Meet the team

We’re a friendly bunch here at Think Dyslexia. You’ll find our Surrey team first, followed by our Hampshire team, and then the rest of South England.

All of our specialist teachers hold a Level 5 qualification and several hold Level 7. 

Our assessors hold a Level 7 Assessment Practicing Certificate (APC) with PATOSS.

Ann Behn Dyslexia Assessor and Teacher

With a family of 3 boys, Ann has a keen interest in the process of learning, and the impact that outstanding teaching can have on a child’s confidence within the classroom.

Having worked for many years as a Specialist Teacher within the Independent Sector, and for several years within the State Sector, she came across an infinite variety of learning profiles.

This sparked her interest in understanding how a child’s underlying ability, cognitive skills and attainments can be pieced together, in the context of background information, to enable the formulation of a cohesive way forward for that child, and she moved into the area of Specialist Assessment. She assesses full time for Specific Learning Difficulties and loves her work.

“It is a great privilege to work with children who are experiencing difficulties at school. Whether or not there is a specific learning difficulty, carefully considered reporting and effective, targeted recommendations for practical ways forward can make all the difference in a child’s life at school and beyond.”

Caris Stoller Dyslexia Teacher

Caris undertakes diagnostic assessments for students of all ages.

Her assessment reports help older students harness their strengths and manage any weaknesses, as they work towards GCSEs, A Levels or degree study. She follows the report format required by Student Finance England for DSA applications and is trained in the impact of dyslexia on Maths skills, how to coach Critical Thinking techniques and how to identify signs of a wider range of SpLDs – such as Developmental Coordination Difficulties (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) – in over 16’s.

She is therefore sensitive to a broad range of individual needs during her assessments and can provide very useful support recommendations.

Caris spent several years assessing and providing 1-2-1 multi-sensory tuition for primary age children as Principal of Dyslexia Action Winchester and still thoroughly enjoys working with this younger age group. She has a particular interest in explaining easy and fun strategies which parents can use to support their children at home.

She combines diagnostic assessments with her work in secondary schools and colleges, assessing students for Access Arrangements and screening Key Stage 3 students to identify the profile and needs of those not making expected progress.

Caris’s background is as a linguist and written communications professional. She completed Graduate Teacher Training before starting to focus on SpLD assessment and support ten years ago. Caris has a Level 7 qualification in Assessing Students for SpLDs and a current PATOSS Practising Certificate.

Cate is an experienced Specialist Teacher and Assessor. She carries out full diagnostic assessments across all ages.

In addition, Cate has lectured and tutored on the Level 5 course, training adults who wish to become Specialist Teachers.

Cate qualified as a History teacher in 1996 and has taught in the UK and Hong Kong. On returning to the UK, she worked in a school providing a first-class education to children with disabilities. This sparked her interest in the world of special educational needs, leading her to complete the Level 5 course, followed by the Level 7 Diploma qualification in Teaching and Assessing Learners with dyslexia/SpLDs. She has a current PATOSS Practising Certificate.

Cate provides assessments and study skills advice to a range of schools and colleges in Hampshire. This includes assessing students for access arrangements in exams, as well as completing profiles and targeted recommendations for younger children not progressing as expected. She also undertakes disabled student allowance assessments (DSA) for students preparing to move to university to ensure they get the support they need.

She enjoys being part of the Think Dyslexia team where specialist knowledge and good practice is shared.

Anna’s interest in dyslexia and specific learning difficulties developed during her time as a History teacher in the state and independent sectors. When her eldest son was diagnosed with dyslexia, she decided to make special education the focus of her work.

Since gaining her qualifications in teaching and assessing individuals with dyslexia and specific learning difficulties, Anna has worked as head of learning support and SENCo at two Surrey independent secondary schools. She is currently working as a private special educational needs assessor and consultant, and undertakes diagnostic assessments for children, adolescents and adults.

Throughout her thirty-year career in education, Anna has remained passionate about the central importance of developing every young person’s confidence and self-esteem.

She has seen time and again that success in education is all about recognising and building on personal strengths; a diagnostic assessment provides invaluable information about an individual’s learning profile and how these strengths can be used to maximise potential.

Anna’s range of experience gives her a deep understanding of the challenges that school and further education can bring, and plenty of ideas as to how to overcome these.

Bea has 35 years of experience in teaching in secondary schools, in both maintained and private sectors, with a dedication to nurturing young minds. She loves the improvement in self esteem seen in students who understand their profiles and specific learning difficulties. Beyond the classroom Bea plays a pivotal role in facilitating academic success for A-level students by offering screening and access arrangements, ensuring they receive the support needed to achieve their potential.

As a Specialist Teacher Assessor, Bea extends her expertise to comprehensive assessments for dyslexia, dyscalculia, and math difficulties, and also specialises in assessments suitable for applications to the Disabled Students’ Allowance (DSA), providing invaluable insights that empower students to navigate university life and access tailored support services. In addition she can screen for a variety of profiles, such as DCD and ADHD.

Not only does Bea focus on older students, but she also contributes to the early stages of education. Through detailed maths difficulties assessments for younger pupils, Bea identifies knowledge gaps and offers expert advice to address foundational challenges.   

‘I am passionate about accurate and detailed assessment with tailored recommendations and advice, having seen my daughters flourish and increase in confidence after their respective diagnoses.’ 

Jo Harrop Dyslexia Teacher

Jo has 20 years of experience in teaching within both primary and secondary sector, in maintained and independent schools. She holds a Level 7 Diploma in Teaching and Assessing Learners with dyslexia / SpLDs and undertakes dyslexia assessments alongside her specialist teaching work. She also holds a current PATOSS Practising Certificate. Using an empathetic approach, Jo is committed to offering accurate and detailed assessments that consider the whole child, to provide vital information on a learner’s profile.

She takes pride in creating a comfortable and supportive assessment environment that puts individuals at ease, enabling them to demonstrate their true capabilities. From this, Jo offers tailored recommendations that can be easily implemented. Jo’s first interest in dyslexia and specific learning difficulties emerged from her experiences as a parent and a primary teacher.

Her personal desire to understand more about dyslexia, combined with her professional teaching led her to complete the Level 5 Diploma in Teaching Learners with Dyslexia / Specific Learning Difficulties (SpLDs). Her work as a Dyslexia Specialist Teacher sees Jo delivering both 1-1 teaching and small group literacy support to Key Stages 1, 2 and 3 across Primary and Secondary education.

Her key objective is to support a child’s learning through a multisensory approach that engages with the child’s interests. She has a particular interest in highlighting and utilising children’s strengths to encourage positive self- esteem and confidence. She believes this is key to achieving the highest learning outcomes and ensuring the learning journey is a positive one.

Jo is a huge advocate for the unique and sometimes hidden strengths that a dyslexia learner may possess, and she works hard to highlight these aptitudes so that learners can achieve success.

Diane Jones Dyslexia Teacher

Diane loves to teach math and her lessons incorporate a variety of light-hearted games and tactile resources to help maths come alive for her students. A dyslexic learner herself, Diane is uniquely placed to appreciate and understand the difficulties that her students experience, and her warmth and kindness offer immense support and reassurance to younger learners.

“I know how difficult I found learning at school, and I wanted to help young learners benefit from my experiences and the ways I have learned to overcome some of the obstacles I faced.”

Think Dyslexia Teaching

Amanda initially started her teaching career in the world of dance and Pilates before retraining as a specialist literacy teacher.  She still teaches Pilates and has a keen interest in the benefits of linking movement and learning.

Having worked in both mainstream and specialist schools, and as parent of a dyslexic son, Amanda recognises the constant daily challenges that are often incredibly demanding to a child who has a learning difference.  She believes strongly in offering a safe haven where mistakes are readily accepted and the pace of learning is guided by the child.  Activities are fun, creative and personalised to harmonise the child’s natural strengths and interests.

‘It never ceases to amaze me how differently the brain works, processes and responds in the way that we think and learn.  As much as I am there to facilitate learning and help make the curriculum more accessible, the thrill of learning with the child is a wonderful privilege and exciting experience.  Allowing a child to learn, with a sense of freedom and no classroom constraints, so that they can be who they really are is a real joy’.

Victoria was trained by the Helen Arkell Dyslexia Centre in developing and delivering individual and specific learning programmes.

She uses multi-sensory techniques to allow learners to access areas of the curriculum or program that they may ordinarily find difficult.

She has been working as a specialist since 2014 and has enjoyed the opportunity to work with a diverse group of students, including those with Dyslexia and other SPLDs, ASD, ADHD, non-compliant behaviour, sight difficulties and EAL. These experiences have helped her to blossom into a well-rounded and compassionate individual, with a calm and sensitive approach, who takes each learners unique needs and interests into account and creates effective lesson plans and activities to accommodate them. Her teaching experience includes KS1-4, (11+, Common Entrance, GCSE) and also working with adults.

Victoria initially began working with Think Dyslexia in 2015 whilst she lived in Surrey, before relocating to North Wales. During the lockdowns, Victoria had to move her teaching to Zoom and realised there is potential to reach more pupils using this technology. She has continued to teach online and has been able to access students from across the country and has rejoined the team.

‘It has been both exciting and educational to explore zoom teaching and I have found I have been able to adapt my practice to provide high quality teaching online. It is great to be working with Think Dyslexia once again.’

Rachel trained as a specialist teacher after working for several years in a secondary school for children with learning difficulties and additional needs.

She currently works in a mainstream secondary school working with students 1:1 enabling them to access the curriculum, alongside her work with Think Dyslexia.

Rachel enjoys working on a 1:1 basis with children of all ages and finding different strategies to engage students and help them learn new skills. She focuses on their strengths and interests to support them with areas of need and help build their confidence.

‘I love being able to work 1:1 with my students and plan their lessons according to their individual needs. There is nothing more rewarding than helping a student master a new skill and seeing their confidence improve.’

Stephanie retrained as a specialist teacher after working in a primary school with children with learning difficulties and additional needs. Her interest in dyslexia was ignited from being a parent of two dyslexic sons.

She thrives on finding different, creative strategies to engage the children and focusing on their individual strengths. This grows their self-esteem and gives them confidence to learn and succeed.

‘I love planning each lesson according to the child’s strengths, needs and interests. It is very rewarding being able to be flexible within the lesson and make changes according to the progress the child is making. It is wonderful when they achieve in our lesson and their face lights up with real pride!’

Twenty-five years ago, Juliette qualified as a class-teacher. After having children (now aged fifteen and seventeen), Juliette went back to working in school as a Learning Support Assistant with a child who was neuro-diverse. Juliette has also worked as a Teaching Assistant (Years 2 to 6), fitting this around her children. In 2022, Juliette completed her Level 5 Diploma at Helen Arkell Dyslexia Charity. Juliette now focuses on tutoring and supporting children who have dyslexic traits and/or are neuro-diverse.

When Juliette works with a child, she likes to experiment with different learning styles (often multi-sensory) to find which style(s) work best for them. Juliette helps the child learn to apply these approaches independently. Repetition is often very important. Juliette collaborates with parents and school staff to make sure that what the child is learning is reinforced outside of her sessions.

“I love working with children on a 1:1 basis where I can discover the best approach for each particular child. My work as a Dyslexic Tutor gives me the opportunity to see a child’s confidence blossom and see the child excited by succeeding at something which previously seemed impossible to them.”

Karen developed her interests in dyslexia and specific learning difficulties when working within the Special Educational Needs Department of a large secondary school. Karen supported students in the classroom as well as delivering 1-2-1 and small group tuition daily.

Karen is a qualified Specialist Teacher in Dyslexia and Specific Learning Difficulties (Level 5) and recently qualified as an Assessor of Learners with Dyslexia/Specific Learning Difficulties (Level 7). She has been awarded her Assessing Practicing Certificate through PATOSS (Professional Association of teachers of Students with Specific Learning Difficulties).

Being able to provide specialist 1:2:1 teaching is extremely rewarding. The teaching I provide is multisensory, child-centered, and adaptable, as well as being fun and positive. I believe using our senses and strengths improves learning, making learning more memorable and enjoyable.”

Sarah Newman Dyslexia Teacher

Following a first degree in Neuroscience and a ten-year career in Information Science, Sarah began retraining as a maths teacher in 2015. She completed a Mathematics Enhancement Course run by Roehampton & Kingston Universities prior to successfully completing a PGCE course through the Institute of Education & Sutton SCITT.

Sarah taught Maths to Key Stage 3 & 4 students at a highly selective grammar school, Wilson’s School in Wallington, and then at Glenthorne High Comprehensive School before moving into a primary school setting. During her time teaching in Key Stage 2, she has honed her ability to explain the fundamental concepts of mathematics on which all later learning depends. She has also gained invaluable experience providing 1:1 and small group support to children with Specific Learning Difficulties such as dyslexia, dyscalculia and ADHD as well as working to extend the most gifted and able mathematicians.

As a parent of two school-age boys, and a maths tutor, Sarah has been able to experiment with a wide range of maths games, puzzles and manipulative materials designed to make practice feel less repetitive whilst identifying and addressing the common misconceptions which can occur when learning maths. She finds this approach extremely helpful in developing confidence alongside good communication and reasoning skills in all her students.

After Julia gained her teaching degree, she spent twenty years as a Key Stage 1 and Key Stage 2 class teacher, as well as a boarding house tutor, in various schools across the UK. After taking a break from teaching to care for her daughter, Julia returned to teaching, gained her Level 5 Diploma to support those with dyslexia and other specific learning difficulties, and now is enjoying providing one-to- one specialist teaching to pupils.

‘I love the one-to-one aspect that specialist teaching provides. The detail and support you are able to give to the individual, tailored to their very own specific learning preferences, interests and styles, is very satisfying and rewarding. It directly and positively impacts their self-esteem and confidence, allows them to feel good about themselves and makes them feel that they can actually achieve what they want to in life’.

Carolyne has a wealth of teaching experience, having worked as a primary school teacher for many years, both in the UK and overseas. After a small break to have her children, Carolyne worked as a special needs teacher, where she offered one-to-one support for learners with special educational needs.

At the same time, Carolyne’s youngest daughter was diagnosed with dyslexia, and these two experiences started to forge a passion for, not only understanding dyslexia but also understanding how to use different skills and strategies to enable children to overcome their learning challenges, increase their confidence in the classroom and ultimately achieve their full potential in life.

Carolyne gained her teaching degree from Westminster College, Oxford and is also a qualified solution-focused therapist.

‘I feel that specialist teaching allows the opportunity to confidently identify issues and difficulties through assessments and information gathering, identify the point of breakdown and then work on these areas in small achievable steps, reflecting the child’s preferred learning style in a fun multisensory way, to encourage independent learning and increase confidence which is key’.

Pauline has always had a passionate interest in working with children with special educational needs, as her son was diagnosed as dyslexic over 20 years ago while in primary school, so she has a complete understanding of both the parental and educational challenges that a student may face.

After 23 years working in IT, Pauline decided that a change of career was needed and has been working in education for the last 16 years. Initially she worked as a teaching assistant in both the independent and state sectors, while studying to gain her degree in Early Childhood Studies, before working as a Learning Support Assistant in a Special Educational Needs Department and studying to become a Specialist Teacher in Dyslexia and Specific Learning Difficulties (Level 5) 7 years ago.

As well as working for Think Dyslexia, Pauline is also currently working at a Special Needs Primary School, promoting reading and providing 1:1 interventions to make reading as accessible as possible.

‘I love working with children individually, working out different strategies that the students can then use back in the classroom, building their self-esteem by ensuring that each lesson focuses on the interests and strengths of each child, while making each lesson as fun as possible.’

After completing her Level 5 qualification, Ceri began to work 1:1 with children with dyslexia and other specific learning difficulties. She loves teaching children; her enthusiasm and dedication create an inclusive and supportive environment where students can thrive. Ceri’s teaching style, patience and deep empathy help children overcome their barriers to learning, nurturing a love for learning. Ceri ensures that every student receives the attention and support necessary to navigate and overcome the challenges associated with dyslexia.

‘I receive so much joy in witnessing the growth and progress of each child. Instilling confidence and resilience plays a huge role in my teaching. By tailoring teaching strategies to suit individual learning styles, I ensure that each child receives personalised targets and the tools needed to help support them in their learning.’

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