Meet Darleen Grimsby
Darleen Grimsby is an experienced SEND and Inclusion leader with over 20 years’ experience across mainstream and specialist education. She supports schools, trusts and local authorities to strengthen SEND provision, develop inclusive practice, and improve outcomes for children and young people with additional needs. Her work combines strategic thinking with practical implementation, helping organisations build sustainable approaches to inclusion that are both effective and achievable. As Trust SENDCo and Inclusion Officer, Darleen works across mainstream and specialist settings, supporting leaders to review and refine SEND provision, develop staff expertise, and improve systems and processes for learners with SEND. Her work includes strategic reviews, leadership coaching, quality assurance, professional development, and preparation for inspection. Alongside her trust-wide role, she works with local authorities, multi-academy trusts and individual schools, providing consultancy, training and targeted support to help organisations address key priorities and deliver meaningful improvement.
Darleen began in mainstream education before moving into specialist provision, including senior leadership within a complex special school. This breadth of experience gives her a strong understanding of the challenges facing schools and trusts, from day-to-day operational demands to longer-term strategic planning, and enables her to develop practical solutions that work in real-world contexts. Her experience across both mainstream and specialist education has given Darleen a unique perspective on the diverse needs of pupils, extensive knowledge of effective, evidence-informed strategies, and a deep understanding of how different schools, systems and leadership structures support inclusive practice, enabling her to tailor support to each organisation and unique context.
She holds a Bachelor of Education, the NASENCo Award, Nurture Practitioner, a Certificate of Competence in Educational Testing, and a Masters Degree in SEND and Inclusion. Alongside her leadership work, she contributes to the wider SEND sector through research focused on ADHD, access arrangements, and mental health support for non-speaking autistic learners. She is the author of Developing Educational Plans for Learners with SEND and remains committed to advancing inclusive practice and improving opportunities for children and young people with SEND.
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