How was SENISE born?

Over the last twenty years I have worked as a classroom teacher, Coordinator of Key Stages three and four, member of the management team of a British center in the Community of Madrid, and a very important teaching experience:  a mother of two bilingual children.

Working, studying and developing my career as a teacher, I have collaborated with many families and professionals in the sector who work tirelessly, and sometimes with few resources, for the good of their children and students with SEN. Although I have realized that all this dedication and work, often does not produce the expected results in the precise time in the school lives of these young people with SEN.

Responding to this need, I have created SENISE, whose objective is to cover this deficiency in the sector, being the only Consultancy whose purpose is to provide a service to private centers, their professionals and families in the management and development of SEN.

Beverley Anne Spratt

I was born and educated in London and, after lengthy globe- trotting I settled down to live, work and start a family in Spain, my adoptive home. Some of the qualifications I have accumulated during this journey are:

  • BA Hons. English Literature from the University of London.
  • Post Graduate Certificate in Education from the University of Sunderland.
  • Post Graduate National Award for Special Educational Needs Coordination (NaSENco) specialized in the teaching, learning and management of SEN from the University College London (UCL).
  • Qualified Teacher Status (QTS) from: The Department for Education. United Kingdom. Reference Number:RPOO/06157.
  • Certificate of Pedagogical Aptitude (CAP) from the University of Santiago de Compostela.
  • British Approved Dyslexia Teacher status.
  • TEFLE certified by The University of Cambridge (RSA).



  • A unique educational consultancy providing a bilingual service exclusively for staff training and the management of SEN in private schools.
  • Highly qualified and experienced British special educational needs coordinators (SENCo).
  • Approved status for the teaching of Dyslexic learners.
  • Providers of in house training for teachers in awareness and classroom strategies for the teaching and learning of Dyslexic pupils.
  • Passionate believers in the right of every child to receive a quality education, whatever their special educational need or disability and our objective is to assist schools in doing just that.
  • Sensitive, respectful and adaptable to the mission and values of each school we work with.
  • Totally bilingual English/Spanish.
  • Adaptable to any educational model.
  • We do not stop supporting our clients once we have delivered a service; we continue to support them, providing a quality after sale service to ensure the sustainability of the services we provide.


  • A virtual, “on line” consultancy. We listen to, talk to and visit our clients thus creating collaborative working relationships.
  • We are not Educational Psychologists (EP’s).  EP’s are highly qualified in diagnosing learning difficulties. We collaborate with EP’s in the establishing of a strategic model for the management of a whole school SEN programme.


SENISE strives to promote, defend and develop inclusive education practices within the private sector, thus making a positive impact on the quality of teaching and learning of children and young people with SEN.


  • To provide a point of reference for families of children with SEN when selecting a private school.
  • To be the preferred consultancy service provider in the management and training for SEN in private schools.
  • To be a principle and influential contributor in the creation of a community of inclusive schools.


  • SENISE is committed to the following universal values:
    • Provide safe, nonviolent, inclusive and effective learning environments for all. (United Nations Agenda 2030, Quality Education goal 4a).
    • Recognise the rights of the child to education, and with the view to achieving this right progressively and on the basis of equal opportunity (Article 28 of the Declaration of Human Rights).
  • To prioritise the voice of the child or young person and their families in every activity or service that we provide.
  • Committed to improving the quality and equality of education for all children and young people.
  • Develop collaborative working relationships within the educational community with the intention of contributing to the improvement of best practices for Special Education Needs and Disabilities (SEND).
  • Provide a personal and tailor made service for all our clients that meets their needs and those of their pupils.
  • Confidentiality of information.