Meet The Team

 

After having children, Lisa took a new direction in her career, stepping into the childcare sector with a commitment to making a positive impact on young lives. She began her journey at Rishton PRU in 1997, primarily working on outreach, where she provided invaluable support to children across various schools. Her role involved not just assistance in lessons but also fostering inclusive environments that celebrated diversity and catered to individual learning needs. During this time, Lisa recognised the importance of qualifications and pursued professional development, achieving her BTEC nursery nurse certification and specialising in Special Educational Needs (SEN) at Manchester University, a decision that would profoundly shape her career, alongside ensuring her paediatric first aid qualifications are always up to date.

With her newfound expertise, Lisa transitioned to an Autistic unit, where she dedicated herself to working with non-verbal children under the age of seven. This role was not only rewarding but also pivotal in enhancing her understanding of communication challenges and the unique emotional and educational needs that these young learners faced. She learned how to utilise alternative communication methods and tailored her approach to suit each child’s specific situation. Following this meaningful experience, she moved into a mainstream school environment, where she spent the next eleven years teaching and supporting students across various year groups. During this time, she delivered Planning, Preparation and Assessment (PPA) cover and specialised interventions, with a particular focus on physical education. Her passion for PE allowed her to create engaging, dynamic programmes that encouraged children to participate actively, promoting their physical and emotional wellbeing.

In November 2017, Lisa joined Golden Hill Short Stay School on the Intervention Team, GHIST, eager to contribute her skills and learn more about the school's ethos. Alongside her outreach work, she actively sought to deepen her understanding of how various environments impact children's responses and behaviours, recognising the vital importance of tailored approaches to education. Her work often involved close collaboration with school staff, both in delivering training and working directly with children to implement strategies that would aid their development and engagement. Lisa's dedication to her role ensured that she not only supported her colleagues but also embraced a shared commitment to the school's values, enhancing the educational experience for everyone involved.

Working within a tight-knit team, Lisa collaborates closely with a myriad of professionals and parents, ensuring that children with complex additional needs are supported effectively and integrated into the classroom wherever possible. She understands that each child's journey is unique, and thus her approach is one of flexibility and compassion. Her commitment to supporting staff wellbeing is equally important; she regularly identifies resources and services that can assist families navigating challenges, fostering a supportive community where everyone feels valued and understood. Furthermore, Lisa as a Designated Safeguarding Lead plays an essential role in child protection cases, providing vital support and advice in professional meetings regarding looked-after children, ensuring that their voices are heard and their needs met.

In addition to her duties, Lisa leads on 12-week referral placements, which involve detailed assessments and tailored plans for smooth transitions back into mainstream education. She takes great care to ensure these transitions are as seamless as possible, recognising the critical role they play in helping children regain confidence and re-establish their learning journey. Her work often intersects with the Alternative Provision (AP) strategy, pupil access initiatives, and the broader framework of Special Educational Needs and Disabilities (SEND), making her a crucial component in the effort to create a more inclusive educational landscape. Lisa’s dedication and passion have made a lasting impact on the lives of the children she supports, helping them to thrive both academically and personally. 

 

 

Jill commenced her career at CSC, specialising in local authority day nurseries and pre-school settings. During this formative period, she honed her skills in early childhood development, establishing a robust foundation in educational practice that would serve as a touchstone throughout her career. In her role, Jill worked closely with families whose children were on Child in Need (CIN) and Child Protection (CP) plans, demonstrating a deep commitment to supporting vulnerable families. She attended Case Conferences, Core Group, and CIN meetings, where she engaged collaboratively with multi-disciplinary teams. Throughout these engagements, she maintained professional integrity, which proved crucial for sustaining productive relationships among herself, various agencies, and the families she supported.

After starting her family, Jill made a strategic decision to transition into the mainstream school environment, concentrating on supporting children with additional needs. In 1999, she secured a full-time position at Golden Hill Short Stay School previously known as The Tutorial Centre in Preston and later moved to the Leyland site, where she amassed extensive experience across various age groups, from Reception through to Year 6. This diverse exposure enabled her to develop a nuanced appreciation for the differing approaches required at each educational stage, ensuring that her teaching strategies were both developmentally appropriate and tailored to the specific needs of each child.

Jill's profound understanding of the unique challenges faced by children with social, emotional, and behavioural difficulties exemplifies her unwavering commitment to fostering inclusive educational settings. These challenges often stem from a complex interplay of factors, including family dynamics, socio-economic conditions, and developmental milestones. In the aftermath of the 2011 London riots, central government piloted and then rolled out nationally the Working Together with Families Initiative, Jill played a pivotal role within the school delivering this work recognising the necessity for a broader approach to education which then led to her then joining the outreach team, GHIST. The Working Together with Families Initiative represented a holistic approach to education, in which Jill collaborated with a range of partner agencies, including the Police and Children and Adult Social Care etc. Through these partnerships, she provided comprehensive support that not only benefitted the children but also empowered their families, reflecting Jill’s belief in the significance of community engagement in educational success.

Throughout her years on GHIST, Jill has been instrumental in supporting numerous children through their transitions from nursery and Reception to Year 6, and ultimately into secondary education. Her responsibilities extended beyond direct classroom support, encompassing direct one-to-one interventions, staff supervision, and collaborating with Special Educational Needs Coordinators (SENCOs) and headteachers to devise tailored support packages and strategies. This integrative approach ensured that every child received personalised support designed to meet their individual educational needs. Furthermore, she adeptly signposted educators to relevant professionals, such as Educational Psychologists etc, thus enhancing the support network available to students. Alongside this, Jill compiled detailed reports for schools to utilise as supplementary evidence for additional support or to submit along with requests for EHCP’s, showcasing her ability to translate complex educational needs into actionable strategies.

In recent years, Jill, alongside her colleague on GHIST, has closely collaborated with the Senior Leadership Team on the LCC Alternative Provision (AP) strategy, directing outreach efforts and leading initiatives concerning transitions and referral placements. This work has been instrumental in ensuring that children who require alternative provision receive timely and effective support. Jill also has many years’ experience as a DSL within her present setting.

Jill has extensive experience in delivering training to mainstream schools focused on managing challenging behaviour and de-escalation strategies. This training enhances staff knowledge and confidence, while also emphasising the importance of supporting their mental health and wellbeing to effectively address the complex needs of vulnerable children in their care.

Through her unwavering dedication and professional approach, Jill continues to ensure that the increasingly complex needs of children remain at the heart of every strategy, striving for optimal outcomes for each child within an ever-evolving educational landscape. Her ongoing commitment to professional development and collaboration in education reflects her belief in the transformative power of inclusive practices and community partnerships.

 

Zaina has been a dedicated and passionate teacher since 1992. She began her career in a mainstream primary school in Manchester, where she spent the first five years building a strong foundation in classroom teaching and child development. During this time, she developed a keen interest in supporting pupils who struggled to thrive in traditional classroom settings. This passion led her to transition into the field of special educational needs, where she has since spent the majority of her career making a significant impact.

Zaina has extensive experience working with children who have been permanently excluded from their primary schools. Her work has primarily focused on supporting pupils with complex needs, including Social, Emotional and Mental Health challenges, Autism Spectrum Conditions, and Specific Learning Difficulties such as dyslexia and ADHD. Her empathetic and individualised approach ensures that each child receives tailored support that meets their unique needs.

As the SENDCo and Deputy Head of our school, Zaina plays a vital leadership role. She works closely with staff, parents, external agencies, and pupils to develop and implement effective strategies and interventions that promote inclusion and academic progress. Zaina’s ability to lead and inspire others, coupled with her deep understanding of special education, has been instrumental in shaping a nurturing and supportive school environment.

 

Zaina is also known for her excellent classroom management skills, which have been consistently recognised during numerous Ofsted inspections rated as Outstanding. Her calm, consistent, and positive approach enables her to create structured learning environments where all children feel safe, valued, and motivated to learn.

Over the years, Zaina’s dedication and tireless commitment have helped many children successfully reintegrate into mainstream schools, often after experiencing significant educational disruption. Her work has not only enabled pupils to re-engage with their learning but has also fostered a renewed enjoyment of school life. By building confidence, resilience, and self-belief, Zaina has helped improve long-term outcomes for some of the most vulnerable learners, making a lasting difference in their educational journeys.