More about…
Focusing Minds
About Andy
Hi, I’m Andrew, director and services provider here at Focusing Minds CIC. My journey began as far back as 2005 where I initially helped out with football coaching sessions on a voluntary basis. Over time, this role developed into a junior management role and eventually led to a BSc (Hons) coaching degree in 2010 at the University of Huddersfield. Throughout the early years in my career, I developed a real passion for helping, supporting and educating children and young people, a passion which lives on strongly in me today!
I have been fortunate to undertake many roles in both the voluntary and education sector, each one equipping me with vital tools and experience to help deliver highly impactful work. Throughout my career, I have developed a strong understanding of mental health and wellbeing, student performance, safeguarding and pastoral support through a variety of school-related work, to be able to offer well balanced and comprehensive support to young people and schools. Supplemented with some fantastic training opportunities, I am dedicated to offering those I work with a person centred approach and strongly believe in this being beneficial to developing lasting and successful relationships with young people and helping make a significant impact with any support they may need.
As a parent myself, I know only too well the difficulties facing our young people today. We only want what’s best for our children and it’s with that in mind I share with you a genuine compassion and desire to aim for positive outcomes for your child or your students. I truly believe that everyone is unique and the work I do with young people puts them at the heart of what we do – it gives them a voice and a real platform for self-reflection and personal development. I don’t see it as needing to be any more complicated than that; a young person who feels listened to, has an inner self confidence and feels in a comfortable place in respects to their wellbeing can go far and it’s part of my aim to help any young person get to that stage.
In a growing response to the rise in children and young people requiring some form of early support for mental health and wellbeing needs, I decided to establish Focusing Minds in a small way to help prevent young people progressing onto needing more complex support later in their childhood. With knowledge and experience of school life and systems, I’m also keen to ensure that young people have a voice and play their own part in improving circumstances in their school setting, whether through personal development, gaining more of an insight into the impacts of their behaviour or coaching for motivation and it is on these elements that Focusing was born as both a private and education industry service provider.
About Rebecca
Hi, I’m Rebecca, an experienced integrative counsellor based in the Wakefield area.
Perhaps right now you’re going through something that’s just too big to untangle alone, or maybe you feel you’ve got stuck and don’t know how to move on from here.
In my counselling practice I aim to create a safe place for my clients to retreat to within their present life, to come to a deeper clarity and discover new ways to move forward.
My therapeutic style is integrative and relational, combining different theories such as CBT, Person-centred, Solution-focused, Attachment, Psychodynamic theories and Narrative therapy.
I have a very positive attitude and feel that this characteristic, alongside my passion for working with individuals with mental health and complex needs, helps me be the counsellor that I am.
I can offer therapy for those struggling with depression, anxiety, family issues, feelings of loneliness, low self-esteem, bereavement and loss and the search for meaning.
I have worked with parents, grandparents and families who have been affected by the death of a child of any age (ranging from miscarriage to adult children) and for any reason, including stillbirth, termination, accidental, violent or suicidal death and death following an acute or chronic illness.
I have also worked with vulnerable children for 12 years in children’s social care as a Lead Therapist. This has equipped me with vast knowledge and skills on how to support and build relationships which enable trust and the ability to build a person’s resilience and confidence in themselves.
About Michelle
Hello, I’m Michelle and I am delighted to be part of the Focusing Minds team as part my 26 year long role in education. My experience is mainly primary based but over recent years has included specialised secondary settings.
During my career as an educator, I have had extensive opportunities for professional development in order to develop school initiatives to ensure better outcomes for children both personally and academically. My career long passion for training and development has enabled me to share this provision with colleagues in a number of settings including primary and secondary schools, specialist provision, teacher training centres and through multi-agency training. Providing services to a range of schools since 2017 including policy development, staff development, family support and pupil interventions.
I offer support for schools in managing and developing policies with a specific focus on welfare including safeguarding, behaviour, inclusion, attendance, managing medical conditions and RSHE. Staff development sessions are bespoke and include safeguarding, engaging children and behaviour management, midday supervisor training and team building.
I passionately believe that as educators we should share good practice and have gathered many resources and ideas over time that I have developed into easy to use, topic specific schemes and short interventions for pupils in order to develop their wellbeing, emotional literacy and self-regulation skills to help them unlock their potential. These schemes are shared as a photocopiable resource during training sessions which cover content, learning objectives and pupil engagement.
I also deliver pupil development interventions on a 1:1 basis using my schemes of work to develop their self-esteem, self-regulation skills, social skills and manage worries. These can be adapted for use whole class to compliment RSHE and transition to Year 7.
I provide bespoke RSHE programmes for vulnerable pupils in addition to offering whole school delivery using quality assured local authority, public health or national curriculums.
If you are interested in starting or improving a Peer Supporter scheme in your school – I facilitate training with pupils and staff to ensure sustainability of the scheme.
An essential aspect of progress for children is parental engagement and so my offer of support extends to parent courses and individual family sessions using Care for the Family Programmes – Time Out for Parents, including The Primary Years and Handling Anger in the Family.
I continue to work in schools supporting individual children who are facing challenges in life and extend this to year group schemes. My continuous practice and delivery ensure my content remains relevant and affords me the insight and a first-hand understanding of the challenges schools, staff, pupils and their families are facing in today’s world.
I have a huge sense of pride and satisfaction in my role and I am always happy to explore the possibility of adding to your provision in meeting your pupils needs.
About Beverley
Hi, I’m Beverley, a dedicated SEND and Play Specialist with over 25 year’s experience of working with children, young people, and adults with Special Educational Needs and Disabilities (SEND). My journey started with me working within the childcare sector after my initial training. I moved quickly onto secondary special education where I worked throughout the school both on a 1:1 basis and with small groups of children. I eventually began to support then lead the behavioral support team within the school, developing activities and opportunities for identified children aged 10-13 years. During this time, I completed my foundation degree in Early Years and Play leading onto me completing my B Ed in Education. My enthusiasm for learning about Play and childhood development encouraged me to become a Rebound Therapist.
I took my experiences and learning into different roles within mainstream schools, working alongside the voluntary sector, and charities such as community playgroups, youth groups and adventure playgrounds. These diverse experiences have shaped a deep and compassionate understanding of how children learn, grow, and express themselves. I continue to be passionate about continuing my training and development to build on the knowledge and experience I have gained through working with a wide range of children and young people, including those with mental health needs and SEND. I find great fulfillment in supporting their growth and wellbeing, and I am especially interested in the power of play as a tool for learning, expression, and connection. Play is not only essential for development – it’s also a joyful, creative way to engage with young people, helping to build trust and positive relationships.
I genuinely enjoy meeting and working with people from all backgrounds. Each new interaction brings fresh perspectives and opportunities to learn, and I value the chance to contribute to inclusive, supportive environments where every individual feels seen, heard, and respected. My commitment to this work is driven by a genuine desire to make a difference in people’s lives, and I am excited to continue developing the skills and understanding needed to do so effectively.
Throughout my career, I’ve delivered training across many local authorities, helping to develop awareness of and strengthen Play Skills within early years and educational settings. Most recently, I worked as an Access and Inclusion Officer in Bradford, supporting preschools and childcare providers in creating more inclusive, accessible environments. My role involved delivering staff training, advising on SEND best practices, and guiding settings through processes such as sensory profiles, Individual Educational Plans (IEPs), and Education, Health, and Care Plans (EHCPs). Supporting and empowering staff, parents and carers with the ever-changing paperwork and legislation linked to SEND to ensure all children were supported in their settings regardless of their needs. This experience helped me to complete my Elklan (Communication) training and my Post Graduate SENCO award.
My perspective doesn’t just come from professional experience – I’m also a parent. Navigating the SEND system from a personal perspective has been eye-opening and, at times, incredibly challenging. Despite my professional knowledge and background, I’ve faced the same difficulties so many families do: understanding complex processes and terminology, managing long and often frustrating waiting lists, and trying to advocate for my children in a system that can feel overwhelming and under-resourced. This personal journey has given me even deeper empathy and a renewed commitment to support other parents and carers through similar experiences.
In a world increasingly shaped by technology and still healing from the effects of the COVID-19 pandemic, I believe in reconnecting our children – with each other, within a community, with nature, and with themselves. Through play support, I offer children a safe and nurturing space where they can build resilience, emotional literacy, communication, and life skills – and where they are free to participate in their own time and in their own way
About Zoe
Hi, I’m Zoe, a holistic practitioner who has been supporting others on their healing journeys since 2018.
After overcoming my own mental health challenges, I found a deep passion for helping people reconnect with themselves and discover their own path to wellbeing.
As a mum to two wonderful SEN children, I understand the realities of SEND life and the challenges it can bring, which fuels my commitment to offering healing and support not only to young people but to parents as well. I believe that everyone is unique, so I provide services that are thoughtfully tailored to each person’s individual needs.
With a warm, caring, and supportive approach, I create a safe space where you can feel understood, valued, and empowered.
About Lucy
Hi, I’m Lucy, associate at Focusing Minds. Having been lucky enough to find school and academic study exceptionally rewarding and go on to study at university, I have worked in industry and for the World Health Organization overseas for several years. Having seen the impact of poverty and injustice on some of the poorest communities in the world while working for the WHO, I decided to train as a teacher in 2005 and enrolled on the Citizenship PGCE at the Institute of Education in London. I have been teaching in secondary schools in London and Bradford for 18 years, with four years in school leadership as an assistant principal in Bradford. My passion is teaching Citizenship and PSHE and I have always taught Humanities subjects alongside these.
I have been privileged to hold a wide range of middle leadership roles in schools including Teacher in charge of Citizenship GCSE, Joint Head of Classics, Head of Personal Development Studies, Head of Humanities, Head of Year and Research Lead. I have also in my four years as a senior leader held a range of posts including responsibility for teacher development and coaching, managing the exams and data department, Head of Key Stage Four and Designated Safeguarding Lead. I have also line managed a range of subjects including PE, Humanities, Maths and MFL. The breadth of experience this has given me means I am able to develop realistic, workable solutions to staff development, workload and wellbeing challenges which benefit both students and staff.
I am particularly focused on helping students understand how their brain works and how to revise in time efficient ways that allow them the time to focus on their wellbeing and other passions such as sports, performing arts, and work experience.
My work in the safeguarding and pastoral field has given me a deep understanding of mental health for students, staff and families, and this has been complemented by my personal experience of supporting a close relative through significant mental health challenges. I firmly believe that we need to teach young people to recognise and understand when they or a friend or loved one is facing a mental health challenge, and where to seek the most appropriate type of help. We also need to make sure our young people understand that the aim of mental health education is not to ensure they never experience a mental health issue, but that they understand what is happening if and when they do, and how to manage their emotions and experiences so they can work through whatever life brings rather than hiding away from challenging situations in fear of not being able to cope.
I deliver balanced solutions to a range of issues schools may be navigating, and look forward to helping you by casting fresh eyes on the challenges your school community faces and finding practical ways forward that deliver real long term impact.