Professional development and consultancy
━ Who this is for
Professional development, consultancy and specialist support for schools, trusts, teacher education and professional organisations.
My work brings together expertise in mathematics education, dyslexia and dyscalculia, alongside extensive experience of working with schools and with pupils who have a wide range of learning needs.
Strengthen understanding,
develop practice.
━ Who this is for
Professional development, consultancy and specialist support for schools, trusts, teacher education and professional organisations.
My work brings together expertise in mathematics education, dyslexia and dyscalculia, alongside extensive experience of working with schools and with pupils who have a wide range of learning needs.
Strengthen understanding,
develop practice.
━ Who this is for
Professional development, consultancy and specialist support for schools, trusts, teacher education and professional organisations.
My work brings together expertise in mathematics education, dyslexia and dyscalculia, alongside extensive experience of working with schools and with pupils who have a wide range of learning needs.
Strengthen understanding,
develop practice.
━ Where would you like to focus?
Developing understanding that can shape practice
Professional development is most useful when it connects directly with the questions staff are asking and the pupils they are supporting.
You may want to build knowledge across a whole staff team, strengthen provision in a particular area or explore an issue in greater depth with leaders.
My work commonly focuses on three connected areas.
Dyslexia and literacy difficulties
Develop a clearer understanding of dyslexia and persistent literacy difficulties, including how they may affect learning across the curriculum and what this means for classroom practice.
Sessions can help staff move beyond lists of indicators to consider the learning processes beneath the difficulties they see.
Dyscalculia and maths difficulties
Explore dyscalculia, Specific Learning Difficulty in maths and the wider range of reasons why some pupils experience persistent difficulty with mathematics.
The focus is on understanding mathematical learning rather than simply identifying pupils who struggle.
Maths learning and teaching
Strengthen the way mathematical learning is understood and supported for pupils who experience persistent difficulty.
This can include thinking about mathematical foundations, representations, intervention, classroom practice and what may help when familiar approaches are not leading to secure learning.
Referral for individual pupils/students
Sometimes there is one pupil whose difficulties aren't responding to the usual interventions, and where there's real concern about their confidence as well as their progress.
This might include:
✓ referral for a dyslexia, dyscalculia or joint assessment
✓ feedback and discussion of the outcome with the pupil's teacher and SENDCo
✓ practical recommendations for classroom support and intervention
This often starts as a conversation about one pupil, and can lead to wider work if similar patterns start showing up across the school.
━ Where would you like to focus?
Developing understanding that can shape practice
Professional development is most useful when it connects directly with the questions staff are asking and the pupils they are supporting.
You may want to build knowledge across a whole staff team, strengthen provision in a particular area or explore an issue in greater depth with leaders.
My work commonly focuses on three connected areas.
Dyslexia and literacy difficulties
Develop a clearer understanding of dyslexia and persistent literacy difficulties, including how they may affect learning across the curriculum and what this means for classroom practice.
Sessions can help staff move beyond lists of indicators to consider the learning processes beneath the difficulties they see.
Dyscalculia and maths difficulties
Explore dyscalculia, Specific Learning Difficulty in maths and the wider range of reasons why some pupils experience persistent difficulty with mathematics.
The focus is on understanding mathematical learning rather than simply identifying pupils who struggle.
Maths learning and teaching
Strengthen the way mathematical learning is understood and supported for pupils who experience persistent difficulty.
This can include thinking about mathematical foundations, representations, intervention, classroom practice and what may help when familiar approaches are not leading to secure learning.
Referral for individual pupils/students
Sometimes there is one pupil whose difficulties aren't responding to the usual interventions, and where there's real concern about their confidence as well as their progress.
This might include:
✓ referral for a dyslexia, dyscalculia or joint assessment
✓ feedback and discussion of the outcome with the pupil's teacher and SENDCo
✓ practical recommendations for classroom support and intervention
This often starts as a conversation about one pupil, and can lead to wider work if similar patterns start showing up across the school.
━ Where would you like to focus?
Developing understanding that can shape practice
Professional development is most useful when it connects directly with the questions staff are asking and the pupils they are supporting.
You may want to build knowledge across a whole staff team, strengthen provision in a particular area or explore an issue in greater depth with leaders.
My work commonly focuses on three connected areas.
Dyslexia and literacy difficulties
Develop a clearer understanding of dyslexia and persistent literacy difficulties, including how they may affect learning across the curriculum and what this means for classroom practice.
Sessions can help staff move beyond lists of indicators to consider the learning processes beneath the difficulties they see.
Dyscalculia and maths difficulties
Explore dyscalculia, Specific Learning Difficulty in maths and the wider range of reasons why some pupils experience persistent difficulty with mathematics.
The focus is on understanding mathematical learning rather than simply identifying pupils who struggle.
Maths learning and teaching
Strengthen the way mathematical learning is understood and supported for pupils who experience persistent difficulty.
This can include thinking about mathematical foundations, representations, intervention, classroom practice and what may help when familiar approaches are not leading to secure learning.
Referral for individuals
Sometimes there is one pupil/student whose difficulties aren't responding to the usual interventions, and where there's real concern about their confidence as well as their progress.
This might include:
✓ referral for a dyslexia, dyscalculia or joint assessment
✓ feedback and discussion of the outcome with the pupil's teacher and SENDCo
✓ practical recommendations for classroom support and intervention
This often starts as a conversation about one pupil, and can lead to wider work if similar patterns start showing up across the school.
━ Ways we can work together
Support shaped around your context
There is no single model of professional development that suits every organisation.
Support can range from a focused session for a staff team to consultancy or a longer programme of professional learning.
Staff Professional Development
Professional development can be designed for trust-wide or whole-school teams, departments, subject leaders, SEND teams or particular groups of staff.
Sessions are tailored to the audience and can provide an introduction to a subject, explore a specific aspect in greater depth or form part of a wider programme of development.
This might include work on:
understanding dyslexia;
understanding dyscalculia and SpLD in maths;
supporting pupils who find mathematics difficult;
effective classroom approaches;
the role of teaching assistants.
Leadership and provision consultancy
Sometimes the question is less about staff training and more about how provision is organised.
I work with mathematics leaders, SENDCos and senior leaders to explore current practice, identify priorities and think through possible next steps.
This might involve reviewing approaches to identification and support, considering intervention or classroom provision, or helping leaders think more carefully about how pupils with persistent difficulties in mathematics are supported across a school or trust.
Support may be a single focused conversation or a series of sessions over time.
Conferences, networks, and teacher education
I also contribute to conferences, professional networks, teacher education programmes and larger professional learning events.
Sessions can be designed as keynote presentations, workshops or more interactive professional development and can be adapted to the knowledge and experience of the audience.
━ Ways we can work together
Support shaped around your context
There is no single model of professional development that suits every organisation.
Support can range from a focused session for a staff team to consultancy or a longer programme of professional learning.
Staff Professional Development
Professional development can be designed for trust-wide or whole-school teams, departments, subject leaders, SEND teams or particular groups of staff.
Sessions are tailored to the audience and can provide an introduction to a subject, explore a specific aspect in greater depth or form part of a wider programme of development.
This might include work on:
understanding dyslexia;
understanding dyscalculia and SpLD in maths;
supporting pupils who find mathematics difficult;
effective classroom approaches;
the role of teaching assistants.
Leadership and provision consultancy
Sometimes the question is less about staff training and more about how provision is organised.
I work with mathematics leaders, SENDCos and senior leaders to explore current practice, identify priorities and think through possible next steps.
This might involve reviewing approaches to identification and support, considering intervention or classroom provision, or helping leaders think more carefully about how pupils with persistent difficulties in mathematics are supported across a school or trust.
Support may be a single focused conversation or a series of sessions over time.
Conferences, networks, and teacher education
I also contribute to conferences, professional networks, teacher education programmes and larger professional learning events.
Sessions can be designed as keynote presentations, workshops or more interactive professional development and can be adapted to the knowledge and experience of the audience.
━ Ways we can work together
Support shaped around your context
There is no single model of professional development that suits every organisation.
Support can range from a focused session for a staff team to consultancy or a longer programme of professional learning.
Staff Professional Development
Professional development can be designed for trust-wide or whole-school teams, departments, subject leaders, SEND teams or particular groups of staff.
Sessions are tailored to the audience and can provide an introduction to a subject, explore a specific aspect in greater depth or form part of a wider programme of development.
This might include work on:
understanding dyslexia;
understanding dyscalculia and SpLD in maths;
supporting pupils who find mathematics difficult;
effective classroom approaches;
the role of teaching assistants.
Leadership and provision consultancy
Sometimes the question is less about staff training and more about how provision is organised.
I work with mathematics leaders, SENDCos and senior leaders to explore current practice, identify priorities and think through possible next steps.
This might involve reviewing approaches to identification and support, considering intervention or classroom provision, or helping leaders think more carefully about how pupils with persistent difficulties in mathematics are supported across a school or trust.
Support may be a single focused conversation or a series of sessions over time.
Conferences, networks, and teacher education
I also contribute to conferences, professional networks, teacher education programmes and larger professional learning events.
Sessions can be designed as keynote presentations, workshops or more interactive professional development and can be adapted to the knowledge and experience of the audience.
━ How I work
Professional development that begins with understanding
Effective professional development should do more than provide another list of strategies.
My work draws on more than 30 years across teaching, school leadership and specialist assessment, as well as a PhD in Mathematics Education. It begins by helping professionals understand the learning beneath the difficulty: what a pupil may be experiencing, why familiar approaches may not be working and what this means for teaching.
Sessions are evidence-informed but grounded firmly in classroom practice. They are designed to make complex ideas understandable without oversimplifying them, and to create space for professionals to connect new learning with what they already know about their pupils and context.
The aim is not simply to leave a session with more information. It is to develop understanding that can influence the decisions made afterwards.
━ How I work
Professional development that begins with understanding
Effective professional development should do more than provide another list of strategies.
My work draws on more than 30 years across teaching, school leadership and specialist assessment, as well as a PhD in Mathematics Education. It begins by helping professionals understand the learning beneath the difficulty: what a pupil may be experiencing, why familiar approaches may not be working and what this means for teaching.
Sessions are evidence-informed but grounded firmly in classroom practice. They are designed to make complex ideas understandable without oversimplifying them, and to create space for professionals to connect new learning with what they already know about their pupils and context.
The aim is not simply to leave a session with more information. It is to develop understanding that can influence the decisions made afterwards.
━ How I work
Professional development that begins with understanding
Effective professional development should do more than provide another list of strategies.
My work draws on more than 30 years across teaching, school leadership and specialist assessment, as well as a PhD in Mathematics Education. It begins by helping professionals understand the learning beneath the difficulty: what a pupil may be experiencing, why familiar approaches may not be working and what this means for teaching.
Sessions are evidence-informed but grounded firmly in classroom practice. They are designed to make complex ideas understandable without oversimplifying them, and to create space for professionals to connect new learning with what they already know about their pupils and context.
The aim is not simply to leave a session with more information. It is to develop understanding that can influence the decisions made afterwards.
━ Start with the need
You do not need to choose before getting in touch
You may already know exactly what professional development you are looking for.
Equally, you may simply know that something needs strengthening.
Perhaps staff want a better understanding of dyscalculia. Some pupils may be struggling disproportionately in mathematics. An intervention may not be having the impact you expected. Or you may want to develop greater consistency across a school or trust.
We can begin with the issue you are trying to address.
From there, I can suggest an approach that reflects your priorities, the people involved and the time available.
Professional development may take the form of a single focused session, a workshop, consultancy or a longer programme of support.
━ Start with the need
You do not need to choose before getting in touch
You may already know exactly what professional development you are looking for.
Equally, you may simply know that something needs strengthening.
Perhaps staff want a better understanding of dyscalculia. Some pupils may be struggling disproportionately in mathematics. An intervention may not be having the impact you expected. Or you may want to develop greater consistency across a school or trust.
We can begin with the issue you are trying to address.
From there, I can suggest an approach that reflects your priorities, the people involved and the time available.
Professional development may take the form of a single focused session, a workshop, consultancy or a longer programme of support.
━ Start with the need
You do not need to choose before getting in touch
You may already know exactly what professional development you are looking for.
Equally, you may simply know that something needs strengthening.
Perhaps staff want a better understanding of dyscalculia. Some pupils may be struggling disproportionately in mathematics. An intervention may not be having the impact you expected. Or you may want to develop greater consistency across a school or trust.
We can begin with the issue you are trying to address.
From there, I can suggest an approach that reflects your priorities, the people involved and the time available.
Professional development may take the form of a single focused session, a workshop, consultancy or a longer programme of support.
━ Examples in practice
School impact
From a Headteacher
Before we met, our concern was that pupils were achieving higher outcomes in reading and writing than in mathematics, which is unusual at West End. We wanted to understand the potential causes and identify any underlying barriers to learning. Following the training, we have a much clearer understanding of what dyscalculia can look like in the classroom, and the strategies to identify and support pupils who may have it. While there's strong awareness of dyslexia in education, dyscalculia is often less understood, this training helps address that gap. It was beneficial for all staff, regardless of whether they currently work with a pupil who has dyscalculia, and strengthened our whole bank of strategies for high-quality teaching across the school.
Sharon Cliff, West End School
From a SENCo
"I contacted Alice because I knew she'd be able to identify specific issues and provide specialised advice for pupils who weren't responding to the usual interventions. What changed for me was knowing the best way to support them, and having the confidence that this was the right approach. What changed for the pupils was even bigger: a real improvement in their self-belief. They stopped feeling 'rubbish at maths' and understood there was a specific reason certain things felt hard for them. I'll continue recommending assessment for any child where we can't quite get to the bottom of things, and every pupil who's been through the process has said the same thing, they never felt like they were being tested."
Rebecca Starr, Nether Kellet School
━ Examples in practice
School impact
From a Headteacher
Before we met, our concern was that pupils were achieving higher outcomes in reading and writing than in mathematics, which is unusual at West End. We wanted to understand the potential causes and identify any underlying barriers to learning. Following the training, we have a much clearer understanding of what dyscalculia can look like in the classroom, and the strategies to identify and support pupils who may have it. While there's strong awareness of dyslexia in education, dyscalculia is often less understood, this training helps address that gap. It was beneficial for all staff, regardless of whether they currently work with a pupil who has dyscalculia, and strengthened our whole bank of strategies for high-quality teaching across the school.
Sharon Cliff, West End School
From a SENCo
"I contacted Alice because I knew she'd be able to identify specific issues and provide specialised advice for pupils who weren't responding to the usual interventions. What changed for me was knowing the best way to support them, and having the confidence that this was the right approach. What changed for the pupils was even bigger: a real improvement in their self-belief. They stopped feeling 'rubbish at maths' and understood there was a specific reason certain things felt hard for them. I'll continue recommending assessment for any child where we can't quite get to the bottom of things, and every pupil who's been through the process has said the same thing, they never felt like they were being tested."
Rebecca Starr, Nether Kellet School
━ Examples in practice
School impact
From a Headteacher
Before we met, our concern was that pupils were achieving higher outcomes in reading and writing than in mathematics, which is unusual at West End. We wanted to understand the potential causes and identify any underlying barriers to learning. Following the training, we have a much clearer understanding of what dyscalculia can look like in the classroom, and the strategies to identify and support pupils who may have it. While there's strong awareness of dyslexia in education, dyscalculia is often less understood, this training helps address that gap. It was beneficial for all staff, regardless of whether they currently work with a pupil who has dyscalculia, and strengthened our whole bank of strategies for high-quality teaching across the school.
Sharon Cliff, West End School
From a SENCo
"I contacted Alice because I knew she'd be able to identify specific issues and provide specialised advice for pupils who weren't responding to the usual interventions. What changed for me was knowing the best way to support them, and having the confidence that this was the right approach. What changed for the pupils was even bigger: a real improvement in their self-belief. They stopped feeling 'rubbish at maths' and understood there was a specific reason certain things felt hard for them. I'll continue recommending assessment for any child where we can't quite get to the bottom of things, and every pupil who's been through the process has said the same thing, they never felt like they were being tested."
Rebecca Starr, Nether Kellet School
━ Fees
Consultancy and training fees
1-hour 'off-the-shelf' training
£195*
Half day consultancy
£400
2-hour 'off-the-shelf' training
£325*
Full day consultancy
£650
* These fees are for off-the-shelf sessions using my existing content. Sessions that need bespoke material developed for your context are quoted individually, get in touch to discuss.
Travel/mileage and accommodation for in-person sessions are charged separately at cost.
━ Fees
Consultancy and training fees
1-hour 'off-the-shelf' training
£195*
Half day consultancy
£400
2-hour 'off-the-shelf' training
£325*
Full day consultancy
£650
* The fees above are for off-the-shelf sessions using my existing content. Sessions that need bespoke material developed for your context are quoted individually, get in touch to discuss.
Travel/mileage and accommodation for in-person sessions are charged separately at cost.
━ Fees
Consultancy and training fees
1-hr training
£195*
2-hr training
£325*
Half day consultancy
£400
Full day consultancy
£650
* These fees are for off-the-shelf sessions using my existing content. Sessions that need bespoke material developed for your context are quoted individually, get in touch to discuss.
Travel/mileage and accommodation for in-person sessions are charged separately at cost.
━ Next steps
Let's start with a conversation
If you are planning professional development, reviewing provision or considering how best to support staff and pupils, get in touch and tell me a little about what you are hoping to achieve.
We can then consider what form of support would be most useful for your organisation.
━ Next steps
Let's start with a conversation
If you are planning professional development, reviewing provision or considering how best to support staff and pupils, get in touch and tell me a little about what you are hoping to achieve.
We can then consider what form of support would be most useful for your organisation.
━ Next steps
Let's start with a conversation
If you are planning professional development, reviewing provision or considering how best to support staff and pupils, get in touch and tell me a little about what you are hoping to achieve.
We can then consider what form of support would be most useful for your organisation.
© 2026 Alice Earnshaw Dyslexia and Dyscalculia Services (AEDDS) Ltd · The Old Courthouse, Clark Street, Morecambe LA4 5HR
A company registered in England and Wales · No. 17128297
Privacy Policy · Ts & Cs · Cookie Policy· Podcast and Resources Disclaimer
© 2026 Alice Earnshaw Dyslexia and Dyscalculia Services (AEDDS) Ltd · The Old Courthouse, Clark Street, Morecambe LA4 5HR
A company registered in England and Wales · No. 17128297
Privacy Policy · Ts & Cs · Cookie Policy· Podcast and Resources Disclaimer