SEN and Wellbeing Advisory Team
Dr. Rob Long
Rob Long is a Chartered Psychologist who works independently offering high quality training in schools and colleges to teachers and other professionals who are concerned with children and young adults. Rob also offers individual advice and support to young people and their families - mainly in the South West region. Previously, Rob lectured in Psychology and Sociology before working as an Educational Psychologist for Wolverhampton and then Devon Education Authorities. During this time he managed a Primary Behaviour Support Team and also supported Secondary schools in reviewing their behaviour management policies and practice. Rob's main area of interest is supporting children who face emotional and behavioural difficulties. He is committed to developing, through training and project work, an understanding of these children and providing solutions and practical help to school staff involved with them. Currently Rob is working with the National Union of Teachers in providing professional development courses in effective classroom management and peer coaching. Rob was involved in SNAP-B.
Dr. Gavin Reid
Dr. Gavin Reid Ph.D., M.A, M.App.Sci, M.Ed., B.Ed, AMBDA, Assoc. F. B.P.S is an independent international educational psychologist. He is a director of the Red Rose School in the UK and Global Educational Consultancies (GEC) and a consultant to the Institute of Child Education and Psychology, Europe (ICEPE), the Open University and the BBC in the UK and the Child Early Intervention Medical Center (CEIMC) in Dubai.
Gavin Reid is an ambassador for the Helen Arkell Dyslexia Centre in the UK. He has written 27 books in dyslexia, literacy, learning styles and motivation including SNAP-SPLD.
Dr. Charles Weedon
After leaving the Royal Navy, Charles Weedon trained as a teacher at Moray House College of Education, Edinburgh. He worked in Shetland and in Fife as a secondary teacher of Maths and English, before becoming a Support for Learning teacher and Principal Teacher, first in Fife, then Tayside, then in Edinburgh, where he worked with children across the whole school-age range. Charles gained his MEd (with Distinction) at the University of Edinburgh, winning a research prize from the Scottish Council for Research in Education for his dissertation, "The Diagnosis of Writing Skills", before obtaining his Diploma in Special Educational Needs at Moray House. His PhD "Expository Reading in Schools: the nature of pupils' difficulties in learning from text" led to an increasing interest in understanding and responding to specific learning difficulties. Whilst working with his own pupils in school, he also pursued a variety of research and professional development interests, including research into specific learning difficulties in mathematics; devising and delivering an MEd unit on specific learning difficulties; and developing and publishing a number of diagnostic assessment approaches.
He is a co-author of the Dyslexia Scotland and Scottish Government's "Assessing Dyslexia Toolkit", and Associate Fellow of the British Psychological Society and a registered Educational Psychologist with the Health and Care Professions Council. Charles develop SNAP-B and SNAP-SPLD.
Clare Wood, Professor of Psychology, Nottingham Trent University (formerly Executive Director of the Centre for Psychology, Behaviour and Achievement at Coventry University)
Clare Wood has conducted research into children's reading development for over 25 years, with particular interests in children phonological awareness and the factors that contribute to reading development and reading difficulties. She also has wider interests relating to children's use of digital technology in educational setting, and the factors that can impact on children's progress at school, such as wellbeing and school library provision.
She is a Trustee of the National Literacy Trust, and has worked with Rising Stars over a number of years on the development of the Reading Planet books and teacher's guides. Most recently she has worked with RS Assessment on the creation of the Wellbeing and Attitudes to Learning: Survey and Strategies.