With over 30 years of experience as a speech pathologist — and more recently as a qualified teacher — I support children, adolescents and adults navigating challenges in language, literacy and communication.
I look beyond surface-level difficulties to understand the underlying language and learning skills that shape reading, writing and communication — and what's really getting in the way.
I began my career working within the Department for Education, supporting children in schools and preschools. Over time, my work expanded into consultancy roles across independent and Catholic school systems, as well as clinical work in specialist paediatric settings. I have also worked as a diagnostician in Autism Spectrum Disorder assessment within multidisciplinary teams. I now run my own private practice, supporting children and families.
Across these settings, I have supported children with a wide range of language, literacy and communication needs, from early identification through to targeted intervention. This breadth of experience has given me a strong understanding of how these systems work in practice, and how to help families navigate them with clarity and confidence.
A blend of authorship, classroom teaching and specialist training that keeps my support practical, grounded and genuinely tailored to each child.
I helped write the phonics program used in classrooms to give young learners strong, structured foundations in reading. It means I don't just teach phonics, I understand how the building blocks fit together.
I work part-time in a Year 1 classroom, staying close to how children actually learn.
Experienced as a diagnostician alongside clinical psychologists in multidisciplinary teams.
Trained to support learners facing anxiety, disruption, or a difficult relationship with learning, so progress always feels safe.
My work as a speech pathologist is strengthened by my training as a teacher. There is significant overlap between language, literacy and learning, and I chose to further my qualifications to deepen my understanding of how these skills are taught and applied in the classroom.
Working part-time in a Year 1 classroom keeps me closely connected to the everyday experience of learning — the small victories, the frustrations, and the courage it takes to try again.
Calm, structured and collaborative — with careful attention to emotional safety as well as learning needs. We proceed at the child's pace, with patience, curiosity and high expectations.
Sessions shaped around each child's strengths, temperament and learning speed — never a rigid, one-size-fits-all agenda.
Grounded in careful assessment of the underlying language and phonological skills that support reading, writing and expression.
A genuine partnership with families, teachers and referring practitioners, so support stays clear, consistent and practical.
A calm, predictable space where children feel comfortable to take risks — structured, yet flexible to how they're feeling that day.
The greatest privilege of my work is witnessing that spark of growth: the first fluent sentence, the confidence to speak up, and the quiet glow of pride when progress becomes visible.
Every person deserves to feel understood and capable. Every family deserves to feel heard.
Tell me a little about your child and what you'd like help with. We'll find a time to chat — no pressure, no jargon.
