About

Heijer’s philosophy has always been at the forefront of my mind throughout my career as a teacher. During my own time in education, even though I was bright, I found the education system difficult to navigate and needed to work hard to achieve. I was always adapting to access the content being taught in education and found this a struggle. After qualifying as a teacher and receiving an adult diagnosis of ADHD it fuelled my passion for SEND and inclusion.

My vision has always been that all children receive the best care and support, making progress regardless of their starting points and additional needs. I believe that every child counts and we are here to make a difference.

Qualifications & Experience

• BA (Hons) with QTS in Primary Education with English
• PGCE: NASENCO
• Previously accredited TEAM TEACH Tutor
• CCRS (Catholic Certificate in Religious Studies)
• NPQML
• Accredited Sounds Write Teacher
• FFT Teacher
• Nurture Accreditation
• Accredited Rainbow Days Trainer through Kids Connection
• Accredited MISP
• Accredited Boosting Reading Teacher

“People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” — Maya Angelou

This quote captures the heart of my approach to supporting children and young people with social, emotional, and mental health needs. I believe that positive relationships, emotional safety, and a sense of belonging are the foundations that allow children to heal, grow, and achieve. My work has always centred on creating environments where children feel understood, valued, and supported to succeed.

I am an experienced education professional with a strong background in supporting children and young people with complex SEMH needs. I have worked across a range of settings, including a specialist residential care home, a mainstream school as part of the pastoral team, and a pupil referral unit where I was a member of the senior leadership team. These roles have given me extensive experience in understanding behaviour as communication and supporting children through compassionate, consistent, and therapeutic approaches.

I have also worked for the local authority as a specialist SEMH and behaviour practitioner, providing targeted support across educational settings. Through this work, I developed a strong commitment to working collaboratively with schools and professionals to create inclusive environments where children can thrive both emotionally and academically.

I hold a Nurture Accreditation and a postgraduate certification in Therapeutic Play Skills. I have also volunteered as a Therapeutic Play Practitioner, using play-based, child-centred approaches to support emotional wellbeing. My practice is firmly rooted in trauma-aware and therapeutic principles, with a focus on relationship-building, emotional regulation, and positive behaviour support.

My vision is to ensure that every child feels safe, understood, and empowered, and that the adults around them are equipped to provide the support they need to flourish.

Qualifications & Experience

• Postgraduate Certification in Therapeutic Play Skills
• Nurture Accreditation Level 5
• Previously accredited TEAM TEACH Tutor
• Accredited Rainbow Days Trainer through Kids Connection
• Accredited MISP
• Restorative Justice Trained
• Diploma in Education & Training
• Accredited Sounds Write Practitioner
• Specialist SEMH and Behaviour Practitioner (Local Authority)
• Senior Leadership Team Leader in a Pupil Referral Unit (PRU)
• Specialist Residential Care Provider
• Therapeutic Play Practitioner (Charity Volunteer)

At the age of 38, I received a diagnosis of Dyslexia, which was a turning point in realizing my own potential. This revelation motivated me to pursue higher education, culminating in completing my degree and becoming a qualified teacher. My journey, shaped by personal experiences, ignited a passion for supporting children who face challenges within today’s education system.

In 2012, I obtained my certification of NASENCO, enhancing my ability to assist not only students in my classroom but also individual staff members and implementing inclusive practices school-wide. Over the course of five years, I gained invaluable insight into best practices for addressing the needs of children with additional requirements in primary education settings.

Seeking to expand my impact, I transitioned to working within the Specialist Support Service for a local authority. For the past six years, I’ve collaborated with numerous schools, providing tailored recommendations, guidance, and bespoke training sessions. Much of my research focus has been dedicated to areas such as Working Memory, Dyslexia and Speech and Language Development, aiming to empower teachers with effective strategies for supporting these specific needs in the bustling classroom environment.

I am thrilled to extend my support to all children and staff through the establishment of Sycamore SEND Support Services. Every child matter, and our mission is to foster positive change and make a meaningful difference in their lives.

After completing my BA I began my career in education as a Teaching Assistant supporting a range of learners across the Early Years age phase. As I began to settle into my first position as a primary teacher, it became clear to me that supporting learners with special educational needs was the pathway I wished to pursue. My passion for this guided me towards the role of Special Educational Needs Co-ordinator (SENCo) enabling me to support children, parents, teachers, and support staff and promote inclusive practices within the school.

I later moved to a role in higher education as Inclusion Programme Leader, training SENCos engaged on the National Award for SEN Co-ordination (NASENCO). My involvement in devising this programme provided an opportunity to ensure the process empowered SENCos and enabled them to lead and enhance provision in their own settings. As a member of the NASENCO Provider Partnership Group and Working Group I engaged in specific projects, in collaboration with the DfE and Whole School SEND, influencing the evolution of the award.

My Programme Leader role was further extended through the leadership of postgraduate provision related to dyslexia (AMBDA/ATS), dyscalculia (AMBDA/ATS), Inclusion and SEN and a MA in Special Educational Needs.

I firmly believe that every child deserves the opportunity to reach their full potential, regardless of their individual needs or the educational setting they attend. When reflecting on this, equipping education colleagues with the relevant skills required to enhance their practice is always at the forefront of any support or training I engage in.

Qualifications & Experience

• BA (Hons) 2:2 English/Sociology

• Early Years/Key Stage 1 Teaching Assistant
• Postgraduate Certificate in Primary Education
• CCRS (Catholic Certificate in Religious Studies)
• Primary Teacher/Early Years Specialist
• Special Educational Needs Co-ordination (SENCo)
• Postgraduate Certificate in Special Education Needs (SENCO)
• MA Special Educational Needs
• HE Programme Leader
• Postgraduate Certificate in Teaching in Higher Education
• Currently engaged in Phase B of Doctor of Education programme at Manchester Metropolitan University

After my degree, I worked as an IT trainer and an account manager, then, looking for more fulfilment, I trained as a teacher. Quite early on I knew that SEND was the area I was interested in and when the opportunity to train to become a Qualified Teacher of the Deaf arose I grabbed it with both hands! In 2010, I joined a local authority Deaf Education Team, and in 2015, I became the Deaf Education Lead, which I enjoyed for 6 years. As I am passionate about education and learning, I decided to extend my knowledge and trained to become a dyslexia specialist, and joined a Cognition and Learning Team where I continue to conduct both cognitive and diagnostic assessments for CYP and provide training to schools.

My passion for raising awareness around Dyslexia led me to found Discover Dyslexia. Along with offering assessments, tutoring, and coaching to children and adults, and training for education settings, youth associations, and the workplace, I provide free community awareness sessions in libraries.

Not leaving deaf education behind, I enjoy supporting trainee teachers of the deaf through my role as an external placement supervisor. By combining both my specialisms, I provide deafness and dyslexia CPD for Teachers of the Deaf, as well as Dyslexia and Deafness CPD for SpLD Dyslexia assessors and tutors.

Helping to build confidence in children and young people who can then go on to achieve their dreams is an honour. It is the most important and rewarding profession I have ever had.

Qualifications & Experience

• BSc (Hons) Business
• PGCE Secondary in Business and ICT
• PG Diploma in Deaf Education
• MSc in Deaf Education
• BSL Level 1
• Elklan Secondary
• PG Certificate in SpLD Dyslexia (pre-16 and post-16) with current APC
• Irlen® Screener Certification
• Secondary subject and form teacher
• Qualified Teacher of the Deaf
• Deaf Education Team Lead
• SpLD Dyslexia Assessor and Tutor
• Specialist Teacher in Cognition and Learning Team
• Access Arrangements Assessor
• External Placement Supervisor for PG Dip/MSc in Deaf Education
• Founder of Discover Dyslexia

Having over 20 years’ experience working as a specialist in English as an Additional Language (EAL) education across all phases, I am dedicated to helping UK schools create inclusive, language-rich environments where multilingual learners thrive.

With a strong academic foundation in Linguistics and Modern Foreign Languages, I began my teaching career in the North West of England, working in areas of significant social disadvantage. I subsequently broadened my experience through an international teaching role at a leading overseas school, catering to children aged 2 to 18.

Much of my career has been spent working at Local Authority level, culminating in my role as the Ethnic Minority & Achievement Service (EMTAS) Manager within Inclusion. Working strategically at LA level has given me knowledge of key aspects of Inclusion, including the current push across Attendance, Elective Home Education, Children Missing Education (CME) and Suspensions and Exclusions and how these relate to Ethnic Minority groups.

As a Local Authority EAL specialist, I have worked extensively with pupils from a wide range of Ethnic Minority (EM) backgrounds from Nursery to Year 11 across a diverse range of settings, including Special Schools. I frequently undertake EAL assessments for New to English pupils, but also for those who are making slower than expected progress (and who may have SEN) to help schools to consider any barriers to learning. I facilitate first language assessments where these are appropriate. I build educational plans, signposting to resources and areas of need that include not only EAL but also SEMH factors to consider previous experiences, cultural contexts and potential trauma. At pupil level, I’ve developed and delivered EAL teaching programmes either one to one or to small groups, and I’ve worked on the integration of EAL strategies into whole class teaching via the Partnership Teaching model. I have always advocated and adopted ‘tried and tested’ practical approaches that work in the classroom.

With a key focus on School Improvement in EAL, I have worked extensively with both Primary and Secondary schools to recognise and address areas of EAL provision where systemic change is needed to better support Ethnic Minority groups via self-evaluation frameworks, learning walks, action planning, resourcing and reviewing, ensuring that adaptations are embedded as efficiently and effectively as possible. Through a wide and comprehensive range of CPD, I’ve upskilled school staff, including office staff, school governors, teaching assistants, pastoral staff as well as class/subject teachers, to respond confidently to the changing demographics and immigration trends within the UK and the evolving needs of their school communities and classroom. This work has been bolstered by my Network Events to support EAL Leads in school, and regular ‘Drop In’ sessions to offer advice and guidance.

I specialise in the implementation of effective and specific EAL assessment and progress tracking in schools and advise on how to use this termly progress to target specific cohorts of EAL learners for additional support and intervention. I have led schools to track outcomes against national tests for EAL pupils to identify any trends within specific cultural groups, areas of weakness and how to address these. I’ve worked with schools on curriculum access and inclusive EAL practices in the classroom by encouraging the use of scaffolding, key visuals, modelling, planning for talk, differentiation and building subject-specific vocabulary systematically into teaching. I’ve worked with schools to celebrate multilingualism by identifying ways to use translanguaging in the classroom and across school and to shape their resource banks for EAL pupils.

While helping schools to recognise and promote wellbeing and a sense of belonging, I’ve worked with schools to ensure a welcoming and holistic induction programme for New Arrivals drawing on building relationships with families and guided schools on the appropriate use of interpreters and translators where these are necessary to create safe spaces for expression and cultural identity.

My passion is to offer tailored services that empower staff, strengthen EAL provision, and improve outcomes for EM pupils. My approach blends expert specialist knowledge, guidance, and practical strategies, with cultural sensitivity, ensuring every learner feels seen, supported, and successful.

Qualifications & Experience

• BA in Spanish & Media Studies (Leeds Trinity)
• The Talking Table Trainer
• Accredited Talking Partners Practitioner
• Accredited Talking Mats Practitioner
• Accredited Talking Maths Trainer
• Accredited Sounds Write Teacher
• M. Ed in Bilingualism in Education (University of Birmingham)
• CCRS (Catholic Certificate in Religious Studies)
• Diploma in Bilingualism in Education (University of Birmingham)
• Certificate in Bilingualism in Education (University of Birmingham)
• PGCE in Primary Education (Liverpool Hope)

Alison has spent over 48 years in the financial sector, starting her career at the age of 16 as a personal assistant in banking. This role marked the beginning of her expertise in administration and office management. As her career progressed, she expanded her skills and quickly advanced, earning her CeMAP and CeRER qualifications. Alison is a proud member of both the LIBF (London Institute of Banking and Finance) and the NACFB (National Association of Commercial Finance Brokers), reflecting her dedication to professionalism and high ethical standards. One of her notable achievements is her appearance on The Martin Lewis Money Show, where she shared her extensive experience with the public.