For Assessors and Disability Support Services
If you’re writing the NAR, managing DSA referrals, or handling student support logistics, this is your hub.
At a glance
I am a registered NMH Provider, listed as Neurodiverse and Proud.
Roles: SS-SpLD (Specialist one-to-one study skills and strategy support - Specific Learning Difficulties), SM-ASC (Specialist Mentor — ASC/ADHD)
Service Area: Greater London. Surrey available by arrangement.
Modality: Face-to-face first; remote/hybrid available by arrangement
Rate: £65 per hour (no VAT)
Membership: PASSHE (Professional Association of SpLD Specialists in Higher Education — formerly ADSHE)
My Background & Approach
Alongside my work as a Specialist Tutor and Mentor, I am a trainee in humanistic psychotherapy, a systemic coach, and somatic movement educator with over a decade of experience in education and the arts. My sessions mix the relational and the practical, while drawing on a broad toolkit (metacognitive strategies, executive function, embodied learning) to support students in ways that feel relevant to them.
Being neurodivergent myself, I received excellent professional support at both sixth-form college and University, graduating from Dartington College of Arts in 2011 with a BA Hons in Choreography with Community Practices.
This experience allows me to bring a mix of professional perspective and lived experience. I know what it means to both access to student support as well as offer it.
Face-to-Face First
My professional practice is centred on direct, in-person interaction. The modality of work is not incidental but intrinsic to its quality. My professional experience has led me to strongly believe that embodied presence and a shared physical environment are fundamental aspects of how support is most effectively delivered.
While I recognise that some students prefer remote support, and that it is their right to access it, my professional practice emphasises face-to-face contact time. When there is a need for occasional remote sessions, I am available to do this, but I stress that students who prefer or require remote-first support may be better matched with another provider.
It is the students’ choice to have face-to-face, remote, or hybrid session work. However, in practice, many providers offer nationwide support, but are only able to provide remote nationwide support. For students who prefer face-to-face, this can be frustrating as they end up changing providers, sometimes multiple times, before they actually end up with the face-to-face provision they need, potentially giving up before they get there.
I offer face-to-face first support to counterbalance this tendency, and only take on students I have the capacity for, making your work as the assessor easier.
Students who connect well to my approach frequently…
Prefer face-to-face, human-first session work
Are sceptical of approaches that feel too “off-the-shelf ” and find these too impersonal
Have odd combinations of neurodivergences and don’t fit neatly into diagnostic silos
Have an affinity for multi-sensory, metacognitive, embodied and creative support approaches
Prefer support which is sensitive to the impact of ethnicity, race and cultural heritage in their educational journey
Prefer a practitioner with lived experience of neurodiversity
This is based on experience of what has worked well in the past — I am open to all sorts of referrals. If you’re unsure about whether to refer someone to me, please get in touch.
If you have any queries or just want to get a feeling of the human you’re dealing with, don’t hesitate to get in touch.
I am available to come to campus to have a meet-and-greet with students or relevant staff before committing.