Frankie Muggleton - Head of Learning

They/Them

Frankie is a qualified English teacher and has worked in both SEND and mainstream settings in Brighton and Hove. They also have an MA in Transgender Studies and have devoted much of their life to community development.

Frankie left classroom teaching to work for Nudge Education and has had positions as a Lead Practitioner, Senior Practitioner, and Regional Lead. Working for Nudge, they advocated for students who didn’t fit into traditional education systems and were committed to providing student-led, trauma-informed support.

For the last two years they have specialised in working with neurodivergent students, with a focus on supporting young people with demand-avoidant profiles and EBSA.

Frankie is non-binary, trans, and autistic and their special interests include gaming, rats, young-adult fiction, and crafts.

In Frankie's own words “As a neurodivergent queer person, I understand first-hand what it feels like to be on the margins of the education system - both as a student and an educator. My main goal as an educator is to help young people feel empowered and build self-knowledge and confidence. I believe that when young people feel like they don’t fit, it is almost always a problem with their environment rather than with them. I aim to support all young people to have pride in all of their identities, thrive in whatever they want to do, and feel authentically connected to themselves, their peers, and their communities.”

Shahnaz Zarif - Senior Learning Facilitator

She/Her

Shahnaz began her teaching career as a history teacher and head of department in an inner-city London secondary school with a high level of need and deprivation, before pivoting to work with students on EOTAS packages in 2019.

Shahnaz has always prided herself on her ability to build strong connections with students. However, she quickly became aware that the mainstream education system doesn’t work for all young people, and particularly for many neurodivergent pupils.

In her own words, “Working on interest-based projects with young people gives me such pride. When we throw out the textbooks and focus on the interests, strengths and skills of young people we make education work for them. I certainly never fit the mould that was expected of me at school, and hoped I could change things for students like me by becoming a teacher.

In my experience, learning requires a nurturing connection and a space where young people feel safe to be themselves and explore their interests with support in their own time. This is something we are able to provide at Oaks Rise by providing bespoke learning packages that meet students’ individualised needs and interests.”

Lauren Arthur - Learning Assistant

She/Her

Lauren is an educator with a passion for inclusive learning, holding a first-class degree in English, a master's in Creative Writing, and a Level 3 Understanding Autism qualification. Her six-year educator journey spans roles across secondary and further education. Most recently Lauren worked as a Maths Lecturer at a large local Further Education College, supporting students who have previously struggled with maths. She is currently advancing her skills through a PGCE with a focus on teaching maths.

Lauren is our maths lead, she understands that our learners may have a complex relationship with the subject, rooted in anxiety and trauma. Lauren uses activities and real-world contexts to reframe and rebuild confidence by making problem solving relatable, relevant and rich.

"I joined Oaks Rise driven by a desire to be part of a community that truly celebrates individual learning pathways. Curiosity is innate and drives learning, Oaks Rise encourages and harnesses this force in its learners, and that is rare. In my view, education is not just about transmitting knowledge; it's about igniting a passion for discovery and providing the tools for students to explore their interests deeply. At Oaks Rise, I see an opportunity to contribute to an educational approach that is not only innovative but also deeply respectful of each student's unique journey. My motivation stems from a belief that by valuing and understanding our differences, we can create a more inclusive, effective and adventurous learning environment. I am excited to bring my background in English, creative writing, special education, and mathematics to Oaks Rise, aiming to inspire, support, and empower our community to become lifelong learners and thinkers."

James Morton - Learning Assistant

He/Him

James has a degree in Childhood and Youth studies where he focused on challenging the ideas of exam-reliant education and ways to use the outdoors to aid learning. James was fascinated by astrophysics from a young age and went on to study theoretical physics at degree level. Alongside his studies James has 10 years of experience in supporting young people struggling in education due to being neurodivergent and / or LGBT+. He has mentored young people across a variety of settings such as one to one, running a school LGBT group and working as part of a support group for LGBT children and their parents.

In James’ words: “During secondary school I was very interested in STEM subjects and began a degree in theoretical physics. However, I found that the teaching environment both at school and in further education was not accommodating enough for my needs as an autistic person. This led me to wanting to focus more on the support work I had already been doing so that other autistic young people would not feel that subjects they are interested in studying are inaccessible. I believe in an education system that allows for the development of individual unique talents rather than forcing everyone to work to a standardised model. I see this belief at the core of Oaks Rise and I am proud to be a member of the team working to support pupils to realise their full potential and to achieve their goals in life.”

Lauren Daly - Director

She/Her

Lauren is a Horsham-based business owner, who has built two start-up companies from the ground up. She now runs a team of staff, working across West Sussex. Prior to this Lauren worked as a professional events organiser in both the UK and Dubai. Lauren is neurodivergent and is a mother of five energetic neurodivergent kids, who have varied experiences of the education system. Lauren brings amazing organisational skills, creativity, a relentless energy and unwavering commitment to neuro-affirming education to the Oaks Rise team.

In Lauren’s words “I set up Oaks Rise because I couldn’t find the right educational provision for my bright, sensitive, autistic, ADHD daughter who had been out of mainstream school for some years. Having looked at both mainstream and specialist settings none felt quite right. I knew that something different was needed for mine, and many other ND kids, who have so much to offer the world but need a bespoke approach. I am so excited to be starting up Oaks Rise and I’m looking forward to seeing our students grow and thrive over the coming years.”

Georgia Rowe - Director

She/Her

Georgia is a Brighton-based mother to two autistic and ADHD children who constantly challenge her to question traditional approaches to parenting and education and to think differently about what children need to thrive. Before starting up Oaks Rise, Georgia was an international development advisor who had worked in the civil service and in large non-profit organisations throughout her career. Before moving into policy development Georgia managed multi-million-pound development projects, managing large teams of staff and delivering basic services for some of the poorest communities across Africa and Asia.

In Georgia’s words “I set up Oaks Rise with Lauren after my bright, funny and creative  daughter was no longer able to cope in mainstream school and became very unwell. I knew that in the right environment she would flourish, that she wanted to be part of the world and had so much to offer. Having been involved in the autistic community in Brighton and beyond, and running an Autistic Girls Group for several years, I knew that there were so many other children in the same position. So Lauren and I decided to do something about it. I’m thrilled that we have found such an amazing team of staff and advisors who all share our passion, commitment and energy for neuro-affirming education.”