SEN / Inclusion

Jeremy Bird

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.

Catherine Carroll

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 Elman

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.

Jackie Engelberg

Jackie Engelberg has over 30 years experience working with young people as a teacher and youth worker. She is also a coach, trainer and qualified counsellor.  Jackie qualified as a secondary school teacher and has since worked in both primary and secondary education as a teacher and school counsellor. She is currently a Special Educational Needs (SEN) Coordinator at Akiva school.  Her work in schools has enabled Jackie to develop a wealth of experience and expertise in supporting disaffected young people and those with emotional and behavioural problems, particularly working with individuals and small groups. This has included training for young people in social skills, anger management, and assertiveness. She has also supported the development of restorative practices, anti-bullying and peer support systems in schools.

She is an independent Kidscape trainer who delivers anti-bullying and peer support training for staff and young people in schools across England. Jackie can support effective approaches to anti-bullying through raising awareness of issues and providing training and support for the school community, targeted young people and perpetrators; facilitate the development of restorative approaches and practices for managing behaviour and conflict; establish peer support/mentoring arrangements including policy and processes as well as skills based training for young people; provide coaching for staff on professional issues and challenges.

Mark Garfield

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.

Bob Greatrex

Bob Greatex after successfully leading three primary schools, one in London, became an Ofsted inspector in 1997, and a ‘lead’ inspector shortly afterwards. He led numerous inspections over the following twenty years and continues to ‘team’ on inspections currently. He has inspected nursery, primary (including infant and junior) and special schools and PRUs, and quality-assured inspection reports. Bob has also led reviews of kindergarten, elementary, middle and high schools in various US states. On behalf of local authorities, he has mentored newly qualified teachers and supported a large vulnerable London school as it improved from ‘special measures’.Bob is able to offer a wide range of support in most areas of school improvement including; all aspects of preparation for inspection, leadership and management generally (e.g., self-evaluation and development planning, governance, safeguarding, understanding and using data and improving teaching and learning). Bob can also advise on meeting the needs of dyslexic pupils. Bob has a passion for improving school grounds to deliver high quality learning and recreational opportunities. He feels this can contribute significantly to pupils’ well-being.  

Jenny Gridley

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

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

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.

Sara Pearlman

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.

Ruth Simpkins

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 Solomon

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.

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Barnet Partnership for School Improvement (BPSI), Barnet Education & Learning Service, 2 Bristol Avenue Colindale, London, NW9 4EW

          020 8359 6325 / 6341 / 6306