The Social, Emotional, Mental Health Support Team (SEMH)
|Jo O’Donoghue||Specialist Learning Support Teacher//SEMH Team Coordinator
Jo has extensive experience of working with children with special educational needs in a range of settings. She works as an Associate for the EPSS carrying out assessments and consultancy work with schools and delivering training. Jo currently also manages the SEMH Team which comprises SEMH practitioners and specialist support assistants. Jo has a post graduate advanced diploma in working with children with SEMH difficulties and is also a trained psychodynamic counsellor. For several years she has been a respite and emergency foster carer for Norfolk children.
|Caroline Hall||Social, Emotional and Mental Health (SEMH) Practitioner
Caroline has extensive experience in working with vulnerable and challenging children in a range of settings, including a Pupil Referral Unit, a Specialist Resource Base and mainstream schools. She has a BA Hons in French and a BSc Hons in Psychology. She completed a Post Graduate diploma in Child Development with the O.U. in 2011 and has a special interest in supporting children with mental health difficulties.
|Beryl Bond||Social, Emotional and Mental Health (SEMH)
Specialist Support Assistant
Beryl has been working within the Primary education sector for over 30 years as a Teaching Assistant, Higher Level Teaching Assistant as well as providing One to One support for a high number of children with varying needs. She has completed training as a Parent Support Adviser and has actively supported many families. She enjoys supporting the children around their social, emotional and mental health needs, helping them to become more confident and positive, as well as showing them ways to manage, control and understand their own behaviours and emotions. Beryl is also able to work with families to support them around parenting strategies and other specific needs.
|Caroline Hatch||Social, Emotional and Mental Health (SEMH) Practitioner
Caroline has 34 years of experience working with children in primary and secondary mainstream settings. She has lead departments and written schemes of work for mainstream students. She has also worked supporting students with PMLD in a range of discrete groups and settings, supporting and delivering schemes of work as directed by Speech and Language therapists, etc . Pre teaching ‘P’level students and has been a Head of Year an Inclusion manager and Safeguarding lead. She is a History graduate.
|Caitlin Fradley||Social, Emotional and Mental Health (SEMH) Practitioner|
|Kyli Timmins||Social, Emotional and Mental Health (SEMH) Practitioner
Kyli recently completed her master’s degree in psychology at the University of Derby. She has experience as a HLTA, TA, nurture leader and mental health first aider within EYFS and primary phases, as well as working with secondary schools in core and traded work. She has a keen interest in child development, maths anxiety and working collaboratively with children, schools, families and other professionals to support SEMH. Kyli has diplomas in counselling and hypnotherapy.
|Daniela Clark||Social, Emotional and Mental Health (SEMH) Practitioner|
|Kirsty Lane||Social, Emotional and Mental Health (SEMH) Practitioner
Kirsty has worked within the primary education sector as a Higher-Level Teaching Assistant, Intervention/Nurture lead, Mental Health Champion/Lead, Bereavement support advisor and assistant SENDCo. Kirsty is ELSA trained and her special area of interest is supporting social, emotional, and mental health in children.
|Jenny Wenn||Social, Emotional and Mental Health (SEMH) Practitioner
Jenny is an experienced teacher, deputy head teacher and SENDCo who has worked in Norfolk Schools since 1989. She has mainly taught in Early Years through to Key Stage 2. Most recently Jenny was a THRIVE Practitioner using a therapeutic approach to support children’s emotional development and resilience. In schools she has experience working with vulnerable pupils, children with social, emotional, and mental health difficulties and autistic children supporting inclusivity for all in the mainstream classroom.
|Sarah Long||SEMH Specialist Support Assistant|