About Me

Hi, I’m Paola; a practitioner with a strong background in pastoral care, safeguarding, and child well-being, with almost two decades of experience working in BANES local authority schools across both primary and secondary settings.

My practice is built on compassion, connection, and clarity. I’m trained in Solution Focused Practice, which means our conversations will centre on strengths, hopes and what is possible - rather than staying stuck in the problem. Together, we explore what's already working and how to build more of that into daily life. 

Throughout my career, I’ve supported young people struggling with anxiety, low mood, eating disorders, self-harm, and suicidal thoughts. I’ve worked closely with students with Special Educational Needs (SEN), Education, Health and Care Plans (EHCPs), and I’ve helped families navigating Emotionally Based School Avoidance (EBSA).

I also have significant experience in safeguarding and child protection; always approaching this work with care, sensitivity, and respect for each young person’s experience.

For 10 years, I also led the Year 6 to Year 7 transition process at a large secondary school, liaising with over 40 primary schools annually. It was a privilege to help each child feel supported through such a significant life change - and that sense of individualised care remains central to everything I do now.

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My Experience & Expertise

•  IASTI Accredited Solution Focused Practitioner​​​

•  Pastoral leadership & safeguarding
I’ve worked in senior pastoral roles and have extensive training and experience in safeguarding and child protection. I understand the real-life pressures young people face in school, online, and at home.

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•  Mental wellbeing support

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I have supported children and young people experiencing anxiety, low mood, disordered eating, self-harm, and suicidal ideation; always offering a steady, compassionate presence without judgement.

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•  SEN, EHCPs, and EBSA

 

I’m experienced in supporting young people with Special Educational Needs, including those with EHCPs and those struggling with Emotionally Based School Avoidance (EBSA). I understand how isolating these experiences can be, and offer support and hope in how to move forward with care and flexibility.

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•  Transition specialist

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Over a decade, I led the transition process from Year 6 to Year 7; building individual support packages for each child and working closely with over 40 feeder primary schools every year.

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​•  Timely support

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I regularly support families who are waiting for referrals to CAMHS or other services. In many cases, my sessions have provided exactly the help that was needed without the long wait or added stress.

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Why Choose Me?

There are many excellent practitioners out there - so what makes me different?​

• I know how schools work! I’ve worked in them for nearly 20 years. I understand the systems, the stresses, and how to navigate support effectively.

• I meet young people where they are; no pressure, no judgement. Just a calm space to talk, reflect, and grow.

• I’m experienced in the issues that matter: SEN, anxiety, self-harm, eating disorders, school avoidance… These aren’t just buzzwords to me, they’re real challenges I’ve helped families navigate again and again.

• I offer early help that works. I don’t just "hold space". I help young people find their strengths, use their voice, and make meaningful changes in their own lives.

 

I mainly work with children and young people, either privately or through direct referrals.

 

My approach

I use a Solution Focused approach to help young people explore what’s already going well, what’s possible, and how to move toward a future that feels more manageable. I won’t ask anyone to relive trauma or tell their story repeatedly. Instead, we focus on small, practical steps forward.

 

What a session looks like

• •  Sessions typically last 50 to 60 minutes.

• •  Available in person, in the Bath area or online (where appropriate).

• •  Usually weekly, but flexible depending on need.

• •  Warm, structured, and supportive with clear goals.

• •  Parents/carers can be involved as needed, especially at the start.