The children who fall through the gaps
In every school there are children who need more than the pastoral team can offer, but who may face long waiting list for CAMHS, or don't meet the threshold at all. They're often the ones causing the most worry: children experiencing anxiety, low mood or self-harm, struggling to attend school (EBSA), navigating neurodiversity, behavioural and emotional difficulties, or the impact of family changes.
Ways I can support your school
Areas of focus
A systemic approach, built for the gap
Having worked within Tier 3 CAMHS and in school and community settings, I understand the pressure your team carries around these children, and where the current system may leave them without support.
What makes my offer different is that I work systemically. Rather than seeing a child in isolation, I can work with the child, their family and the school around them; the whole network that shapes how a young person is coping. It's an approach that reaches the causes a time-limited or single-strand intervention often can't.
In practice, that can mean individual therapeutic support for a pupil in school, work with the family alongside it, or consultation with your staff, all shaped around each child's individual needs. Throughout, I stay mindful of each school's regulatory, governance and educational context, so the support fits within the systems you already work in.
Based in London, I work with primary and secondary schools across London and Greater London, bringing systemic support to the settings that need it.
This may help when…
- A pupil is presenting with EBSA (Emotionally Based School Avoidance) or struggling with attendance
- Anxiety, low mood, self-harm or other emotional difficulties that need support now, not after a long CAMHS wait
- Neurodiversity or behavioural difficulties are affecting the classroom
- Family breakdown or change is affecting a child's wellbeing at school
- A child is navigating questions of identity, culture or belonging
- Your pastoral team wants a systemic view and evidence to show impact
With the child, the family and the school
I work systemically with the child, their family, and the school around them. Difficulties rarely sit in the child alone, so working across all three is often what shifts things. In practice, this usually means:
Weekly on-site sessions
A block of weekly sessions with the pupil, typically 6–12 weeks, depending on need and reviewed together at the end of each block. Some pieces of work are shorter or longer, depending on the needs of the child.
Family sessions
Sessions with the family, where helpful, to support change at home as well as in school.
Consultation for pastoral staff
Bringing a systemic lens to how your team understands and responds to a child.
Outcome measures
Brief, goal-based measures at the start and end, so you can see progress and evidence impact for Pupil Premium reporting.
Let's talk about what would help your school
I offer a no-obligation call or meeting to introduce myself, and to understand where your pupils and pastoral team need support.
Or call me directly on 07976 872916.