About

With 28-years of professional experience in Independent and State Primary education, Jo can empathise and identify what SENDCos need in order to support teachers so that they can plan and teach children who display difficulties to learn under their care.

AdobeStock_199546748.jpeg

JO PACKARD

" With years of experience in Primary education supporting KS1-KS2 children in and out of the classroom, I understand how to get the best out of younger children who have difficulties to learn in the classroom and how to support the adults around them. 

It is proven that if we can find and teach the specific micro-gaps missing from their learning journey when they are younger, they will have a greater chance at becoming independent learners when they are older. 

This assessment has revolutionised the learning journeys for many Primary children who get lost and left behind with the speed of the daily curriculum. It has repeatedly shown that a younger child may not have learning difficulties at all, but rather a difficulty to learn because of these newly exposed micro-gaps.

There is no right time or wrong time, time is now."

DSC02432_2_2_2_2_2_2_edited.jpg

What has been said of this new provision

'This assessment is not a luxury but a necessity.'

JO'S EXPERTISE

Since 1994, Jo's background includes: 

•  Senior Management and Head of Year in Lower KS1 to Upper KS2.

•  Form Teacher; Class Teacher & core subject teacher (English, Maths & Science)

•  The ability to simplify Educational Psychologist Reports in to a 2-page document.

•  Specialist Non-Diagnostic Assessor for Primary children.

•  External 1:1 Specialist Teacher for Primary children.

•  External 1:1 teacher for Primary children with English as a second language/ESL.

•  Supply Teacher to Independent and State schools.

•  Preparing children for SATS, Common Entrance and scholarships for 11+ and 13+.

JO'S PHILOSOPHY

"It's not that you can't do it,

you just can't do it yet."

For parents/guardians & schools, not knowing where to go to get the right kind of support for their struggling child/ren can be distressing, daunting, complex and an exhausting minefield.

 

If children's learning gaps are left unaddressed or ignored, some children may go on to develop more acute learning difficulties and lower self-esteem, making their education more challenging; their current curriculum even harder to access - and the likelihood of a diagnostic assessment at the end of KS2/3 more probable.

 

Now schools and families have an alternative assessment provision for children who would not currently meet the criteria for diagnostic intervention. Jo's results will pinpoint the exact micro-gaps to re-teach and re-learn so that a child can say

"I can do it."

JO'S COMMITMENT TO RESULTS

The fundamental thing to consider when choosing an assessment is how will the results specifically help a teacher to teach and a child to learn.

For children with unknown difficulties to learn: they are a large group of children who fall through the net by not having their educational needs met because people do not know what they are. They would not meet the criteria for formal diagnostic intervention, so this assessment would show educators exactly what is needed to plan and teach that specific child to success.

 

For children who have severe to complex learning difficulties: the assessment results and evidence can be used to support a school that needs to make an official application to their local authority of a child if they need more support than their school can provide despite many rounds of 'Assess, Plan, Do, Review' that had not helped that child to make any progress. It can then also be used for that child's Personal Education Plan (PEP) .

JO'S EXPERIENCE

With years of professional experience in Primary education, Jo has realised that the most important thing for younger children who are struggling with their curriculum is that they can plan and teach any child who displays mild to complex difficulties to learn under their care.

It is proven that if we can find and re-teach the specific micro-gaps missing from a child's learning journey when they are younger, they will have a greater chance at becoming independent learners when they are older.