Report; working with parents, governors and other stakeholders; making a request for an EHCP; supporting pupils with challenging behaviour/emotions and learning difficulties.
Jenny Gridley has worked in Barnet for over 30 years both as a teacher, deputy, headteacher and advisory headteacher. In her role as Headteacher of Oakleigh School, Jenny has taken the school from ‘improving’ to three times ‘outstanding’. She has also been seconded to the Local Authority three times to support the work of the SEN departments within the Education and Skills service.
Jenny has an excellent understanding of the context of Barnet and a wide range of children and young people with special educational needs both in mainstream, additionally resourced provisions and special schools. Jenny can offer support in the area of SEN for new headteachers or SENCOs; progress and attainment for children with SEN; differentiation and how to support parents of children with SEN. Jenny understands how to provide an outstanding climate so that pupils with SEN can excel!
Soli Lazarus was formerly the assistant SENCO at Colindale Primary School with 30 years experience. Soli supported children with special needs; including those with cerebral palsy, Down’s syndrome, developmental delay, autism and ADHD. Soli is an expert in inclusion, differentiation and planning.
Soli is passionate about ADHD as her son was diagnosed some years ago so has experienced first-hand living with the condition.
In 2015 Soli set up Yellow Sun to support families with ADHD and Autism. She runs support groups and offers advice and coaching. She is presently training teachers and staff on how to effectively support pupils with the neurological condition of ADHD that perhaps affects 2 in every class.
Soli could offer support and training to schools on helping pupils with ADHD. Practical strategies to use in the classroom that don’t cost a fortune but can make a massive difference to a child’s feelings of self-worth and helping them reach their full learning potential.
Joann Moore has been working in the field of Special Educational Needs and Disability for over 20 years. She was the Assistant Head Teacher and Inclusion manager at Moss Hall Infant School for 12 years. During this time OFSTEDs and BPSI reviews considered Inclusion to be outstanding. Joann has worked in a variety of roles in Barnet, Haringey and Newham and has undertaken considerable work around the implementation of the SEN Code of Practice both in school and with Barnet. Currently she works as a Pre School Inclusion Teacher at Oakleigh School and the Early Years Centre. She also works for the specialist team within Barnet and as an Educational Consultant in social care for Camden Local Authority. She is particularly passionate about Inclusion being at the heart of everything schools do. Joann is able to offer support to SENCos; provide training and advice around all aspects of Inclusion; and provide SEN support for staff, children and families.
Ruth Simpkins is a successful inclusion specialist with over 25 years experience in education. She has worked as a local authority advisory teacher, deputy head teacher, assistant head teacher, resource base manager, teacher and inclusion consultant across six London boroughs. Ruth is an approachable people person who quickly develops positive relationships with all stakeholders in schools. She has successfully mentored many new and inexperienced SENCOs into role and has vast experience of supporting experienced SENCOs, in auditing provision and developing a strategic approach to inclusion in their schools.
Ruth has led on inclusion and safeguarding at 9 different schools and understands the challenges currently facing senior leadership teams. She has vast experience of auditing need and provision in schools, developing inclusion action plans, referring children to outside agencies, setting up effective admin and record keeping systems, developing and monitoring interventions, successfully applying for EHCPs, organising and chairing multi agency meetings and supporting staff in meeting all areas of the SEN code of practice.
Hilary has been working in special educational needs and disabilities (SEND) for over 25 years. A qualified teacher and assistant head at Oakleigh School in Barnet, Hilary leads Barnet’s Pre-school Inclusion Team. This specialist team advises and supports the inclusion of early years children with SEND in Barnet’s private, voluntary and independent early years settings, in child-minding settings and children’s centres.
Hilary can support schools in the following ways: advise the SENCO and other school staff to help to identify the needs of children with SEND in the early years; offer practical advice regarding specific early years children; support school staff to offer a comprehensive targeted package to each identified early years child with SEND; support the completion of an inclusion audit in the early years; deliver bespoke training to the school SENCO, early years and SEND staff about inclusion and SEND issues in line with recent legislation; offer support and advice to develop an inclusive learning environment in the early years.
Sharon Plummeridge has been a Head Teacher and Deputy Head with more than 29 years teaching experience. Sharon is a very experienced Inclusion lead, NQT induction tutor and mentor. Sharon has also led on ‘School Direct’ across three local authorities. Sharon can offer support and expertise in SEND; organisation & priorities; use of teaching assistants; writing successful EHCP assessments. Sharon can support NQTS, student teachers and new Deputy Head Teachers. She also has considerable experience in training mentors for each of these roles.