Clare Sheridan

I qualified as a teacher at Manchester Metropolitan University in 1999, with a degree in Primary Education with History and QTS. My first teaching job was in Wythenshawe. I then relocated to Lancaster and taught in Morecambe. After having my children, we moved back to the Manchester area, and I worked in Levenshulme and then Altrincham. My varied career meant that I have experienced a wide variety of contexts and special educational needs, both as a class teacher and then as a Senco. I became the Senco 11 years ago after developing a genuine interest in Special Needs. I completed the Nasenco qualification and then continued my studies with the Level 5 Specialist Dyslexia Teacher course with the British Dyslexia Association.

After working as a specialist teacher for two years, I’ve now gained the Dyslexia Assessors qualification and, in addition to being able to diagnose dyslexia, can test for exam access arrangements.

I have also had to navigate through the SEN world as a parent of a neurodiverse child, which has given me an invaluable insight into the pressures and emotions that can be at play.

I also have a diagnosis of ADHD, which helps me to relate to pupils, and I fully understand the difficulties that can arise.

  • BA hons Primary Education with QTS

  • National Award for SEN coordination

  • ATS (Accredited Teacher Status) for Dyslexia

  • Certificate of Competence in Educational Testing

  • APC (Assessment Practicing Certificate) with Dyslexia Guild

  • PgCert SEND and Inclusion: Dyslexia Specialist Assessment

About My Experience

With extensive experience across the SEND landscape, I have successfully secured numerous EHCPs for children with a wide range of needs. My background includes sitting on the local authority panel responsible for deciding EHCP assessment pathways, giving me valuable insight into the decision‑making process and the evidence required for strong applications.

I am highly experienced in identifying and referring children for specialist assessments, including Speech and Language Therapy, ADHD, Autism, and other neurodevelopmental needs. Over the years, I have delivered staff training on a broad range of SEND topics and equipped school teams with practical, evidence‑based strategies to support learners effectively.

My career in a large, diverse primary school allowed me to manage staff, oversee whole‑school SEND provision, and coordinate targeted interventions. I developed deep knowledge of the software, tools, and programmes that enhance SEN support, and I created a comprehensive wellbeing and mental‑health package that is still in use today.

Now working independently as a specialist teacher, I support pupils across multiple schools, visit families at home, and welcome learners into my own teaching space. I have built a strong reputation for helping children with varied needs to grow in confidence, develop their strengths, and achieve their potential.

In December 2025, I qualified to assess and diagnose dyslexia. This has enriched my practice, deepened my understanding of dyslexic profiles, and strengthened the support I provide to pupils and families.

I also work closely with a secondary school, producing detailed cognitive profiles to support EHCP applications and conducting Exam Access Arrangements assessments. Alongside this, I continue to deliver SEND training to schools, including dyslexia deep dives that highlight strengths, pinpoint areas for development, and guide whole‑school improvement.

My Vision

I believe every learner deserves the opportunity to reach their full potential—whatever that looks like for them. My work centres on empowering children to recognise their strengths, understand their unique learning profile, and develop strategies that help them overcome barriers.

Learning should be purposeful, enjoyable, and rooted in a child’s individuality. I have a particular passion for neurodiversity and the many ways in which brains experience the world. When children understand how they learn best, they unlock confidence, independence, and a sense of pride in who they are.

My vision is simple: To help every child see their strengths clearly, embrace their identity, and develop the tools they need to thrive.