Danielle To

Deputy SENCo & Specialist Practitioner

Talent

14 Thurstans, Harlow, Essex CM19 4RSMember since August 2, 2026

EHCP writing, review, and amendment processesEHCNA (Education, Health and Care Needs Assessments)One Plan writing and provision mapping (Edukey)SEND intervention planning and deliverySafeguarding (Level 3 trained – MyConcern)Multi-agency collaboration and referralsSpeech and language interventions (Welcomm, Attention Autism)Dyslexia and SpLD specialist supportBehaviour management and SEMH supportStrong written communication and report writingData tracking and pupil progress monitoringTeaching English and mathsForm tutor

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About

Compassionate and experienced education professional with over 16 years of experience supporting children and young people with Special Educational Needs and Disabilities (SEND), including Social, Emotional and Mental Health (SEMH) needs, autism, ADHD, dyslexia and learning difficulties. Adopts a calm, trauma-informed and child-centred approach, building trusting relationships that enable students to feel safe, valued and ready to learn. As a literacy specialist, passionate about helping students overcome barriers to reading, writing and communication through engaging, adaptive English teaching and evidence-based intervention.

Has extensive experience teaching nurture groups and specialist provision, delivering personalised learning that develops literacy, confidence, emotional regulation and independence. In current role as Deputy SENCo and Specialist Practitioner, supports the leadership of specialist provision, works closely with the Local Authority and multidisciplinary professionals on EHCPs and assessments, and collaborates with colleagues and families to ensure students receive the support they need to achieve their potential.

Experience

Deputy SENCo & Specialist Practitioner - Forest Hall School, Stansted - CM24 8TZ

(2023-01)

Taught and supported students with Social, Emotional and Mental Health (SEMH) needs, autism, ADHD, dyslexia and a range of additional learning needs within specialist and mainstream settings.

Delivered highly personalised English and literacy programmes, adapting teaching to meet individual learning, communication and emotional needs.
Planned and implemented targeted interventions to improve literacy, reading fluency, writing, communication, confidence and engagement.
Created inclusive, trauma-informed learning environments where students felt safe, understood and motivated to succeed.
Worked closely with teachers, families, therapists, Educational Psychologists, and external agencies to ensure a consistent approach to supporting students.
Supported the SENCo in coordinating specialist provision, contributing to EHCP assessments, annual reviews and person-centred planning.
Worked collaboratively with the Local Authority to review and amend Education, Health and Care Plans (EHCPs).
Completed Education, Health and Care Needs Assessment (EHCNA) referrals and referrals to a range of specialist support services.
Produced detailed One Plans, pupil reports and assessment documentation to inform teaching, interventions and provision planning.
Monitored student progress, adapting teaching and interventions using evidence-based strategies to maximise outcomes.
Used Edukey to manage provision maps, interventions and progress tracking effectively.
Applied safeguarding procedures confidently as a Level 3 trained practitioner, using MyConcern to record and manage safeguarding concerns.
Promoted positive behaviour through restorative, trauma-informed and relational approaches, recognising behaviour as a form of communication.
Worked collaboratively with colleagues to develop inclusive practice and ensure high-quality support for students with SEND across the school.

LSA (Interventions) / Specialist Practitioner (Dyslexia & SpLD) - Katherine's Academy

(2019-01 - 2022-12)

Delivered targeted interventions across all key stages.
Provided speech and language support using Welcomm and Attention Autism.
Delivered specialist dyslexia interventions using structured literacy programmes.
Trained LSAs in reading, spelling, and classroom strategies.
Supported pupils with EAL, autism, and co-occurring needs.
Applied metacognitive strategies, memory systems, and structured teaching approaches.
Identified barriers to learning and implemented tailored support strategies.
Ensured learning is transferable across the curriculum.

Teaching Assistant / Learning Mentor - Holy Cross Academy, Harlow

(2019-02 - 2019-12)

Supported pupils across KS1 and KS2 in class and small group settings.
Delivered interventions including phonics, rapid reading, and precision teaching.
Provided PPA cover and assisted with lesson preparation.
Maintained safeguarding records using MyConcern and provision tracking via Edukey.
Supported children with SEN including ASD, ADHD, SEMH, and speech & language needs.
Built positive relationships to support emotional wellbeing and engagement.

Teaching Assistant & Learning Mentor - Pear Tree Mead Academy, Harlow

(2011-10 - 2019-02)