Chantal, Notting Hill

Julianne offers fully integrated, insightful support for complex children navigating a range of social and learning difficulties. Her deep understanding of Neurodivergent minds is matched by her empathy for the parental journey - she sees the whole picture, guiding parents and children through an unfamiliar and daunting path.  Working with Julianne feels like having a steady hand through the fog. She’s clear, perceptive and always one step ahead. This is more than SEN support.  It is transformative guidance, alternative and accessible educational support and a true gift to any family fortunate enough to work with her

Amiee, Queens Park

Julianne has been a wonderful support to my daughter throughout her GCSE experience. She has been a solid foundation for my daughter to lean against and learn from. Julianne was not just academic support, my daughter gained great tools and also felt Julianne was as much a mentor as a coach.

Annie, Notting Hill

My daughter arrived at Julianne’s door feeling demoralised and stuck. The jump to A level English was tough, and the focus and processing issues she had admirably managed at GCSE level were becoming overwhelming. I must admit we had both started to lose faith in her ability and weren’t sure how to proceed.

Thankfully my daughter instantly connected with Julianne, her energy and genuine positivity made an immediate impact. She had someone who believed in her and I now realise how powerful that was. 

She went from just keeping her head above water to being motivated and engaged. Julianne didn’t just help with her English. She offered general encouragement, structure and strategies she could use across all her subjects and, most importantly, rebooted her confidence.

Eleanor, Kensington

When our daughter was told she would get a b in English, we were shocked. She did so well in her GCSE we couldn’t imagine what happened. Our lucky day was when a place came up with Julianne. She took her from ramshackle paragraphs to 25/25 on her coursework. This absolutely changes the game for her. Although she is heading to the US, she feels completely different about herself as a result of her relationship with Julianne. Absolutely life-changing.

Liane, St. Johns Wood

Your advice over the years for her has been spot-on.

Ana, Highgate

Julianne’s knowledge and advocacy of learning differences and neurodiversity is contagious, inspiring and empowering! Julianne has shaped our daughter's love for learning and achieving academically in ways we as parents thought would never be possible. She has been key in helping us navigate the world of SEND and for us parents and the school to decode our daughter’s learning difference in extremely helpful and practical ways. We see Julianne both as a teacher but also a mentor helping our daughter discover her strengths and passions whilst instilling in her the confidence, self-knowledge and ambition to succeed in any subject, no matter how difficult or challenging. We are so glad to have found Julianne and for our daughter to be able to gain learning skills that will be beneficial not only now for GCSE attainment but for the rest of her life having to navigate the world as a different learner.

Jane, Hampstead

I wanted to let you know that Anna did so well at her GCSEs. Her AQA English grades were amazing: 9 in English literature (94%) and 9 in English language (80%) - both well above the grade boundaries for a 9. Anna credits you for her stellar marks in English literature. Thank you so much. Your support made all the difference.

Cam, Kensal Rise

Julianne has helped both our children in very different ways. She has a wonderful way of connecting with kids. She’s fun, nurturing, creative, engaging and perhaps most importantly, progressive. She has been particularly helpful in harnessing our daughter’s dyslexia in preparation for her A Levels. Her UCAS support meant our daughter received offers for all 5 Universities - a wonderful surprise.

Nadine, Cricklewood

It is no exaggeration to say that Julianne picked me up from the floor and carried me. As as a parent and a teacher, she made me see that there is not one path for everyone…and I’m not even her pupil! Since Julianne started working with my child, for the first time ever, she is thriving in an educational setting. We will always be in her debt and I am grateful every day for her knowledge and her particular gift of teaching neuro-divergent children

Donovan, Kensal Rise

Julianne is a great teacher but what sets her apart is how kids feel when they see her. All of a sudden they are inspired and start trying, in our case after years of feeling like failures. Julianne has this energy, I can’t put it any other way, which is so positive and upbeat and ambitious for them, they just thrive in her care. Our son respects her in a way I’ve just never seen with an adult before. I wish she could bottle it because it took us 2 years to get off the waiting list.

Sara, Regents Park

Julianne Miller currently teaches two of my three neurodiverse children. She first started working with Lulu during her time as head of SEN at King Alfred School and when Julianne left to set up her own practice, I felt that Lulu would benefit from continuing to work with in a private capacity. My son Raf has is now also working with Julianne.

I don’t feel it is necessary for me to qualify Julianne’s credentials nor expertise as these speak for themselves, however I would like to use this opportunity to talk about Julianne’s approach to teaching my two very different children

Lulu has been working with Julianne for a number of years. She has dyslexia and extremely slow processing skills. Julianne helped Lulu find ways of working that would help her overcome her particular challenges and turn her neurodiversity to her advantage. Aside from the practical, Julianne has helped instill in Lulu a confidence and love of learning and language. Lulu is a dedicated, diligent student. Julianne worked closely with her and as much as Lulu was willing and able to give, Julianne was there 100% of the time to engage and support her above and beyond her. This was invaluable particularly this year with all of its particular hurdles.

Lulu just passed her GCSE’s with all A’s and mainly A**. Her written essays were her strongest suits and she has developed a love of writing which she intends to develop.

My son Raf is a very different child from Lulu. He is highly intelligent with significant dyslexia and related neurodiversities. Raf is extremely discerning in who and how he engages with people. He doesn’t suffer neither fools nor falsity and can be quick to work out the easiest way to get the job done and get out of there. Julianne has forged a relationship with Raf based on mutual respect and understanding and is prepared to work with him in a way that is entirely tailor made for his sharp, enquiring mind. Raf actively enjoys spending time with Julianne, being pushed by her and feels very much in charge of his own learning with her.

For me this is her true magic. Julianne is interested in the child, finding out what makes them tick, what interests them, what challenges them and engaging with them honestly to bring out the best. She also gives them accountability and control which in my opinion is the basis of learning to learn.

Stella, Cricklewood

I am so grateful that a friend recommended Julianne for my son.

He had little confidence when he first met Julianne aged 15, and was on a very low ebb. He had a diagnosis of Dyslexia which I always personally questioned, i thought he had more dyspraxic. traits. But these terms meant nothing as I knew he was capable of doing well at school yet the grades did not show what I thought he could achieve. Well Julianne got him to reach this potential I always knew he had! She restored his confidence and helped him across many subjects with essay structure, revision technique, time tabling and much more. 
A year down the line he got great GCSEs that at one point I didn’t believe he could get, mainly because he lacked motivation. He has also now changed his mind and decided he does actually want to go to University and is now aiming for top notch Unis. Without Julianne motivating him,  I don’t feel he would be where he is now. 

I will always be eternally thankful to her. My son is also not ready to say goodbye as he feels she keeps him heading in the right direction and continues to reinforce techniques she has taught him. I would have no hesitation recommending her for any child.

Sam, Hampstead Garden Suburb

If my son makes it to University, it will be because of Julianne. We were shocked with the GCSE predictions for our son, just shocked. The school never said there was a problem even though we asked pointedly every term. By the time they predicted just Bs, we were sure it was too late. We were so lucky Julianne had a space for Nick. He understood everything, he just couldn’t get it on paper. Julianne taught him simple strategies which helped him get organised and stop waffling. He wanted to go to every session (not our usual situation with lesson I assure you) and by the time he sat his GCSEs, he was so much more confident. He got a mix of As and Bs - so there was no miracle - but he can go forward with history and that’s enough for us. Honestly, I don’t know what we’d do without her.

Alex, St John's Wood

Julianne has been totally invaluable to our family since we met her five years ago.  

Julianne completely understands my children’s individual, complex, needs. With each child she quickly identified their strengths and any areas they found challenging. Julianne teaches the children the strategies they need to overcome their issues. They have all confidently thrived under her tutelage. 

Until I met Julianne I never understood the importance of a personalised learning approach.  Although the topic (or the intended outcome) may be identical, Julianne changes her approach to suit each child’s personal needs.

Her knowledge and breadth of experience is second to none.  Julianne has also been a strong advocate for my children; and has helped me ensure the schools provide the right approach and support my children need. She fights for their rights and fully understands the process of working with schools. Her amazing ability of getting schools to help, in a way that they have previously refused, is nothing short of genius.

I cannot express how having Julianne onside has given us a tremendous feeling of security, during what has been an overwhelming time, as the parents of three children who need something different at school. Her ‘little black book’ has also proven to be a very helpful source of relevant, specialist professionals. 

Julianne’s help has evolved over the years but her genuine care, support, loyalty and advice have never wavered. To say that we are very grateful to have found Julianne would be a huge understatement, and I only wish that our paths had crossed earlier.  

Charlotte, St Johns Wood

I first realised that my daughter might be dyslexic, when at age four they introduced reading at school.  

Over the next couple of years as G and I laboured over Biff and Chip and weekly spellings to no avail, the school assured me that G was fine and all children develop these skills at different rates.  As bright, engaging and delightful as she may be, I knew that all was not right with my daughter.  It was not until Grace changed school at age 7 and on day 3 of her new term I was called in to speak to the teacher, I felt a flood of relief as she confirmed that she too shared my suspicion that G may be dyslexic.  An appointment with an Educational Psychologist was arranged and in due course G was diagnosed with dyslexia.  This was the beginning of the journey into an unknown realm: The world of Special Educational Needs.  I knew so little.  Suddenly, I was confronted by an almost foreign language and I had to circumnavigate it alone.  What did TOWRE-2 Phonological Decoding, CTOPP-2: Nonword Repetition, Phonemic Decoding actually mean?  I ploughed through pages and pages of test results and did not feel enlightened at the end. School staff took G out of class for ‘help’, but I couldn’t see any improvement.

Deep down I felt that I was failing my intelligent daughter.  As she was getting older she was becoming aware that she was different and had to work twice as hard to gain the same results as the other children. 

In Year 4, we were introduced to Julianne Miller.  Julianne changed our life in several ways.  Firstly, she guided me towards a programme perfectly suited to G’s profile and for the first time she made improvements. Secondly, she was warm and available to me, greatly reducing my anxiety.  My daughter, who was dead tired of ‘help’ took to her immediately.  Thirdly, and most crucially, Julianne supported and guided me through the minefield of SEN. I knew what to expect from G, what I could ask the school, what I needed to get elsewhere and who the best people were to see. She coordinated absolutely everything.

Dyslexia does not go away, it is with you for life.  It has to be managed.  The educational system has to be managed.  My daughter is now sitting GCSE’s.  Over the years Julianne has guided us through all the different stages of education and their differing challenges.  She has introduced us to excellent Educational Psychologists, recommended centres of excellence with pioneering teaching methods.  She continues to put in place fantastic systems that help support G at every step.  She enlightens us on what government support is in place for dyslexic children sitting public exams and how to get it.  She offers constant sensible and clear advice. My daughter who couldn’t read in Year 5 is on track for 9 As.

Thank you Julianne!

Missy, Highgate

7A* and 3A. And to think she spent her whole academic life scraping along the bottom, until we crossed paths with Julianne.

Our story is one I hear often. I thought there was a problem and the school said no. When my daughter was 12 she was meant to give a big speech and try as she could, she couldn't read it. Not fluently. My heart sunk and I thought it was too late. Then we met Julianne and everything changed. We had her assessed. Julianne helped us create targets for her which we brought to the school. She worked with our SENCO. She gave us a home plan. She coordinated everyone and all the work and within one term things changed. Now our daughter is at a Russell group uni where she is thriving- not just academically but socially. Julianne gave her her confidence back and we all love her to bits.

Jane Gilmour, MA PhD DClinPsy Chartered Child and Family Clinical Psychologist

Three reasons to recommend Julianne

For parents:

If your child has had an educational psychology assessment, it will probably describe lots of different measures of brain function and school performance. It might also include a diagnosis. Diagnoses are useful for many reasons but they are simply a short-hand for a set of difficulties that often go together. Dyslexia, for example, can have many different causes and presentations. You may need a bridge between the (necessarily) complicated information in a good educational report and communicating the day-to-day education strategies to the teaching staff who support your child. Julianne bridges that gap. She has a high-grade specialist educational background and could charm the birds from the trees with her capacity to communicate; a formidable skill-set for an advocate. You want Julianne Miller on your team.

For school staff:

 Julianne will accurately convey complex information from the report and translate it into a support package for your child’s specific educational needs at school. She will give school staff practical and effective methods that are tailored to your child’s educational profile. She moves beyond a broad diagnosis, which while important may miss the subtleties of your child’s issues.  Most importantly, she understands the simplest strategies are most likely to be implemented day after day.

For your child:

As your child grows up, it is increasingly important for them to make or ask for changes in their learning environment so that they can maximise their abilities. This might mean asking a teacher to talk more slowly, for example. Therefore it is very important that young people understand their own educational profile so they play to their strengths and accept their vulnerabilities. Julianne tells it straight, with humour, sensitivity and in language that is at once engaging, understandable and empowering.

Pippa, Marylebone

Our son wasn't considered 'bad' enough to get help at school and truthfully I didn't have great confidence in their learning support department. Julianne was recommended by another parent and she was just what our family needed. She looked over the EP report and explained why he didn't merit school support. She taught my husband and I what was causing the spelling anomalies and what strategies would help. She had 3 additional sessions with us as a family showing us a spelling system that works. My son, who couldn't spell does in year 4, is at St Paul's and thriving. He uses Julianne's spelling system to this day.

Mike & Siobhan, Bath

We were experiencing difficulties at school with our daughter being taught English. Her confidence in the subject had rapidly deteriorated in the run up to the 11+ exams and she had been assessed as dyslexic. This was a label that confused her and she didn’t want anyone to know. Julianne immediately turned the situation around. She helped her to understand that she wasn’t different but just learnt in a more creative way. She really looked at our daughter and found a way to teach her English which restored her love of reading and writing. She gave her confidence to believe in herself and she no longer worries about anyone knowing that she is dyslexic. She received several offers from schools and Julianne’s influence has stayed with her. She continues to thrive at secondary school and reading is now a source of pleasure for her, not a punishment. I wish every teacher has what she had.

Emma, Hampstead

Our school is notoriously laid back when it comes to concerns about spelling. As a teacher, I knew something was amiss but no one seemed to share my concern. Julianne not only offered an accurate assessment of the problem, she knew how best to structure support for his individual profile. Within weeks we were covering a years worth of ground. The best thing about working with Julianne is she tells me how to present our findings to the school to get them on board. Now I know how to explain my concerns in a way that makes sense to his teachers, and this makes me far less stressed. I have taken advantage of her individual workshop and can now support my child at home in a way I never imagined possible. We feel so lucky to have found Julianne.