"Together we will...create a safe and supportive community where every child and family can thrive"

Bio

I have developed a varied and enriching career in education and family support, underpinned by a Postgraduate Diploma in the Psychology of Learning Disabilities. My experience includes supporting pupils with autism and working with children and families as part of the Early Help Team in Portsmouth, giving me a strong foundation in both individual needs and wider family dynamics.

A key part of my role is helping Ford Primary School to be a trauma-informed school, where understanding and responding to children’s experiences is at the heart of our practice. I am passionate about creating an inclusive, safe, and nurturing environment for every child, and I’m committed to ensuring their emotional and practical needs are met.

Outside of work, I enjoy both playing and watching football, and I’m a proud supporter of Portsmouth Football Club.

If you need any support or advice, please contact safeguarding@fordprimary.co.uk

There is also further advice, support and links to wider services on the website here

Why Ford?

I work at this school because I’m passionate about making a difference where it’s most needed. I enjoy supporting students, helping them feel safe, valued, and capable of success. I appreciate working alongside dedicated colleagues who share a commitment to creating positive change.

What am I reading?

In my free time, I’m reading The Declaration by Gemma Malley. It’s a fascinating story set in the future, where people live forever. It makes you think about what’s fair and what it means to be free. I enjoy books that make me stop and think, and this one is full of exciting twists and big ideas.

What am I researching?

I am currently researching trauma-informed practice and how it can be effectively embedded into everyday teaching and support strategies at Ford Primary School. The aim is to develop a deeper understanding of how trauma affects children’s behaviour and learning, and to explore practical ways we can create a safe, supportive, and responsive school environment that meets the needs of all pupils—particularly those who have experienced adversity.