About Us

Founder and Support Lead – Leanne Jaques

Leanne lives in Yorkshire with her family. She has over 15 Years’ teaching experience and has most recently worked in a specialist provision. Having thought that following her youngest daughter’s diagnosis it would unlock doors to support, understanding and an educational setting she could thrive in, it quickly became clear that that wasn’t to be the case.

Her eyes have certainly been opened to the battles that families have to endure in an attempt to be listened to and believed. The hurdles needed to be jumped to secure an IEP or furthermore, an EHC assessment, plan and appropriate school.

Leanne has thought many times over to document their journey over the last nine years and ‘Lockdown’ March 2020 gave her the opportunity to begin. Sophia her youngest daughter was diagnosed in April 2019 as Autistic with a profile of PDA – Pathological Demand Avoidance. Look out for her latest posts on the blog page as she shares the experiences of her family life and the challenges they have faced securing the provision their daughter needs.

Kate Hudson

Kate lives in Yorkshire with her family. She has 15 years of teaching experience in primary schools, including working as an Assistant Headteacher and 5 years as a SENDCo.
She is passionate about the importance of providing the right environment, resources and education that meets the needs of all and specifically autistic children.

Through her role as SENDCo she has been an advocate for pupils with special needs, promoting early identification, support and diagnosis. She has supported many families through the long, arduous process of referrals, assessments and in writing EHCAs and EHCPs needed, to enable their child to receive an education that meets, most importantly their social, emotional and well-being needs as well as academically.


Witnessing so many cases of pupils with anxiety levels around attending school so high, that they are not receiving any education at all, Kate has begun to question the whole education system and its relevance and appropriateness for autistic children and the lack of understanding by teachers, SENDCOs and Head teachers about what these children need. Most recently, her daughter’s diagnosis and inability to access secondary school, has prompted her to delve further into this subject and shed light on this ever growing issue that children and their families are facing.