Meet our SEN team at King’s InterHigh

As Head of SEN Services, my role is extremely diverse. First, I am responsible for ensuring the special educational needs of students on our register are met, from the admissions process to their inductions and through their full educational journey with us. To do this, we ensure that all information is collected from parents and carers to provide teaching staff with the best way of working with that student.

I support a team of SEN lead practitioners, BACP registered counsellors, and SEN teachers, so I check in with them daily on their responsibilities, ensuring the smooth and efficient running of the team. I work closely with the exams team to ensure students’ access arrangements are in place, and I also deliver training on specialist areas such as ASC, ADHD, attachment, and trauma. 

The main part of my day-to-day work that I enjoy is working directly with families and young people to ensure their King’s InterHigh journey meets their needs.

The answer to this is twofold. Whilst studying for my medical degree in human genetics, I was able to work with a pioneering team who were studying genetic components of autism. This sparked my curiosity in neurodiversity, and I continued my postgraduate studies at Great Ormond Street Hospital. Ever since, I have wanted to understand neurodiversity and the impact it has on young people.

Additionally, I have a rare physical disability myself, and only 10% of people with my condition can walk. I am extremely lucky that I have had a fantastic medical team around me, and at 42, I am able to enjoy walks and activities with my outdoorsy family! I attended a mainstream school in the era before the current drive we have on disability awareness and accessibility, and had some negative experiences where education wasn't supporting me the way I needed it to. So, I have been inspired to use a mix of my own personal experience and my academic and leadership experience to specialise my career in striving for better understanding and inclusive practice for SEND.

There is no one tip I can give, as every child's needs are unique and individual to them. What works for one family won't necessarily work for another.

That being said, the main tip I would give is to always, always seek support, whether from specialists, other family members for respite, or family support services. I also parent a child with SEN myself, and one thing I have learned in our journey is that no one can do it alone. It is a complex and stressful world to navigate once that diagnosis is given, and parents need to know that it is okay to find it hard — because it is hard. But also know that you are not alone; so many other parents and carers have faced similar battles and struggles to secure SEN support that is right for their child. 

And finally, listen. One thing we can forget to do as parents with multiple responsibilities is to listen to our child's wants and needs but also listen to what they perhaps aren't telling us (or listen to what their behaviours show us, but they aren't saying). Try everything: some strategies won't work, and that’s okay too.

SEN support, particularly in education, can often get a ‘bad name’ due to difficulties nationally in meeting children's needs. By the time many of our parents of children with SEND get to King’s InterHigh, they have fought an often-exhausting battle to secure the support their child needs. 

This can make people wary of SEN teams, as the traumatic experience can erode trust. There are some fantastic SEN specialists out there who truly want to make a difference to education (and I count myself as one of them!), but limitations and funding issues can sometimes mean that children are ultimately let down. 

The beauty of King's InterHigh is that we have the flexibility to make an extremely comprehensive SEN support structure. Our “universal offer” (often called “ordinarily available provision” in school) and our Enhanced Support Services ensure all students have access to targeted support to meet complex needs, removing the barrier that can often prevent children with SEND from accessing services.

I have worked in bricks-and-mortar mainstream, specialist ASC resourced provisions, and an independent SEN school. The major difference online is calm.

As a Head of SEN, I know that as SEN staff walk the corridors, they will be interrupted by multiple staff for queries, support, input, and training. By the time they get to where they were going, their to-do list has grown exponentially. That is not to say the to-do list isn't long in an online school, and fellow staff can reach us at any time virtually. But at King’s InterHigh, we can also prioritise our responsibilities, which allows for a calmer headspace to better support students when tricky situations arise.

I have worked in settings with a lot of students experiencing EBSA (emotionally based school avoidance), and the online school world is amazing for allowing them to access education. They’re able to reach their potential in a safe and secure environment due to the calmness and flexibility we see that online learning provides.

My day at King’s InterHigh is very varied. I spend time meeting with parents and carers to find out the best way to support their children and to answer any questions they may have.

I also am lucky enough to meet with our students in small groups or in a 1:1 capacity. In addition to this, I share information with teachers about our students with additional needs, to ensure that every child and young person gets the best experience in their online lessons.

I started my career as a maths teacher and right from the start, I always felt really passionate about helping students who found my subject difficult or had barriers to learning that they needed support with. I then realised that I wanted to support students with special educational needs full time, and to help their parents and families too.

Communication is the key! It’s really important to keep talking to your child about how they are feeling and to ensure that they feel listened to.

Sometimes when talking about special educational needs, we can focus a lot on children’s difficulties and how to overcome them, which is of course very important, but we must also always remember to celebrate all their strengths, talents and skills too.

I have learned quickly that King’s InterHigh offers a really unique and inclusive experience to students with special educational needs. A lot of the barriers that students face in mainstream schools are taken away, and they can engage in learning in a way that suits them.

It is wonderful to see young people thrive in education, especially if they have had a previously difficult experience in schools.

My job role is SEN Services Hub Lead, which I thoroughly enjoy! I oversee our wonderful Enhanced Support Services, which include academic support and wellbeing support. 

The academic support courses we offer are: literacy support, numeracy support, study skills, English as an additional language, and education coaching. Our wellbeing courses are: counselling, wellbeing mentoring, and social skills and anxiety management courses.

Supporting students with special educational needs has always felt more like a calling than a career choice. 

Early in my teaching journey, I worked with a child whose learning differences had gone unnoticed. Once the right support was put in place, the change was remarkable — not just academically, but in their confidence and overall wellbeing. That experience highlighted how crucial early identification and tailored support can be, and it sparked a passion that has guided my work ever since. 

I believe every child deserves to be understood, empowered, and given the opportunity to succeed in their own unique way.

• Keep communication open – You know your child best. Regularly sharing insights and concerns with school staff helps us work as a team.


• Celebrate all progress – Every achievement, no matter how small, is a step forward. Focusing on growth builds confidence.


• Consistency is key – Using similar strategies and routines at home and school creates a sense of stability for your child.


• Stay informed and involved – Understanding your child’s needs and rights empowers you to advocate effectively.

That SEN support isn’t about giving children an “easy path.” It’s about giving them the right path. Not every learner thrives in the same way. Effective SEN provision creates environments where differences are not just accommodated but truly embraced.

Online education opens up new possibilities for students with additional needs. For many, learning from home reduces social pressures, sensory overload, and anxiety triggers. The virtual setting allows us to personalise support more flexibly, whether that’s through tailored timetables, one-to-one sessions, or alternative communication methods.

That said, it also means we work harder to build strong connections and spot the subtle cues we might easily notice in a physical classroom. Collaboration with parents and carers becomes even more important, and that strong partnership is one of the things that makes online SEN support especially meaningful.

I am honoured to be one of the school counsellors and SEN teachers at King’s InterHigh. I provide one-to-one counselling for students, helping them to explore their emotions in a safe, compassionate space. 

Moreover, I deliver specialised courses, such as wellbeing mentoring and anxiety management. Lessons encompass exploring psychoeducation, supporting students to develop key skills in wellbeing, and managing anxiety.

I have always seen the role of a teacher as incredibly rewarding, specifically when working with children with special educational needs. It allows me to make a significant, lasting impact on student development and wellbeing, fostering personal growth, empowerment, and empathy to help students reach their full potential.

I would encourage parents to:

• Be their child’s advocate


• Create a positive environment


• Have consistent communication


• Establish routines


• Focus on their strengths


• Use visual aids to help their understanding


• Develop a strong support network


• Collaborate with professionals


• Practise self-care


• Encourage creative activities to promote cognitive, social, and emotional development

Each child has their own journey through education. The best thing you can do is believe in them. Often you find that students you’re trying to inspire are the ones that end up inspiring you.

I believe our online school is unique, as it allows us the opportunity to combine the principles of individualised SEN support with the inherent flexibility and technological tools of a virtual environment. This includes various options around how students engage, contribute, and interact in lessons, suited to their needs.

I’m the school counsellor, so my days are all about supporting students’ wellbeing. That might mean running an anxiety management class, having one-to-one chats, or checking in with parents to see how things are going at home. I also work with teachers to make sure students feel supported both emotionally and academically. No two days are ever the same, which keeps it interesting!

I’ve always loved working with young people and saw early on how much a student’s wellbeing can impact their learning. I wanted to be someone they could turn to — not just in tricky times, but also to help them build confidence and resilience for the future.

Keep things simple and consistent: routines, downtime, and open conversations go a long way. Listen without rushing to “fix” things, and try out small strategies together like breathing techniques or ways to manage stress. 

Anddon’t forget to stay in touch with school staff — we’re always here to work with you as a team! 

It’s not just for when things feel overwhelming. 

Counselling can give students tools for everyday life, including helping them manage worries, build self-awareness, and feel more confident in themselves. Early support can make a big difference.

One of the big positives about working at King’s InterHigh is that many students feel more comfortable opening up when they’re in their own space at home. It can make conversations flow more naturally. 

Of course, we have to be creative to make sure students feel connected and not isolated, but the flexibility of online counselling really does open doors for students who might not otherwise have access to this kind of support.

I’m the EAL course writer and teacher at King’s InterHigh, so my leading role involves planning and creating fun, engaging lessons that encourage students to communicate confidently and improve their spoken English skills. 

I also contribute to the planning, creation, and delivery of study skills lessons and education coaching sessions, helping students develop strategies for time management and organisation. In addition, I support the teaching of social skills lessons, helping students build confidence in communication, teamwork, and forming positive relationships.

One of my favourite parts of the job is finding creative ways to get students talking — sometimes that means turning grammar practice into a game or debating the most controversial question of all: is pineapple on pizza acceptable? Seeing students laugh, connect, and grow more confident reminds me why I love what I do.

I’ve always been enthusiastic about inclusive education and the belief that everyone learns in their own way. No two students are alike — we all have our own strengths, quirks, and ways of processing the world. 

What inspires me most is helping students understand and celebrate their uniqueness, rather than feeling defined by it. There’s something incredibly rewarding about watching a student realise that the way they learn isn’t “wrong.” It’s just theirs, and it can be a real source of strength.

I’d say the biggest thing is to keep the lines of communication open, with your child and with their teachers. We’re all on the same team, and sharing what works (and what doesn’t!) makes a huge difference. 

Celebrate the small wins, because those really add up over time. Try to build routines that make learning feel calm and predictable, but don’t forget to have a bit of fun along the way too. Most importantly, remind your child that progress doesn’t always look the same for everyone, and that’s completely okay.

I wish more people understood that SEN support is not about labelling students, but about empowering them through understanding, patience, and personalised strategies.

What I love most about King’s InterHigh is that the online setting allows for a flexible, individualised approach where we can tailor support and pacing much more closely to each student’s needs.