Join Our Team

I’ve had the privilege of being part of the engagement support team since 2022, and it’s been a truly rewarding journey. Over my time at The Stable School, I’ve focused on bringing compassion, initiative, and a forward-thinking approach to everything I do, aiming to embed a culture of care and resilience at the heart of our school community.

One of the key areas I’ve worked on has been the creation and delivery of ongoing TA coaching and professional development. Whether it’s through structured sessions or everyday support, I’m passionate about ensuring our staff feel equipped, confident, and continuously supported in their growth.

My role has also given me the chance to make a difference for our learners in a really meaningful way. I’ve led the development of personalised engagement support plans, helping learners build autonomy and confidence through strategies tailored to their individual needs. Alongside this, I’ve worked closely with our therapeutic team to ensure we’re proactive – putting the right support in place where and when it’s needed most.

As part of my own professional journey, I completed the Trauma-Informed Schools Practitioner course, fully funded by Melrose Education, as part of my development. It was a significant milestone for me personally, and it’s strengthened our whole team’s ability to approach support through a trauma-informed lens.

Now, as I step into a Senior Leadership role, I remain deeply committed to growth, both for myself and the team around me. I’m excited to continue shaping the future of engagement support in a way that truly meets the needs of our learners.

Of course, none of this would be possible without the incredible staff team I work alongside. They are hugely knowledgeable when it comes to SEMH learners, supportive of one another’s wellbeing, and united by a shared drive to make a real impact. It’s a privilege to be part of such a purposeful and passionate environment.

One of the most rewarding parts of my role is leading offsite experiences. I’ve seen first hand how these opportunities spark some of the biggest transformations for our learners. Taking them beyond the classroom, into new environments where they can explore, achieve, and grow—it’s something I never take for granted.

I joined The Stable School as an English teacher and Equality, Diversity and Inclusion Lead, finding a professional home that truly reflects my values and belief that no learner should ever feel unseen or unsupported. Working with learners aged 8–15 with social, emotional and mental health needs has reshaped not just my practice, but my whole philosophy on what meaningful education looks like.

At The Stable School, I work within a highly collaborative, trauma-informed team where educators and therapists unite to deliver a holistic model of care. My focus is on personalising the English curriculum to meet each learner’s emotional and academic needs, whether that means integrating therapeutic strategies, adjusting timetables, or using personal interests like theatre, gaming, or creative media to spark engagement.

Every learner I teach brings a unique story. Some face anxiety or trauma; others navigate hidden learning differences or communication barriers. My role is to recognise and respond to those needs with compassion and creativity, reframing progress not by standard measures, but by confidence, curiosity, and resilience.

Having lived with unilateral profound deafness and ACEs myself, my commitment to inclusive education is both personal and professional. I’ve pursued specialist training in deaf-blind awareness and trauma-informed practice, and continue to deepen my expertise through postgraduate study in Shakespeare and Education and therapeutic skills with the CPCAB.

For me, teaching is a vehicle for rebuilding confidence and fostering self-expression. I’m proud to be part of a school that shares that belief, where empathy, creativity, and collaboration drive everything we do for our learners.

Since joining The Stable School in February 2025, I’ve felt genuinely supported, encouraged, and valued every step of the way. I started my journey here as a Teaching Assistant, and thanks to the trust and investment of the team around me, I’ve grown into a role within the therapy team and am now completing my PGCE with a specialism in SEN education. I’m also training to receive my QTS through Melrose Education, fully funded, something I’m incredibly grateful for.

When I first arrived, I was new to trauma-informed practice, but through consistent guidance, CPD, and the nurturing environment here, I now feel confident in my approach and proud of the progress I’ve made. The staff at The Stable School are exceptional, not only in their knowledge and dedication to SEMH learners, but in the way they look after each other. Wellbeing Wednesdays, open conversations, and a culture of care, mean we’re supported both mentally and physically, and that makes a huge difference.

I feel lucky and privileged to work with such inspiring students and colleagues. The learners here constantly remind me why I chose this path, and the staff team inspire me to keep growing. Working with KS2 pupils since I started has truly ignited my passion for primary education, and I now feel I’ve found my career, a place where I belong, where I can make a difference, and where I’m excited to keep learning.

I joined The Stable School in 2022 as the KS2 class teacher, a position I still hold. As a practitioner with a passion for early years support, I enjoy the challenge and opportunity of creating an environment where children can truly fulfil their potential. It is a privilege to provide a safe space where children can be their authentic selves, developing not only academically but socially too. As they learn key social skills such as tolerance and empathy, it’s wonderful to see our KS2 learners build friendships that often continue into KS3 and beyond.

Before joining The Stable School, I worked in a local mainstream primary school in KS2, developing my knowledge and understanding of this key stage. Prior to that, I gained valuable experience in a range of SEN settings, including a specialist autism school and a provision for learners with additional needs.

Before qualifying as a teacher, my degree focused on children’s additional needs, both within and beyond education. I also worked in social care, where I developed a deeper understanding of children’s adverse childhood experiences (ACEs) and their long-term impact. In 2025, I undertook a diploma in trauma-informed strategies to further enhance my practice and strengthen my ability to meet the needs of children and young people in SEMH settings.

An additional part of my role is curriculum lead; an area I have a strong interest in, as it allows us to design a learning journey that meets the needs of every child. I hold a deep-rooted belief that all children possess unique talents and skills that will enable them to succeed in life. Our role as a school is to create an environment and curriculum that supports their individual learning styles and builds self-esteem in the process.

Being at The Stable School isn’t just about classroom learning, it’s so much more. I particularly enjoy generating ideas for our Friday afternoon DIVE sessions (including snowboarding!) and planning fun off-site learning experiences. We’ve visited many exciting places linked to our topics, from the Tank Museum to Brownsea Island, a working farm, and even annual creative writing workshops at Bournemouth University.

If anyone is considering joining our school, they would be most welcome. It’s always inspiring to see new staff bring fresh ideas, innovative approaches, and their own experiences to help engage young people and make school a truly positive experience.

Having witnessed the obstacles vulnerable learners can face in mainstream education, I was excited to join The Stable School and focus on helping our learners thrive socially, emotionally and academically.

It has always been important to me to be aspirational for learners. It is easy for young people to lose sight of their amazing potential, and I consider it a privilege to work in a profession that allows me to support their personal growth and self-esteem.

My passion for literacy is rooted in the belief that language skills can transform lives. During my time at The Stable School, I have seen so many learners empowered by the ability to communicate their thoughts and feelings more effectively, thanks to the teaching, coaching and nurturing our practitioners provide. This impact is even more profound here because learners are truly listened to.

The fast pace of technological change requires young people to navigate a complicated landscape of online content. I am committed to helping our learners develop the critical thinking skills they need to protect themselves from coercion and manipulation.

I have had the pleasure of working with amazing professionals throughout my career. The Stable School team are exceptional in so many ways, and I am continually inspired by the passion, commitment and sincerity they show each and every day.