Trauma Informed Leads Network

Welcome to our Trauma Informed Leads Network (TILs).

Our TILs are practitioners from a wide range of schools who have completed both the face to face and practitioner enquiry components of this Chester University accredited course and as such have gained the status of Trauma Informed Leads for Cheshire West and Chester Virtual School.

Our qualified TILs are now available to support education settings, see below.

You will see the title of the Practitioner Enquiry that they carried out for the course - this will indicate the area that they focussed on for their TIL status and may help you decide who would suit your enquiry the most. You can then contact the practitioner via their email address.

Please note, this support network is intended to support with general enquiries only. Although we are very proud of their achievements our TILs are not a specialist teacher service and as such are not able to provide specific advice on individual children or young people. They can however provide support on:

How to improve and develop practice in your setting to meet the needs of those pupils who have experienced trauma
The best strategies to use to meet the needs of children and young people who present with a trauma presentation in your setting

Name of TIL	Email contact	Title of the Practitioner enquiry
Hannah Riding	hannah.riding@weaverhamhighschool.com	How trauma informed practice can positively impact the attendance and engagement of a pupil who has experienced adverse childhood experiences.
Alexandra Blackburn	ablackburn@mhs.school	Impact of Forest School on those with SEMH
Rachel Harding	hardingr@christletonhigh.co.uk	Impact of Team Around the Child approach in supporting Attachment Trauma and Mental Health (ATMH) needs
Fiona Rackham	f.rackham@nhs.net	Evaluating the impact of Team Around the Child (TAC) with (ATMH) needs to enable successful access to the school environment
Karen Appleby	kappleby@blaconhigh.cheshire.sch.uk	Evaluating the impact of a leadership and management approach that is Attachment Aware and Trauma Informed on a group of Year 9 pupils with SEND.
Shelly Macintosh	smacintosh@blaconhigh.cheshire.sch.uk	How multiple vulnerabilities impacts upon behaviour, mental health and wellbeing. How we can understand and support the young person by offering a consistent approach
Jo Wraige	wraigej@christofidelis.org.uk	How does developing an understanding of trauma and its impact upon the individual support the development of a whole school behaviour approach or policy?
Sean Dutton	duttons@christofidelis.org.uk	Analysis of Impact of Nurture Group Provision on Confidence and Resilience
Amanda Lacey	amanda.lacey@ancora.cheshire.sch.uk	Evaluating the impact of a personalised curriculum to support the transition and reintegration of three young people who have experienced significant mental health and trauma back into education.
Ashley McCormick	ashley.mccormick@archersbrook.cheshire.sch.uk	Can a novel and bespoke centralised support document increase levels of trauma-informed outcomes in a school?
Mike Gibbs	mike.gibbs@archersbrook.cheshire.sch.uk	Evaluate the impact of a girls only intervention group in supporting Attachment, Trauma and Mental Health difficulties in order to improve their educational outcomes in a provision populated mostly with boys.
Vicky Marsland	v.marsland@epchs.co.uk	The impact of animal assisted interventions on the emotional wellbeing of students who have a significant number of ACES
Farhan Patel	Fpa@email.epchs.co.uk	How successful is the Mandela Centre in reiteration into mainstream classes. Internal Alternative Provision in a secondary setting.
Scarlett Hitchen	hitchensc@uptonhigh.co.uk	Effectiveness of Provision Mapping Software
Laura Bailey	laura.bailey@winsfordacademy.org.uk	To evaluate the impact of training on the knowledge and understanding of the Senior Leadership Team in relation to Trauma, Attachment and Mental Health
Jane Hough	JHough@TarporleyHigh.co.uk	CPD and impact on effectiveness of wellbeing support
Sue Doherty	sdoherty@stjosephs.cheshire.sch.uk	How does animal therapy impact children’s mental health?
Martine Gum	head@stjosephs.cheshire.sch.uk	How do school animals impact pupils' well-being?
Clare Cotton	c.cotton@woodlands.cheshire.sch.uk	How does Commando Joe’s character building curriculum positively impact on the emotional wellbeing of 5 children in our school from KS1?
Sarah Hinton	shinton@meadow.cheshire.sch.uk	What effect do play based interventions have on a small group of 5 children’s self esteem and behaviour?
Claire Edgerley	head@overhall.cheshire.sch.uk	From a practitioner’s perspective to what extent is trauma informed practice effective in supporting children’s resilience and self-regulation?
Anna Hopley	ahopley@overhall.cheshire.sch.uk	From a child’s perspective to what extent are our trauma informed interventions effective in supporting children’s resilience and self-regulation?
Alice Morphet	senco@woodlands.cheshire.sch.uk	How does Commando Joe’s character building curriculum positively impact on the emotional wellbeing of 5 children in our school from KS1?
Katie Houghton	k.houghton@focus-trust.co.uk	What impact will The Zones of Regulation have on a group of ‘X’ Year 3 boys, not on the SEN register, in regulating emotions and behaviour?
Emma Kamran	e.kamran@focus-trust.co.uk	what impact does Zone for Regulations have on children’s emotional well-being and behaviour?
Rae Molyneux	rmolyneux@alvanley.cheshire.sch.uk	How do the zones of regulation impact on children’s health and wellbeing?
Jai Stark	head@suttongreenpri.cheshire.sch.uk	How do tailored sensory spaces impact children’s well-being in KS2?
Vikki Crockard	vcrockard@childerthornton.cheshire.sch.uk	Can the provision of a lunchtime nurture/social skills group improve the wellbeing and behaviour of pupils with attachment difficulties?
Hannah Pickering	h.pickering@chesterbluecoatce.cheshire.sch.uk	Will a nurture group improve a group of Y5 children’s emotional wellbeing and development?
Trudy Gleave	tgleave@woodfall.cheshire.sch.uk	what is the impact of current mental health interventions
Chris Bounds	chris.bounds@winchamcp.cheshire.sch.uk	How do personalised speech and language sessions impact children’s social development?
Alison Jones	deputy@st-bedes.cheshire.sch.uk	How does the development of a mental health and wellbeing offer support staff in ensuring appropriate and timely support is provided for those with mental health needs?
Jaqui Halewood	Jhalewood@belgrave.cheshire.sch.uk	How does having “Happiness Heroes” impact the mental health/resilience of a year 4 class?
Lynne Taylor	deputy@belgrave.cheshire.sch.uk	What is the impact of peer support in role as Mental Health Champions, on reducing anxiety in a group of Key Upper Key Stage Two pupils (Year 5)?
Beth Bouckley	bbouckley@rossmore.cheshire.sch.uk	Can a change in language within our relational policy have a positive effect on behaviour, mental health and attitudes towards school from the views of children and staff in year 5 (and 6)?
Kerry Boag-Munroe	kerry.boag-munroe@winchamcp.cheshire.sch.uk	How can we support parents who are struggling with their children’s behaviour?
Sam Olubodun	solubodun@meadow.cheshire.sch.uk	How do peer supported, behaviour supervision sessions impact staff confidence in relation to their practice in responding to complex behaviour presentations?
Sara Albiston	head@grange-pri.cheshire.sch.uk	What impact does targeted staff development on trauma informed approaches have on practice to support children in early years foundation stage, who have had adverse childhood experiences (ACEs)?
Katie Wright	kwright@grange-pri.cheshire.sch.uk	What impact does staff training on ACES and Trauma have on children?
Biz Killalee	sendco@wharton.cheshire.sch.uk	How does following the education well-being charter improve the well-being of teachers in our school?
Siobhan Manton	smanton@wharton.cheshire.sch.uk	How does the use of an education well-being charter affect staff well-being?
Hannah Yarranton	head@childerthornton.cheshire.sch.uk	What impact does using a trauma-informed approach to supporting a pupil with complex trauma have on a pupil's progress and emotional wellbeing?
Nikki Bailey	nikki.bailey@oldfield.cheshire.sch.uk	Does a mental health pathway and toolkit enable staff to better understand and respond to young people’s mental health support needs?
Katie Betts	katie.betts@oldfield.cheshire.sch.uk	What are children's perceptions of the myHappymind Programme?
Gill Cosford	Gillian.Cosford@cheshirewestandchester.gov.uk	How can we encourage schools to improve our approach so autistic pupils feel more able to engage with school from the viewpoint of children and families?
Jade Cupples	jspenser@alvanley.cheshire.sch.uk	What impact has the Zones of Regulation Curriculum had on a group of ‘emotionally dysregulated’ KS1 children?
Lauren Macey	lmacey@rossmore.cheshire.sch.uk	Has the introduction of a co-regulation bag helped KS2 pupils to become more effective, self-regulated learners?
Laura Martinez	l.martinez@chesterbluecoatce.cheshire.sch.uk	Does ongoing therapeutic support improve the outcomes of pupils identified at risk of poor social, emotional and mental wellbeing?
Emily Parker	eparker@st-bedes.cheshire.sch.uk	What is the impact of the Zones of Regulation on a group of 8 children in Year 5? Are they more able to regulate their emotions both in the classroom and outside at breaks and lunchtime?
Dan Snowden	dsnowden@parklands.cheshire.sch.uk	Do Sensory Circuits have a positive impact in children who have encountered adverse childhood experiences?
Tommy Spencer	tspencer@cherrygrove.cheshire.sch.uk	What impact have behaviour response plans had on staff's ability to manage the behaviour of 4 high needs pupils at our school?
Natalie Witcher	nwitcher@helsbyhigh.org	To what extent does the early identification of students with ACES form an effective method for improving the Transition process for these students.
Sam Warburton	swarburton@helsbyhigh.org	To what extent does early identification of and intervention for students with ACES through primary to secondary transition improve their ability to be successful in mainstream educational provision?
Dan Walton	dwalton@whitbyhs.cheshire.sch.uk	The Power of Understanding: Trauma-Informed Schools and Parenting
Cathi Knight	CKnight@whitbyhs.cheshire.sch.uk	The Power of Understanding: Trauma-Informed Schools and Parenting
Jennifer Hughes	jhughes@cherrygrove.cheshire.sch.uk	How does the Fight to Thrive intervention impact on children's behaviour?
Caitlin Avery	cavery@huntington.cheshire.sch.uk	How beneficial are daily timetabled regulation activities, immediately after unstructured times for 5, year-6 children with SEMH needs, from their perspective?
Lorraine (Jane) Cartledge	head@jhgodwin.cheshire.sch.uk	Does the OPAL approach improve engagement in learning through an ability to self-regulate?
Maisie Chisholm	mchisholm@kingsmead.cheshire.sch.uk	How whole-school trauma-informed practices can positively impact the behaviour and engagement of pupils who have experienced adverse childhood experiences.
Issy Dalby	dalbyi@lostockgralam.cheshire.sch.uk	How do primary school teachers perceive the impact of trauma-informed emotional regulation strategies on pupil engagement and emotionally based school avoidance?
Lyndsey (P) Esling	eslingl@lostockgralam.cheshire.sch.uk	What is the impact of self-regulation/Zones of Regulation in vulnerable pupils?
Rosalind Flanders	head@hooleceprimary.cheshire.sch.uk	Where behaviour is well managed, what happens to support and maintain this? What features of effective practitioners and positive classroom cultures be replicated in a whole school behaviour policy?
Laura Hainsworth	hainsworthl@nestonhigh.com	From a student perspective, how effective is the screening tool and associated support or intervention in meeting their needs?
Lisa Hayward	lhayward@capenhurstcep.cheshire.sch.uk	Can an age appropriate Zones of Regulation have an impact on the self-regulation of 8 boys in the Early Years Foundation Stage?
Julia Jackson	jacksonj@uptonhigh.co.uk	How can parental engagement with school be supported through the development of a group for adoptive parents?
Laura Kelly	laura.kelly@hinderton.cheshire.sch.uk	How do 4 KS2 pupils on the autistic spectrum feel about the transition to a new class/group and what do they think we can do to make transitions better?
Natalie Kirkness	sendco@huntington.cheshire.sch.uk	Does myHappymind have a positive impact on the mental health and well-being of 5, Year 6 pupils, including those with Special Educational Needs & Disabilities (SEND)?
Zoe Lochlin	familyliaison@jhgodwin.cheshire.sch.uk	Does brick therapy impact on social development and emotional wellbeing when used with 5 children as part of a school-based intervention?
Lesley McColl	lmccoll@capenhurstcep.cheshire.sch.uk	How do the views of parents, staff and pupils align with our behaviour policy, government guidelines and research on attachment aware and trauma-informed approaches?
Aimee Montgomery	aimee.montgomery@mickletrafford.cheshire.sch.uk	What is the impact of having daily feelings check-ins with children and how do half-termly parental liaison forms support the wellbeing of 4 year-2 children?
Sarah Jane Palmen	Palmens@christofidelis.org.uk	What are the impacts of the ELSA- Child relationship on the social emotional well-being of 4 students in KS4?
Leeann Taylor	ltaylor@hooleceprimary.cheshire.sch.uk	How ELSA helps children in Yr5 manage then regulate emotions and behaviours in challenging situations
Clare Thomas	clare.thomas@hinderton.cheshire.sch.uk	What impact has the introduction of sensory circuits had on the behaviour, mental health and wellbeing of 8 pupils in KS2?
Mitch Waring	Mitch.waring@mickletrafford.cheshire.sch.uk	How does access to an ACES register influence staff interactions & pastoral responses in a year 3 class?
Sian Woods	swoods@kingsmead.cheshire.sch.uk	What impact does a trauma-informed approach, using the Zones of Regulation have on the social and emotional development of 6 children in an EYFS setting during continuous provision?

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