Over the past 10 years Tom has worked in a range of different Special Schools supporting some of the most challenging and complex young people within the UK. Tom’s passion for Special Education stems from his early work in mainstream schools and his determination to see all young people achieve their full potential. 

Tom is an experienced Special School leader, with undergraduate degrees in both Primary Education and Psychology and a master’s degree in Special Educational Needs. Tom is currently a member of the SHINE Research Lab at the UCL Institute of Education, as he studies for his PhD in Psychology & Human Development. Tom’s research interests are the impact of behavioural intervention on social & emotional development of pupils. 

“I am excited to lead the development of our newest provision enabling even more young people to grow and achieve, overcoming all barriers to learning”

Alongside his role of Headteacher, Tom is a Trustee for the National Portage Association and a member of the British Psychological Society Expert Reference Group on Child & Adolescent Mental Health. Outside of School Tom is the UK Commissioner for Inclusion for The Scouts, supporting volunteers across the UK to ensure all young people from all communities have the opportunity to develop Skills for Life.

Tracy’s teaching career spans over 30 years across a wide range of educational provisions, the last ten years of which were as an Assistant Head/SENCO in a Pupil Referral Unit in Sutton where she was promoted to Deputy Head.

Tracy has a wealth of experience, knowledge and practical experience with a range of Special Educational Needs. This includes having developed a pioneering Girls Group provision for girls with ASD, ADHD and SEMH in her last post, where she was instrumental in supporting the girls to achieve, grow in confidence, and attain post 16 progression opportunities.

Tracy, who has a Degree in Education and a Master’s in SEN, says she has a thirst for learning and as a result has achieved her qualification as a Specialist Teacher for Exam Access Arrangements (EAA).

Tracy has a passion for supporting children and young people to reach their full potential and lead fulfilling lives.

“I am very proud to be a member of a dedicated team that values the uniqueness of each pupil and was delighted to join Eagle House School (Bramley) as Deputy Head Teacher”

Iva is a clinical psychologist who has over 10 years’ experience working with individuals experiencing mental health difficulties. She has provided a variety of psychological therapies within the NHS, in education and privately. Over the years, Iva has specialised in working with children, families and associated individuals key to their lives. 

Iva’s interests include autism and the impact of childhood adversity. In her role at Eagle House School (Bramley) she oversees the Curriculum Assess Team; providing upervision to the therapeutic and class teams to help them understand the difficulties pupils experience from a psychological perspective, and how to best support them.

Iva values multiple approaches to supporting people, however her work is primarily underpinned by a psychodynamic way of thinking. Central to this is offering support in a reflective and dynamic way; a culture she promotes at Bramley. 

One of the core aims of Iva’s work is to help others understand the complexity of the pupils they work with, fostering compassion, trust and safety. She works closely with families and also meets pupils for individual therapeutic work.

Helena has been working with children and young people with autism for almost twenty years, initially as an ABA Verbal Behaviour tutor before gaining a degree in Speech and Language Therapy. 

 She has been a speech and language therapist at Eagle House School (Sutton) for the past five years and is excited to be moving to Bramley to work with a younger cohort.

Communication comes in many different forms, and for many pupils on the autistic spectrum, effective and appropriate communication can be a challenge. One of the most important parts of Helena’s work is to teach pupils how to communicate in a more socially acceptable way. Through building up trust and self-esteem she helps children achieve their true potential by teaching them to express their fears, needs, wants and ambitions. Helena also sees being an advocate for the pupils as a vital part of her role. 

Helena runs social skills groups, which she thoroughly enjoys, where pupils learn that interaction with others can be fun!  Helena works closely with families, carers, respite and other agencies to enable the transfer of communication strategies practised at school to the home and wider community.

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