I founded Hampshire Dyslexia because I wanted families to have access to assessments that are thorough, evidence-informed, and grounded in current professional standards, as well as genuinely supportive for the learner at the centre of it all.

 

I have more than 15 years’ experience working across education with children, young people, and adults who experience difficulties with reading and learning. Over that time, I’ve worked in a range of settings and roles, including as a Teacher and SENCO (Special Educational Needs Coordinator), supporting learners with special educational needs across primary, secondary, and tertiary education. That practical experience helps me keep assessments and recommendations realistic, usable, and tailored to everyday learning.

 

My doctoral research focused on effective interventions for children with reading difficulties, and I’ve published and presented my work in the UK and internationally. I’ve also delivered professional training for organisations including Patoss Dyslexia and the British Dyslexia Association (BDA).

 

Previously, I held the role of Professional Practice Manager at the BDA, where I helped to develop and maintain national standards for dyslexia and dyscalculia assessment. That experience shapes how I work today: I’m careful about accuracy, consistency, and making sure conclusions are clearly evidenced—while also keeping the process calm, respectful, and learner-centred.

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Professionally, I hold an Assessment Practising Certificate (APC) and I am an Associate Member of the British Dyslexia Association (AMBDA). These credentials help ensure that every assessment I carry out aligns with current guidance and the highest professional expectations. My academic and professional qualifications include:

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• MA in Learning and Teaching

• MSc in Geography (University of Oxford)

• PGCE (University of Oxford)

• MSc in Psychology (University of Roehampton)

• National Award for SEN Coordination (SENCO)

 

On a personal note, I was diagnosed with dyslexia at the age of 7, and later with ADHD at 35. Those experiences have strongly influenced my lifelong commitment to improving both teaching and the assessment process—especially for children. I know how powerful it can be when a learner is understood properly, and when the next steps are explained with clarity, compassion, and hope.

 

When you work with me, my aim is that you leave with a clear understanding of what’s going on, practical recommendations that make a difference, and a process that feels supportive from start to finish.​​​​

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