I often wear pink‑tinted glasses because they help soften bright lighting and support my sensory differences.
Neurodiversity Support Advocate
Hello, I’m Anouska, and I’m the founder of Understanding You™. I believe every child deserves to feel understood and supported in a way that honours who they are. My role is to help each child work towards their full individual potential, in partnership with families and settings where needed.
For over 25 years, I’ve worked closely with children, families and education professionals, gaining deep insight into the challenges neurodivergent children face and the everyday battles families often experience when trying to secure the right support. I’ve seen how overwhelming the system can feel, how long waits can impact a child’s well-being, and how hard parents work to advocate for their child’s needs.
These experiences shaped my belief that children and families should receive the right support at the right time. That’s why I created Understanding You™: a calm, connection‑led space focused on truly listening, slowing down, and noticing the small but important details that help us understand needs and unlock potential.
Outside of my work, I’m married to Matt and have three grown‑up children - Joe, Harrison and Maddie, plus a lively working cocker spaniel called Ned. As a parent, I’ve navigated the process of seeking additional support for my own children, including the waiting, the advocating and the emotional weight that comes with it. I also experience my own sensory differences, which helps me understand how environments, expectations and everyday challenges can impact a child. This personal experience sits at the heart of my empathy and the way I work with children and their families.
My Professional Journey
Across my career, I’ve worked in a wide range of early years, primary and specialist roles, all centred around understanding each child as an individual and supporting the adults around them.
Local Authority Autism & Inclusion Work
In my most recent role, I supported early years and primary settings to understand and meet the needs of autistic children, children awaiting autism assessment, and children with social communication and interaction differences.
This included:
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Working closely with children, families and settings to identify the strengths and needs of the children, ensuring their voice was heard and understood by all and setting outcomes and provisions to support the children in their education setting.
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Delivering neuroinclusive training, including the Neuroinclusive Education Network (NEN) programme such as Good Autism Practice
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Co‑leading the Autism Champion programme from early years through to post‑16, helping settings embed good autism practice
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Completing contributions for Education, Health and Care Needs Assessments (EHCNa)
Teaching & SEND Experience
My teaching experience spans Nursery (including Nursery Manager) through to Year 5, with roles including:
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Early Years SENCo (Special Educational Needs Co-ordinator)*
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Assistant SENCo to the school SENCo
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Teaching Assistant in specialist provision
These roles strengthened my understanding of how children learn, communicate and experience their environments across different ages and stages.
Personal Assistant (PA)
I supported one family for approximately four years as their Personal Assistant (PA), providing respite care for their autistic child who also has Bardet-Biedl syndrome. Over time, we built a really trusting, positive relationship, with the child and with their family and they became a very special part of our lives. We spent lots of time out in the community together, swimming, going to the cinema, visiting parks and enjoying everyday experiences. This role gave me a deep understanding of what it can feel like and the challenges for families when taking their neurodivergent children into the community: the preparation, the unpredictability, and sadly, at times, the judgement from others. Being alongside this family taught me the importance of creating safe, enjoyable experiences and advocating for greater understanding within the community.
Early Years Practice
I’ve worked across a wide range of early years environments, including:
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Day nurseries — Manager, Team Leader, and EY SENCo*
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Pre‑school Leader, EY SENCo* and DSL
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EY Practitioner in a specialist pre‑school setting
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Portage Home Tutor and Early Support Lead Professional**
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Childminder
Early Years SENCo*
As an Early Years SENCo, I worked closely with children with special educational needs and disabilities (SEND), families and staff to identify needs early and put the right support in place.
I developed individual support plans, modelled strategies for staff, liaised with external professionals, and ensured environments and routines were adapted so children could thrive.
Portage Home Tutor & Early Support Lead Professional**
As a Portage Home Tutor and Early Support Lead Professional, I supported children with a wide range of special educational needs in their homes, including autistic children and children with cerebral palsy and Down syndrome. I offered practical, play‑based developmental guidance tailored to each child’s strengths, interests and ways of communicating.
I coordinated multi‑agency input, ensured families felt listened to, and supported smooth transitions into early years settings. This work gave me a deep understanding of family experiences - the hopes, the challenges, and the emotional weight of navigating support systems while advocating for their child.
My Qualifications
Postgraduate Certification in Special Educational Needs Coordination (SENCo)
November 2023
This strengthened my expertise in identifying needs early, coordinating support, and working collaboratively with families and professionals to ensure children’s experiences are understood and represented.
Postgraduate Certificate in Education: Primary and Early Years (5–11) (PGCE)
July 2016
This provided a strong foundation in teaching, learning and child development across the early years and primary phases.
Early Years Teacher Status (EYTS)
February 2014
This status recognises my expertise in early childhood development, high‑quality early years practice and responsive, relational approaches. It underpins my understanding of how young children learn, communicate and experience their environments.
Bachelor of Arts with Honours in Early Years Education
July 2010
This degree deepened my knowledge of early childhood development, inclusive practice and the importance of child‑centred, relational approaches.
Foundation Degree in Early Years Education
July 2009
This qualification grounded my practice in early intervention, child development and the principles of high‑quality early years provision.