Danielle Donnelly
London
Summary
SEND teacher working under the direction of the SENCO, with delegated responsibility for coordinating aspects of EHCP provision and multi-agency liaison. Experienced in requesting and reviewing EHCPs, ensuring the effective implementation and monitoring of outcomes. Experienced in supporting pupils with complex needs using Makaton, PECS, and communication boards. Demonstrates a strong track record in behaviour management, crisis de-escalation, and emotional regulation strategies. Skilled in MDT collaboration, working closely with SALT, OT, CAMHS, counsellors, and social workers. Committed to maintaining high-quality SEND provision, supporting staff through SEND training and professional development, and working in partnership with parents and carers. Ensures compliance with the SEND Code of Practice and statutory duties, with a strong focus on effective transition planning across educational stages.
Overview
15
15
years of professional experience
31
31
years of post-secondary education
Work history
School Governor
The Link School
London, England
2023.09 - Current
- Responsible for Quality and Standards portfolio
- Monitor and evaluate standards of teaching, learning and assessment across the school
- Hold senior leaders to account for pupil progress, attainment and outcomes
- Oversee implementation and impact of the School Improvement Plan (SIP) relating to quality and standards
- Evaluate effectiveness of teaching strategies and interventions, including SEND provision
- Ensure high expectations and equity for all learners
- Engage in school visits focused on quality and standards, following agreed protocols
SEND Teacher
Orchard Hill College and Academy Trust
London, England
2018.09 - Current
- Delivered inclusive, differentiated teaching for children and young people with Autism, Learning Disabilities, ADHD and PDA across primary, secondary and post-16 settings
- Planned and implemented cross-curricular learning experiences tailored to individual EHCP outcomes and developmental stages
- Created structured, calm and sensory-aware learning environments to support regulation, engagement and emotional wellbeing
- Adapted teaching strategies, resources and communication approaches to meet a wide range of cognitive, sensory and emotional needs
- Used effective behaviour support strategies, including proactive planning, de-escalation and crisis intervention
- Supported pupils with emotional regulation, anxiety management and social communication difficulties
- Promoted inclusion and advocacy for pupils with SEND, ensuring equal access to learning and opportunities
- Provided emotional and pastoral support to pupils facing challenges related to their needs
- Supported pupils through transitions between classes, key stages and post-16 pathways
- Attended ongoing SEND-specific professional development to remain informed of best practice
- Requesting and reviewing EHCPs and specialist provision.
Teacher in a primary school
Earlsfield Primary School
London, England
2014.09 - 2018.08
- Fulfilled curriculum requirements by planning and delivering engaging lessons.
- Developed innovative lesson plans to nurture creativity among pupils.
- Implemented strategies to engage reluctant learners, improving overall class participation rates.
- Facilitated extracurricular activities fostering team spirit and leadership skills amongst pupils.
- Established strong, supportive relationships with families, encouraging parental involvement to boost children's achievement.
- Integrated creative learning strategies, such as games and team-building exercises, resulting in increased classroom engagement.
Teacher in a primary school
Woodmansterne Primary School
London, England
2010.09 - 2014.08
- Fulfilled curriculum requirements by planning and delivering engaging lessons.
- Ensured safe, respectful learning environment through strict adherence to school's code of conduct.
- Managed classroom behaviour effectively, ensuring an optimal learning environment for all students.
- Encouraged students to work together to achieve goals.
- Implemented engaging teaching programmes across multiple core subject areas.
Education
PGCE Primary - Teaching
Roehampton University
London, England 2007.09 - 2029.04
Bachelor of Arts - Education/Sociology Degree
Roehampton University
London, England 2004.09 - 2007.08
A-Levels - English Literature, Biology and Sociology
Croydon College
Croydon 2000.09 - 2002.08
GCSEs - English Language, English Literature, Science, Maths and RE
La Retraite Secondary School
London 1994.09 - 1999.08
Skills
- Autism, ADHD, PDA and Learning Disability Practice
- Specialist AAC Approaches (Makaton, PECS, Communication Boards)
- Trauma-Informed Practice
- Crisis Prevention, De-escalation and Regulation Strategies
- Person-Centred and Neuro-Affirming Practice
- Multi-Disciplinary Team (MDT) Working
- Professional Liaison with Health and Social Care Services
- SEND Documentation and Evidence Preparation
- Outcomes-Focused Planning and Provision Mapping
- Quality Assurance of SEND Interventions
Accomplishments
I wrote an article called 'Understanding OCD and Autism. A Comprehensive Guide' which was published in Autism Parenting magazine in 2021.
Timeline
School Governor
The Link School
2023.09 - Current
SEND Teacher
Orchard Hill College and Academy Trust
2018.09 - Current
Teacher in a primary school
Earlsfield Primary School
2014.09 - 2018.08
Teacher in a primary school
Woodmansterne Primary School
2010.09 - 2014.08
PGCE Primary - Teaching
Roehampton University
2007.09 - 2029.04
Bachelor of Arts - Education/Sociology Degree
Roehampton University
2004.09 - 2007.08
A-Levels - English Literature, Biology and Sociology
Croydon College
2000.09 - 2002.08
GCSEs - English Language, English Literature, Science, Maths and RE
La Retraite Secondary School
1994.09 - 1999.08