Experience

Colville Primary School

• United Kingdom
• Education Administration Programs
• 1 - 100 Employee

• Family Welfare Leader and DDSL

  • Sep 2018 - Present

  Deputy designated safeguarding lead: I manage a caseload of children who are looked after, on child in need or child protection plans. I frequently liaise with Family and Children’s Services. I attend and prepare for team around a school/family meetings, looked after child, core group and child protection conferences.I am responsible for delivering safeguarding training to all staff, breaking down key messages from 'Keeping Children safe in Education, 2020'. I have responsibilities for reviewing and updating safeguarding and attendance policies.I lead on public health initiatives, such as promoting immunisation programmes, referring children to CAMHS and setting up a children’s centre on the school site. I lead on holiday hunger, fuel poverty and period poverty provisions for the school community.I oversee attendance and make referrals to Early Help services to implement robust support for families.I manage the distribution of children’s medical needs, conditions and allergies around the school, working closely with the school nurse.Young carers lead.I have spearheaded an income maximisation project within the school (in partnership with The Child Poverty Action Group). I am actively involved with supporting and referring parents back into work and training opportunities through local partnerships and accessing welfare rights advice.I work in an advocate capacity for parents; writing support letters to help with housing applications.In depth knowledge of local and nationwide charities and services - which are promoted on the school website for self-referrals - ranging from financial, domestic abuse and mental health support.I have made links with food banks and anti-food waste charities in a bid to end 'holiday hunger' for parents facing financial hardship; making sure that no child goes without food during school holidays. I am the Grenfell lead for the school; distributing layperson-friendly explanations of environmental testing reports.



Access to Music

• United Kingdom
• Education Administration Programs
• 1 - 100 Employee

• Safeguarding, Pastoral Care and Learning Services Manager

  • Oct 2015 - Sep 2018

  • I was the designated safeguarding officer and pastoral care manager for the college. I completed Common Assessment Framework forms, liaised with social, children's and vulnerable adult services. I made referrals to Early Help provisions, worked alongside the police and other external multi-agencies involved in students' lives, all with the goal of increasing student welfare and well-being. I attended team around a child, looked after child and personal education plan meetings in order to contribute and receive information to further safeguard children from future harm.• I was the first port of call for staff and students RE safeguarding concerns. I managed safeguarding and pastoral care case files and worked closely with the company safeguarding officer, producing detailed safeguarding reports each month.• Head of student services: including bursary access, mental health support and medical needs.• I was the additional learning support coordinator for students with additional learning needs; conducting Education Health and Care plan reviews, liaising with local authorities for element two/three education funding, writing student learning profiles to assist course managers in differentiating tasks and delivery of course material to SEN students.• I managed SEN staff, leading weekly meetings and supervisions with learning support assistant.• Teacher of functional skills level 1 and 2 and GCSE English and maths.• I was the attendance officer, responsible for acting on child missing in education concerns. I liaised with parents and conducted meetings with course managers and students with poor attendance to find the route course of absenteeism.• In charge of authorising, advising and general administration of student bursaries.• First aid trained 2015.



Devonshire Hill Primary School

• Higher Level Teaching Assistant and Student Mentor

  • Apr 2013 - Oct 2015

  My main duties included teaching whole classes across key stage two during class teachers' absence and planning time.I also worked with children from unstable backgrounds whose families have issues surrounding drug and alcohol abuse, mental health, are in prison or involved in prostitution, or are deceased through gang related crime. Some children also suffered physical abuse at the hands of their parents and carers. I worked with said high risk, low ability children from such families via the Pupil Premium initiative. The Pupil Premium initiative entails teaching curriculum based subjects on a one to one basis to such children on the free school meals register.I attended the children's Individual education plan reviews to discuss their progress, allowing me to adapt their extra tuition sessions according to their progress. These sessions also served as a time when the children could discuss any issues they may have had at home or at school. When issues were flagged up by a child, I recorded the information and promptly forward it to the school's Safeguarding Officer and the pastoral care team. In such cases, I was present in meetings with parents or outside/multi agencies (social services) should my knowledge of a case need to be drawn on.This role also saw me assisting or 'team teaching' with the class teacher in Maths and English. I have a responsibility to raise the educational attainment of a focus group of children who are not currently at the national average level in their core subjects.



West London Community College

• Learning Mentor, Support Worker and Keyworker

  • Sep 2011 - Apr 2013

  My main role was to enable independence amongst adolescents and adults on the Autism spectrum.I acted in a keyworker capacity with clients on any grievances within their college and home environment.I organised reviews with the parents/caregivers of my clients to discuss the effectiveness of their timetable and progression at college, which allowed me to adapt and facilitate a college programme in light of the students' development. Prior to this role, I had very little awareness of the importance of communication with other agencies. I found that consulting with other agencies that the client was known to, allowed for the prompt identification and resolution of issues, resulting in person centred provisions and client satisfaction.I was in charge of writing risk assessments and creating behaviour management plans for my clients. These documents highlight the needs and risks that need to be addressed for the client, and what de-escalation procedures can be put into place to avoid or stop undesirable behaviours.I taught sessions with two seventeen year olds on Functional Literacy and Maths, with an emphasis on life skills and obtaining GCSE's in the subjects to achieve qualifications, employment and subsequent independence.I was the appointed lead trainer in Autism and Mental health, whereby I delivered Autism disorder training to colleagues.I was also the "Autism Spectrum Condition Awareness Training" Programme coordinator, which saw students and myself provide Autism awareness training to local establishments. I have most recently given talks to hospitals on how to cater their service to be more Autism friendly.I have been trained in the practices and techniques of Makaton, PECS, Occupational Therapy, First aid, Epilepsy and Speech and Language Therapy.



UCL

• United Kingdom
• Research Services
• 700 & Above Employee

• Support Worker

  • Sep 2009 - Sep 2011

  I acted in a Keyworker capacity to two physically disabled MSc students who attended UCL.My responsibilities included note taking in lectures and seminars and working in an advocacy role for the students when engaging with the disability department. I worked closely with the disability department in order to solve any issues relating to the students' educational and campus experiences. This role helped me build upon my interpersonal skills within a professional context and raised my awareness of equal opportunities for disabled students.It also alerted me to anti-oppressive practices which helped me break down barriers to learning for disabled students, which I continue to use in my current role.