Our Staff

Our staff are Landon's greatest strength. Every member of the team – teachers, learning support staff, therapists and office staff – is here because they are committed to improving the lives of autistic children and young people. All staff receive regular training in autism-specific, research-based approaches, including the SCERTS framework, so that practice is consistent across the school.

Leadership Team

Senior Leaders

Jody Tranter MA NPQH – Headteacher

Jody was previously Headteacher of another Ofsted 'Outstanding' school and brings more than 20 years' experience in education, including 10 years in school leadership.

Molly Haines – Deputy Headteacher

Molly brings experience of specialist SEN settings and a passion for developing outstanding teachers and teaching to maximise pupil engagement.

Ashlyn Clement – Integrated Therapies Head & Highly Specialised SALT

Ashlyn graduated in 2011 with a Bachelor’s in Speech and Language Pathology, later earning a Master’s in Language Sciences from the University of Reading. She has extensive experience supporting pupils with diverse communication difficulties, with a specialised clinical interest in Autism.

Rim Alnafei – Assistant Headteacher

Rim has over 10 years of experience working in specialist SEN education, with expertise in teaching, curriculum development and school leadership. She is passionate about creating inclusive, personalised learning environments, developing outstanding staff practice and ensuring that every pupil is supported to communicate, engage and make meaningful progress.

Jarka Sekhon – School Business Manager

Jarka has years of experience in business management and was an integral part of operations at another Ofsted 'Outstanding' rated SEN school.

Middle Leaders

Rhys Jones – Secondary and Behaviour Lead

Rhys brings over nine years of experience in specialist autism education. With a background as a UK Behaviour Analyst, Rhys has particular expertise in positive behaviour support. A key focus of his role is preparing young people for adulthood through the development of independence, life skills, communication, employability and meaningful participation in the wider community. Rhys is committed to evidence-informed practice and has contributed to published research aimed at advancing understanding and improving outcomes for autistic people. He believes every young person should be equipped with the skills, confidence and experiences to lead a fulfilling and meaningful life.

Charmaine Pearton – Semi-Formal Pathway Lead

Charmaine has over 10 years of experience working across mainstream schools and specialist provisions, supporting pupils with a wide range of additional needs. Alongside her professional expertise, her personal experience as a parent of children with Autism Spectrum Condition (ASC) has given her valuable insight and strengthened her passion for inclusive education. Charmaine is committed to creating supportive environments that promote well-being, independence, and confidence, empowering every pupil to reach their full potential.

Teaching and Support Team

CLASS	PATHWAY	TEACHER
WILLOW	Explore	Tilly Wrigley
MAPLE	Explore: RTSF	Ashleigh Weldon
LAUREL	Explore	Polly Dorward
ELM	Explore	Rofiat Isiaka
FERN	Explore	Danuta Wolch
OAK	Explore	Alicia Almeida
SYCAMORE	Explore	Kasia Solinska
BEECH	Explore	Debbie Nash
HAWTHORN	Formal	Khyle Bolanos
ALDER	Semi-Formal	Susiri Samaraweera
ASH	Semi-Formal	Sharon Brooks
CEDAR	Semi-Formal	Mengsha Liao
HAZEL	Explore: Route to Semi-Formal	Chloe Park
PINE	Explore: Route to Semi-Formal	Kanchana Ranaweera
BIRCH	Explore: Route to Semi-Formal	Tatiana Baron Dienna
ROWAN	Semi-Formal	Rhys Jones
HOLLY	Semi-Formal	Christian Dienna

Our class teams are built around small groups, typically eight learners supported by four members of staff. Teachers lead each class supported by experienced learning support assistants, and staffing is adjusted flexibly to meet the needs of each group.

Therapy Team

Tiffany, SaLT

Tiffany graduated from University College London (UCL) with a Master’s in Speech and Language Sciences, following an undergraduate degree in Linguistics. Before joining the Landon team, she gained valuable clinical experience within the NHS, working across both mainstream school settings and community clinics. Tiffany is trained in various therapeutic frameworks, including Modified Attention Autism, Colourful Semantics, and Hanen approaches. She is also certified in Team Teach.

Sophie, SaLT Assistant

Sophie graduated from the University of Westminster with an undergraduate degree in Cognitive and Clinical Neuroscience. As our part-time SaLT Assistant, Sophie provides vital, floor-based support, working directly with students to implement tailor made specialist programs. As an aspiring SaLT, Sophie is pursuing her Master’s in Speech and Language Therapy to further her clinical and professional development.

Rachna, SaLT Assistant

With an undergraduate degree in Psychology and a Master’s in Psychological Therapies, Rachna brings valuable knowledge and experience to her role as a SaLT Assistant. Working closely with our qualified therapists, she supports the delivery of personalised support plans, working directly with students to develop functional communication and interaction skills.

OT Service: Until Christmas, the school will be supported by Occupational Therapy (OT) cover provided by Words First, a multi-disciplinary therapy service. Their OT's help children and young people develop practical skills they need for everyday life, including sensory processing, fine and gross motor skills, coordination, handwriting, organisation, and independence in daily activities. Following assessment, the OT works alongside pupils, families and school staff to set achievable, individually tailored goals, delivering support through one-to-one or small group sessions and guiding our teaching assistants so that progress continues between visits. Their work is grounded in current research and informed by close collaboration with their wider team of speech and language therapists, educational psychologists, play therapists and counsellors.

Our Therapy team works as a part of the class team, not apart from it. Speech and Language Therapy, Occupational Therapy and other provisions set out in pupils' EHCP's are woven into the school day, with therapists and teachers planning together so that therapeutic strategies are reinforced across the day.

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