ADHD, Neurodiversity & Executive Function Consultancy for Schools
Helping schools across the UK build a whole-school approach to ADHD, neurodiversity and executive function — ahead of the biggest change to the SEN Code of Practice in a generation.
Why now
The 2026 Green Paper on SEND is expected to become law as early as this year, and with it comes the most significant change to the SEN Code of Practice in decades: a fifth part, dedicated to executive function, alongside a new panel of specialist experts available to schools.
At the same time, diagnoses of ADHD and autism continue to rise, and the diagnostic criteria for ADHD are being rewritten to better recognise the children who don't fit the stereotype.
Schools that prepare now — embedding neurodiversity and executive function into their School Development Plan and self-evaluation — will be ahead of the change, not chasing it. Every child and every family should be able to expect the same offer, wherever they go to school.
For 20–30 years the SEN Code of Practice has had four parts. The new legislation is set to add a fifth — on executive function.
ADHD and autism diagnoses continue to climb, and ADHD criteria are being rewritten beyond the "typical boy who can't sit still".
The Green Paper proposes specialist expertise — speech and language, educational psychology, occupational therapy, autism — available to all schools, so support is no longer a postcode lottery.
Work with an ADHD and executive function specialist plugs directly into the self-evaluation and development priorities every headteacher must produce.
How I can help
Everything is designed to strengthen your whole-school approach and feed directly into your School Development Plan and self-evaluation.
An honest look at where your school stands across the eight areas of the whole-school approach — from leadership and management to teaching and learning to parents and families — with clear development priorities for the year ahead.
Practical, evidence-informed training on ADHD, neurodiversity and executive function for teachers and teaching assistants.
Working alongside the teachers and TAs of a particular year group, with observation and modelling in the classroom.
Written outcomes your leadership team can take straight into planning and governance.
An independent expert voice in meetings where expectations between home and school have become difficult — helping both sides find a constructive way forward.
Through nationwide inclusion assessment work, I can put schools in touch with others tackling similar challenges — so you learn from what already works.
Flexible engagement: half days, full days, multi-day programmes, or a block of visits across a term — shaped around what your school needs.
Discuss what would workAbout Kerry
Accredited SENCO and primary school teacher with over 20 years' experience, including the London boroughs of Lambeth, Southwark, Lewisham and Croydon — now working with schools nationally.
Assessor for the Inclusion Quality Mark (IQM) — assessing and advising schools across the UK on their inclusion practice, with first-hand insight into what outstanding provision looks like.
Training as a certified ADHD and executive function coach on an ICF-accredited (International Coaching Federation) programme — fully certified by July 2027.
Education Tutor at King's College London, training Education Mental Health Practitioners and writing course curriculum.
Experienced school-side lead working with Mental Health Support Teams — mapping whole-school provision, identifying gaps, and directing support to fill them.
Personal experience of neurodiversity — bringing lived understanding, not just professional knowledge.
What schools say
Get in touch
Whether you're thinking about a single INSET day or a term-long programme, tell me a little about your school and what's on your mind — I'll come back to you to arrange a chat.
contact@adhdexpertsathand.com