Our Staff

All our teaching staff follow a bespoke training programme to ensure they have sound knowledge and understanding of both Autistic Spectrum Disorders (ASD) and the approaches, techniques, therapies and resources we use.

We deliver teaching in small groups from  two to six with a high ratio of support whatever the group size. Our highly experienced staff offer 1:1 teaching to all pupils throughout the school day where needed.


It is vital that they learn to interact and work with their peers alongside 1:1 and 2:1 support where needed.


Each member of staff at the school receives an  initial training programme, which covers training in the following areas:


  • Autism training 

  • Team Teach

  • Applied Behaviour Analysis (ABA)

  • Child Protection

  • Health and Safety

Staff also receive ongoing training in:

  • Sensory Integration/Occupational Therapy approaches

  • (Makaton)Sign language

  • SULP

  • Speech and Language approaches

  • Visual support

  • National Curriculum

  • Assessment

  • (PECS)Picture Exchange Communication System



Meet The Staff


My name is Roxy and I am the Special Educational Needs Co-Ordinator at Headstart.

I am a qualified teacher and have worked with children and young people with neurodiverse profiles for a number of years both as a specialist communication and interaction teacher as well as a SENCo. I am highly passionate about supporting students with Autism and ensuring that they are provided with equal opportunities to access and love learning throughout their education with us. I specialise in working with children with demand avoidant traits and communication and language challenges and am trained in delivering and using a number of autism specific interventions and strategies such as Attention Autism, Makaton, Building Language Through Lego and the TEEACH Method.

At Headstart I co-ordinate the special educational needs provision including our team of occupational therapists, speech and language therapists and behavioural specialists. I support staff in understanding the individual social, emotional, communication and educational needs of their pupils and ensure that the outcomes in each child’s Education, Health and Care Plan are met through our education and therapeutic provision.