I taught as a mainstream primary school teacher, before swiftly focusing on Special Educational Needs, and embarking on a passionate career now spanning over 25 years.

I became a SEND Co-ordinator, working in a number of schools, before moving to be a Specialist Advisory Teacher for the Local Education Authority, and finally landing as head of Learning Support at St Faiths in Cambridge, where I led a team for 12 years, with half of that time working alongside this as the National Prep School Advisor for SEN. I am an experienced advisor and trainer for schools. I was also the editor of the Learning Development section of ‘Broadsheets’ Magazine, published by SATIPS (Support and Training in Prep, Primary and Senior Schools).

In 2019, I completed and received a Distinction for a Masters in Psychology on the optimum parenting approaches to supporting children with ADHD.

"My career has enabled me to have the privileged position of helping to develop the lives of children, striving to support them to meet their potential and to be confident and proud of themselves, no matter what. Having raised three of my own in that time, there are no barriers to learning or emotional wellbeing that I have not encountered and been determined to remove. I have been able to work alongside incredible practitioners who have supported and enhanced so many children and have taught me so much along the way, and I will continue to share all I have learned, all I am learning and bring in the expertise I know your child may need until they are ready to fly."
_{("Love is the greatest protective factor: A thematic analysis of the benefit of an optimum parenting approach for children with Attention Deficit Hyperactivity Disorder"
Claire Thurlby, MSc, 2020)}
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In 2021, I left full time work in school to create my own consultancy, Set Up For Success, which continues to help and support parents, school and young people to navigate any barrier to learning and I am so proud to now be leading the SEND consulting team at the Cambridge ADHD and Autism Centre, which finally allows a vital and much needed collaboration between clinicians and teachers to give a fully inclusive approach to improving the lives of children and young people swiftly and pervasively.