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Supporting Children in Kent with Special Educational Needs and Disability

Meet Our Team

Welcome to the Sevenoaks Specialist Teaching and Learning Team

Christine Reveley leads the Sevenoaks Specialist Teaching and Learning Team 

Christine is a qualified teacher and assessor of Dyslexia. Her background is in teaching primary age children, school leadership, management and mentoring within special educational needs. 

As a class teacher and leader, Christine enjoyed working in several schools in three different local authorities across all age groups in Key Stages 1 and 2. Christine then worked for several years as a Teacher for SEND, SENCO and Inclusion Manager within a local Primary school.

As a Lead SENCO she was commissioned by the district to support head teachers and SENCOs in local schools with strategic thinking and in building their SEND capacity. She led the Sevenoaks SENCO Forum for many years. Christine has pre-school experience as a trustee and chair. Her experience includes the challenges of parenting a child with ASD and learning difficulties at home and supporting them through mainstream, special school and special college settings. Christine also has strong links with and enjoys fundraising for a local ASD charity.

 

Emma Bradshaw is our Business Support Assistant

Emma Bradshaw has worked as the Business Support Assistant for the Sevenoaks STLS Team for four years. Before joining the Sevenoaks STLS Team she worked as a Community Fundraiser for ten years working for charities within the hospice and animal welfare sectors.

Emma is happy to answer any enquiries regarding the administration of the Sevenoaks STLS Team including the LIFT processes. Please direct all enquiries of an educational nature to Christine Reveley, the STLS Lead.

 

Steve Sherrell is the Specialist Teacher for Social, Emotional and Mental Health

Steve has 25 years of working successfully with young people, their parents/carers and professionals in facilitating positive outcomes relating to social, emotional and mental health. He utilises and models approaches and strategies which enable successful inclusion.  He supports creating a nurturing, safe environment to make their school experience as successful as it can be. He recognises the crucial role young people have in guiding this support as they move towards independence.

 

Jo Johnson is the Specialist Teacher for Cognition and Learning

Jo has worked as a Specialist Teacher for Cognition and Learning in Sevenoaks for 7 years.  Previously she worked as a Senco and a teacher in a Specialist Resource Provision for Speech Language and Communication Needs, where she also offered advisory outreach support to mainstream schools. Before going into teaching Jo worked as a speech and language therapist with pre-school and school age children in community clinics, mainstream schools, a special school and a language unit. Jo has an MA in SEND.

 

Gemma Elliott is the Specialist Teacher for Communication and Interaction​​​​​​​​​​

Gemma originally trained for three years at performing arts college as a dance teacher for the Royal Academy  of Dancing and the ISTD (Imperial Society of Teachers of Dancing).

Following this Gemma retrained at university for another three years to qualify as a primary school teacher. She worked several different roles across six primary schools within the local authorities of Croydon, Bromley and Surrey. Gemma then moved into Special Education for five years, also training as a Regional Tutor for Makaton.

Gemma has been the Specialist Teacher for Communication and Interaction within the Sevenoaks District for the past five years. Her specialisms include ASD, Makaton and selective mutism.

 

Pam Holden is the Specialist Teacher for Early Years

Pam Holden has been a teacher for 21 years, 17 of which she has spent working within special education in a range of schools and settings. During her career she has worked with a wide range of children of all different ages, abilities and disabilities, both in the classroom and through outreach work. Her areas of specialism include the Early Years and the Autistic Spectrum Disorder.

 

 

...Specialised support always benefits us as key interventions are retained as knowledge and used for subsequent children