Rachel Quick: Seeing the whole picture — The power of a neuroscience specialist approach to transforming lives
This presentation will explore the transformative power of a holistic, neuroscience-informed specialist approach.
Beginning with an inspiring case study of an autistic pupil who achieved remarkable success after moving from a mainstream setting, we will delve into the core philosophy that drives our work: the belief in providing every pupil with every opportunity by "embracing the whole picture" of their potential.
The session will detail how this is achieved through our practical and effective ASSK (Autism Specific Skills and Knowledge) framework, demonstrating it as the key methodology for unlocking student potential and transforming lives.
Sharing inspiring pupil videos and key outcome data from the school.
About the speaker:
Rachel Quick is the CEO and Principal of The Wherry School:
Prior to training as a teacher, I studied for a degree in the History of Art and Architecture at Warwick University, leading to a Masters degree in Architectural History at UEA, Norwich
My education experience includes teaching all ages from Nursery through to Post 16 provision, including serving as a Headteacher (since 2003), school improvement partner and adviser (following completion of National College Local Leader of Educations programme in 2011), Visiting Fellow for Ambition Institute supporting the Early Career Framework programme with a focus on Special Educational Needs and as a specialist Adviser to the NPQ programmes – Behaviour and Care and NPQH programmes. My teaching and leadership career has been focused in Norfolk and East Anglia, in various schools serving a range of communities from inner city schools, to rural communities affected by rural deprivation and under-resourcing, to schools in significant need in coastal deprivation zones. My school improvement and support work has focused on transforming schools, supporting new/aspirant leaders as well as those where challenges following Ofsted needed rapid support from a variety of backgrounds from large inner-city schools, SEMH settings and alternative provision, to independent specialist schools for pupils with profound and multiple disabilities.
