Welcome

Strengthening SEND strategy for schools and colleges

For schools/colleges wanting an honest picture of what’s working and what’s risky. 1. SEND audit 2. Systems & processes review 3. Clear priorities for SLT 4. Practical recommendations

Ofsted and ISI Inspection Readiness

For organisations preparing for inspection or wanting to reduce risk. 1. Evidence mapping 2. Staff confidence checks 3. SEND narrative support 4.“What inspectors will ask” lens

Staff & Leadership Confidence

For teams who want SEND to be everyone’s responsibility. 1. SLT briefings 2. Middle leader training 3. SENCo support 4. Exams / access arrangements alignment

EBSA Support Collaboration

We collaborate with schools and external services to support children experiencing Emotional Based School Avoidance (EBSA). Our personalised strategies focus on improving attendance while addressing the underlying issues in a nurturing environment.

Drawing and Talking Therapy

A creative short-term therapeutic approach to help children express emotions and overcome challenges. We utilise the Drawing and Talking technique to support children aged 5 and above who have experienced trauma, emotional challenges. We cater to diverse needs, including those from separated families, adopted or fostered children, young caregivers, LGBTQ+ youth, and those facing bullying or social disadvantages. Our goal is to empower children, helping them build resilience and a brighter future through tailored, compassionate support.

Access Arrangement Assessments

We provide access arrangements assessments for children from Year 9, ensuring they receive necessary adjustments such as extra time during any assessments- internal or external- such as GCSEs and A levels. These modifications support students with special educational needs, disabilities, or temporary injuries, allowing them to showcase their true abilities while maintaining assessment integrity in line with the JCQ guidelines.

Stavroula Alachiotis-Merchant

Founder of School Ready Kids. MA TESOL, MSc Specific Learning Difficulties, BA in English Language and Ancient Greek, QTS, CCET, NPQSENCo, member of PATOSS.

Hello and thank you for visiting. I am a passionate and experienced SEND specialist teacher and assesor for SpLDs. I have been a SENCO and educational leader with over 20 years of working alongside children, families, and schools to build supportive and inclusive learning environments. My work is rooted in a deep understanding of neurodiversity and the wellbeing of children and teenagers. I am committed to helping every child feel understood, valued, and capable of success. I work with leadership teams to review, refine and embed SEND systems that are realistic, compliant and sustainable. I had the privilege of working in mainstream, special, and independent schools, as well as pupil referral units, from early years through to college. I currently serve as a SEND Governor at a local school, supporting inclusion and wellbeing at a whole-school level. I also work closely with families to set realistic goals, guide them through EHCP reviews, and help them access the right support and school for their child. As a Senior Leader, I would be delighted to have an initial discussion to understand the situation at your current setting. As a parent, I would be delighted to offer a space where we can discuss any concerns or worries you may have about your child. Looking forward to meeting you.

What services does School Ready Kids offer?

School Ready Kids provides two main services: SEND strategy for Leadership Teams and specific learning support services for educational settings and charitable organisations.

What is SEND Strategy Leadership Support?

SEND Strategy Leadership Support is a strategic service designed for senior leaders who want clarity, confidence and robust systems around SEND. It focuses on leadership‑level decision‑making, inspection readiness and sustainable systems, rather than day‑to‑day operational support.

What problems does Leadership Support service help solve?

Leadership teams often come to this service when:

SEND systems lack consistency or clarity
Inspection preparation feels risky or uncertain
Staff confidence/training around SEND is uneven
SEND, exams and access arrangements are not well aligned
Leaders want to strengthen accountability and oversight

The focus is on reducing risk, strengthening systems and supporting confident leadership decisions.

Do you work with exams and access arrangements?

Yes. A key strength of this service is aligning SEND systems with exams and access arrangements.
This includes:

Reviewing access arrangements processes
Supporting collaboration between SEND and exams office teams
Identifying compliance and operational risks
Recommending sustainable, inspection‑ready systems

Is the initial consultation free of charge?

Yes.The initial consultation is free of charge. Either you are a Headteacher or a parent, once you get in touch and let us know a little bit about your concerns and situation we will arrange a one to one confidential meeting. During the intial consultation meeting, we will discuss your curent situation and how we can support you. Once you are happy to proceed, we will email you with the service agreed, the fee and next steps.

Can you tell me more about the Drawing and Talking therapy?

The structure of the therapy:

Length: The full programme runs over 12 weekly sessions, each lasting about 30 minutes.
Setting: Sessions usually happen at school, in a quiet and private space.
One-to-one: Your child meets individually with the same practitioner each time.
Consistency: Sessions are at the same time each week to provide routine and emotional safety.
Content: Children draw freely, and the adult uses gentle, non-intrusive questions to help them reflect on their thoughts or emotions.

The therapy is confidential to help your child feel safe and open. The practitioner will not interpret drawings or share specific content unless there's a safeguarding concern. You can expect general updates on progress and wellbeing.

Drawing and Talking is a non-intrusive therapeutic technique, not a form of clinical art therapy. It’s focused on helping children symbolically process feelings through drawing and gentle dialogue — not on interpreting artwork or diagnosing.

At the end of the programme, the practitioner may recommend:

Closure if your child has made good progress
A review period
Referral for further support if needed (e.g., counselling, CAMHS)

What is Emotional Based School Anxiety (EBSA)?

EBSA is when a child struggles to attend school due to high levels of emotional distress, such as anxiety, fear, or sadness. It’s not the same as truancy.

There can be a mix of factors, including:

Social difficulties (e.g. bullying, friendship issues)
Academic pressures or fear of failure
Separation anxiety from home or family
Changes or transitions (new school, class, teacher)
Underlying mental health issues (e.g. anxiety, ASD, trauma)Often, it’s not caused by one single event but a build-up of stress.

Hertfordshire

schoolreadykids@outlook.com

Families, schools and organisations working with children are warmly invited to get in touch. I aim to respond within 48 hours.