Special Educational Needs

Oliver Harrison, SENDCO, has over 15 years experience within the secondary school sector, including 10 years experience leading SEN provision within OFSTED rated Outstanding schools. Oliver has been SENDCO at TAL since it opened in 2021, keen to apply his wealth of knowledge and experience to unique opportunity afforded by the creation of a new school. During his career within SEND provision to date Oliver has gained extensive experience in supporting students with SEND to thrive, through the oversight and delivery of targeted interventions but more importantly ensuring that students receive a truly inclusive school experience every hour, every lesson, every day. Oliver also places great importance on ensuring that young people with SEND and their families have a voice and are empowered to advocate for themselves and gain independence as they go through their educational journeys.

Hannah Worsley, Assistant SENDCo, plays a vital role within the wider SEND team, primarily supporting students with difficulties in the areas of speech, language and communication. Hannah has extensive experience within specialist inclusive educational settings, working with children and young people with learning disabilities and autistic spectrum condition to improve their access to the curriculum. This in addition to 13 years of involvement with the charity sector, supporting young people with profound learning difficulties to access a range of educational activities as part of an annual residential trip. Through these endeavors Hannah has worked alongside a range of professionals such as speech and language therapists and occupational therapists to create suitable sensory diets that allow children and young people with autism to reach their full potential. This has allowed her to gain experience, knowledge, and training which she is now using to enhance the quality of learning for students with SEND at TAL.

Part of the SEN team, Mollie Eccleston's role at TAL is Assistant SENDCo, is specifically focusing on students with cognition and learning needs. Mollie began her interest in cognition and learning through the completion of her Psychology degree at Durham University. During this time, Mollie was involved in various volunteering projects supporting young people within the UK before later being involved in project work with diverse groups of young people in San Francisco. Prior to joining TAL, Mollie spent over 3 years working in a specialist educational and residential setting for students with a wide range of Special Educational Needs. This included pastoral, educational and family support as well as supporting students to develop their independent life and living skills they will require in the future. Mollie is passionate about improving outcomes for all students, in spite of the barriers to learning they may face, fiercely championing them to become the best they can be.

Ben Armitage joins the SEND team as SEND Support Worker, primarily supporting students with social, emotional and mental health needs. Ben’s experience working with young people started during his time in Sixth Form college where he volunteered at a local under-7s Sunday league football team as an assistant coach. This allowed him to learn the basics of people skills and forming positive relationships with both the players and parents alike, both of which would come in handy later in life. Following the completion of university, Ben spent over four years living and working in Australia before returning to the UK and securing employment in an alternative education provision, which specialised in supporting students with SEMH backgrounds as well as those with additional educational needs. It was here where he really gained a passion for supporting young people, whether it was through building relationships or various 1:1 support sessions, allowing them to see that there is a place for everyone in an educational setting which ultimately will become the building blocks for future success. This is something that Ben hopes to bring and develop at TAL, providing learners with the tools to have a rewarding school experience.

Helen Diamond was born and raised in Leeds 9, and until the age of 18, was educated in the local schools in the area close to TAL. She was supported by quality teachers on her educational journey and became the first person in her family to attend university, studying for a Biology degree in Ireland. Helen later lived in Italy, working in schools and educational settings for 15 years teaching English to children aged between 4 and school-leavers aged 19. This experience allowed her to engage with young multi-lingual learners developing their knowledge, skills and confidence in accessing the English language. Following her return to Leeds, Helen has further developed her interests in supporting high school students who ordinarily have difficulty in accessing the curriculum, though classroom, small group and 1-1 settings. Helen is passionate about creating equitable outcomes for all SEND TAL students.

Lauren Barkley moved to Yorkshire five years ago and, after completing undergraduate and master's degrees at the University of Leeds, developed a strong connection with the local community. Prior to joining Trinity Academy Leeds, Lauren worked in social research, developing strong analytical, organisational and communication skills. This experience provided valuable insight into the diverse challenges people face and the importance of promoting equity and inclusion. Since joining Trinity Academy Leeds as SEND Administrator, Lauren has developed a particular interest in supporting students with additional needs. Working closely with families, staff and external agencies, she helps coordinate provision and remove barriers to learning, enabling students to fully access their education and make the most of their opportunities.

Rohan enjoys being part of a team that helps SEND students feel valued throughout their journey at TAL. With his background in education and supporting young people with additional needs, Rohan is driven to provide support to all students so they can achieve their goals and aspirations.  Rohan has previous experience working in specialist settings, and has gained valuable experience working closely with young people who needed additional support with their learning, behaviour and wellbeing. He has excellent communication, patience and relationship building skills and shows an ability to adapt approaches to meet the individual needs of each student.

Angela Sedlak, SEND Support Worker, has worked in education in a variety of international settings, including Kosovo, Poland and Turkey, developing a particular interest in equity, social justice and inclusive education. Originally from Argentina and from a challenging background herself, Angela has experienced first-hand the transformative power of education and the opportunities it can create. This experience continues to shape her commitment to helping young people overcome barriers and achieve their aspirations. 

With a degree in Pedagogy, Angela has extensive experience supporting students with a wide range of needs and delivering targeted interventions. She has a particular interest in using art and creativity to support learning, engagement and self-expression, finding alternative ways for students to develop their skills and confidence. She is passionate about recognising the strengths of every young person and helping students become increasingly confident and independent in their learning. 

Sarah has been working in people-centred pastoral roles with vulnerable children and families in different capacities for over 10 years; building strong relationships with children, parents and professionals alike. It was when Sarah was working with vulnerable adults facing poverty, addiction and mental health challenges that she recognised a lot of the obstacles they faced later in life stemmed from their childhood - this birthed Sarah's desire to bridge the gap by equipping young people with the tools they need to change the narrative of their lives, overcome the obstacles that life presents, and step into the hope and future available to each one of them.