Special Educational Needs Consultant

Jess is a leading Autism consultant in South West London with over 10 years’ experience. Specialising in coaching a variety of specific learning difficulties across both Primary and Secondary settings, Jess is also an integral resource in supporting teachers in facilitating continuous learning among their students. With over a decade of experience working with specific learning difficulties, her teaching style focuses strongly on engaging the students, building communication skills and working closely with parents to implement a tailored plan. Becoming Head of Autistic Spectrum Disorder and Head of Sixth Form at a specialist school for Autism, Jess prides herself on delivering exceptional support for both parents and students, guiding you every step of the way.

Clinical Psychologist

Elena is a Clinical Psychologist registered with the HCPC. She trained in Italy and started working for the NHS in children and adolescent mental health services (CAMHS) in 2018. She has extensive experience in working with children and young people with Neurodevelopmental Disorders. But can also work with children and families facing a wide range of emotional and behavioural difficulties.

Elena has worked in a CAMHS ASD pathway in Berkshire and is currently the Lead Psychologist in Harrow CAMHS for the Neurodevelopmental Disorders Team. She is trained in providing specialist assessment for ASD (using ADOS, 3Di and ADI) and can provide adapted CBT to young people diagnosed with ASD.

Clinical Psychologist
Over 11's

Ana is a Clinical Psychologist with 13 years of clinical experience. She is registered with the Healthcare Professions Council (HCPC). Ana sees clients aged between 11 and 18 from our Wimbledon clinic on a Friday.

Ana trained in Spain as a Clinical Psychologist and worked in private settings with children, adolescents and adults. She started working for the NHS in 2016, when she joined the Emotional Disorders Team in Bedford (East London NHS Foundation Trust) and later in Harrow (Central and North West London Trust). At present she is Sub Team Lead for the Emotional Disorders Team in Harrow.

Ana also worked as Child Well-being Practitioner Supervisor and Service Development Lead across Harrow, Brent and Hillingdon, promoting Early Intervention services in schools and CAMHS settings.

Ana has extensive experience of working with children, young people and their families, experiencing a wide range of mental health difficulties, conducting specialised assessments and delivering CBT. She has experience of working with young people experiencing neurodevelopmental difficulties and is ADOS trained.

Ana is very passionate about working with children and young people, and is very committed to delivering quality, evidence based Interventions.

Speech and Language Therapist

Helen is a Speech and Language Therapist working as a highly specialist level in the NHS as well as carrying out some work in the independent sector. She has over 30 years of NHS experience and offers assessments and therapy for preschool and school aged children who have speech, language and communication difficulties. Helen aims to improve children’s speech and language skills whilst keeping therapy fun, and practical as well as motivating and stimulating. She believes in working alongside parents and key staff to develop the skills that will enable children to develop and use their communication functionally in everyday environments.

Helen has worked with preschool and primary school aged children with speech and language difficulties in clinics at children’s homes and in mainstream nurseries and schools as well as at a resource base attached to a mainstream school. Helen is highly experienced in working with children presenting with a wide variety of speech, language and communication difficulties. Helen’s special interests are in autism spectrum disorder, social communication difficulties and developmental language disorder.

Please note: Due to other commitments, Helen is only able to offer language assessments to contribute to a multidisciplinary assessment and the ADOS-2 as part of the multidisciplinary assessment at present.

Educational Psychologist

Kim is an HCPC registered Educational Psychologist who completed her doctorate at the Tavistock Centre in 2012. Prior to training as a psychologist, Kim worked as a school teacher initially in a mainstream primary school, and then in a special school for children with severe learning difficulties and autism. Kim has always been dedicated to supporting children and young people to improve their emotional wellbeing and reach their learning potential.

Kim has worked as a qualified psychologist for 10 years within a London local authority. In this role, she applied psychological theory and skills to support children aged 0-25 years, parents and school staff in a range of education settings. Kim conducted holistic psychological assessment to explore a range of concerns such as learning and development, managing emotions, social interaction and regulating behaviour.

As well as supporting individual children, Kim has supported parents and school staff through consultation, group work and training. Kim has trained and supervised groups of Emotional Literacy Support Assistants (ELSAs) in schools. She has trained in and delivered ‘Healing Together’, an intervention for children who have experienced domestic abuse, trauma and anxiety.

Kim has been seconded to two NHS Child & Adolescent Mental Health Services (CAMHS). In these teams, she supported children with disability and complex needs through assessment, consultation and parent work. Kim has a special interest in autism. She is ADOS trained and was recently seconded to an autism assessment service. She has delivered the Autism Education Trust (AET) professional development programme to a number of professionals working in education settings with the aim to increase understanding and support for autistic pupils in schools.

Educational Psychologist

Daniela Zummo is an HCPC registered Educational and Forensic Psychologist. Her early career was spent in private practice in Italy, where she specialised in family law as expert witness for the psychoeducational evaluation of children and adolescents experiencing difficulty, including cognitive abilities, academic achievement, socio-emotional behavioural functioning and speech and language.

Since 2017, Daniela has worked as Educational Psychologist for different Local Authorities in the UK. She has extensive experience working with neurotypical and neurodiverse children and young people in mainstream schools, alternative education settings, home-schooling programs providing a high level of statutory assessment and consultation for schools and parents.

Daniela has a special interest in developmental disorders (ASD, ADHD) and how to support children’s emotional, social and learning development. She provides cognitive and learning assessment, executive functions assessment as well as consultation for Educational Health and Care Plan (EHCP.)

Education Psychologist

Allison gained her masters in Educational Psychology from University College, London. She worked for a Local Education Authority in London for eight years before moving with her family to Tokyo, where she worked independently, with clients from the international community.

Allison has worked closely with a wide range of primary and secondary schools, at the level of the individual child, with groups of children and by offering consultation and training to parents, teachers and management staff. She has also worked extensively within multidisciplinary teams. Allison has developed her experience of and interest in working with families by completing the foundation course in systemic family therapy. She speaks Spanish and Portuguese and has assessed and supported many bilingual children. Allison is registered with the Health and Care Professions Council.

Allison adopts a holistic and problem solving approach to each child’s individual case, assessing them in a number of ways, which may include:

discussing the child and the concerns with their parents/carers and teachers

observing the child in their classroom, playground or at home

reviewing the work the child has been doing at school

speaking to and/or playing with the child

Using standardised tests, to check the development of the child’s thinking and learning skills and to gain an insight into their strengths and relative difficulties.