Pupil Referral Unit Improvement

Our Improvement Advisers, Specialists and Consultants have a proven track record of supporting, promoting and achieving improvement, providing training and consultancy to support special schools and pupil referral units.

We are committed to working with a wealth of providers, sharing our moral purpose to improve the life chances of children and young people and tailoring our support to quickly respond to schools’ needs.

The support we provide to schools is of exceptional quality such that, in Kent, 92% of establishments are now rated good or outstanding by Ofsted.

In Kent, pupil referral units work closely with their local schools to ensure continued education for the young people experiencing difficulties with the mainstream setting.

Meet the Pupil Referral Unit Improvement Team

Lisa has over 13 years’ experience in the UK and overseas across all phases as a SENDCO, school leader, adviser and executive inclusion lead.

She started her career as a Modern Foreign Languages teacher before quickly moving into department leadership, ITT mentoring and EBACC faculty coordination. Following her volunteering and fostering experiences, Lisa realised that her interests focused on student support and so she progressed into an Associate Senior Leader role, taking on responsibility for Pupil Premium and Looked After Children. During this time she completed her National Award for SEND Coordination.

Lisa stepped up to the challenge of Assistant Headteacher responsible for Inclusion and in that time, became the Secondary lead on the academy SEND strategic group. Her inclusion role was extended to include a SEND advisery position within the academy. As a SENDCO, she has designed and implemented enhanced alternative curriculum pathways, ensuring young people with additional needs are fully integrated into the mainstream provision. Lisa has also enjoyed roles as a citywide young carer schools lead and a qualified specialist assessor.

More recently Lisa has been working overseas in the Middle East, initially in an Autism specialist provision and then as an Executive leader for Inclusion. This role focused on implementing a mainstream Autism transition provision, the first of its kind in Abu Dhabi. Her work overseas extended to an advisory role; supporting the development of new to post SEND leaders and creating robust CPD for the development of teaching assistants.

Lisa believes wholeheartedly in the need for full and meaningful inclusion for all young people with additional needs. She is passionate about supporting mainstream schools to develop and enhance their curriculum offer with innovative ideas that will lead to amazing outcomes.

She supports schools with reviews, advice, guidance and training; providing solution focused ways in which to secure a fully inclusive community.

Peter is the Principal Lead for Special Schools, PRUs and SRPs. He has extensive experience within the SEN field, notably the field of SEMH which qualifies him to support and monitor the PRUs and SRPs. His work in mainstream ranged from class teacher to Head of Department and Head of Year over a 12 year span.

His career then took him into Special schools. He has held SLT positions in different SEMH schools that were in difficulties and within teams that put rapid improvement measures in place in each school, moving from class teacher, Assistant Head, Deputy Head and then Head teacher of 2 SEMH schools both judged as ‘Good’ by Ofsted over an 11 year period. During this time, he achieved a Masters Degree in the Management of Pupils with SEBD and has used his experience and understanding of these SEN pupils to help and support many Young People with SEN with their futures.

His main role within The Education People is to monitor and support the curriculum development, delivery of quality of teaching, relevant personal development, to support leadership and to ensure that destinations are realistic and achievable for all pupils. He also supports schools with SEN reviews so schools become aware of their strengths and where they could improve their provision for disadvantaged pupils in relation to Inclusivity.