Experience

Harris Academy Ockendon

• United Kingdom
• Photography
• 1 - 100 Employee

• Associate assistant principal

  • Sep 2022 - Present

  Responsible for day to day behaviour systems across the school. Ensuring staff and students use said systems to facilitate a happy workplace and consistent progress for all.

• Achievement Leader

  • Sep 2019 - Present

  Responsible for outcomes and progress of student cohort as well as day to day safeguarding and pastoral. Day to day duties include ensuring outstanding behaviour for learning via regular learning walks focusing on cohort, teaching and learning walks with a focus on quality of teaching and providing feedback, regular contact with families and other stakeholders, mentoring of members of staff in a variety of scenarios e.g. behaviour management as well as mentoring of fellow achievement leader to ensure consistency and standards across the academy. Teaching own subjects to a consistently high standard (currently History, Sociology, Health and Social care and CRE). Taken level 2 and 3 safeguarding courses, part of safeguarding team, leading on CIN meetings, liaising with EWMHS, Social services and other external stakeholders that create a team around the child. Part of the personal development and citizenship teams with a focus on anti-racism and responsible for the development and delivery of schemes of work for both. Line managing form tutors to ensure the service students get is a high standard and adds to the pastoral care they receive at the academy. Directing pastoral manager according to the needs of the year group to enable positive well being and behaviour. Meeting new students and parents for admissions meetings. Collaborating with all members of the school to ensure students are successful and happy.



The Ockendon Academy (Now Harris Academy Ockendon)

• South Ockendon, England, United Kingdom

• Head of year

  • Jan 2016 - Aug 2019

  • Data analysis, tracking of Students with regards to progress, behaviour and monitoring, ensuring form tutors are aware of expectations in form time. • Working with SENCO and other departments/agencies to ensure all student groups experience a positive, enjoying learning experience that helps the students reach their potential. • To manage behaviour of all Students within the year group and to ensure they behave in a way that is safe for them and people around them and in order for them to learn and achieve. • Responsible for 206 Students, as well as the above duties and responsibilities year team leaders aid SLT in the day to day running of the school to ensure that behaviour for learning is of standard that enables Students to not only learn but to feel safe as well, to do this I regularly visit lessons within my year group and conduct behaviour and learning walks observing that teachers are giving the best education possible for all students. • In department, I have created SOWS for the new GCSE and KS3 that are highly differentiated and meet the needs of all student groups so that all students feel confident and make progress. I have led department CPD on topics of the new specification including best practice. • Lead CPD on encouraging students to learn independently. This involves taking small groups of teachers and looking at their current techniques and new techniques they can introduce to their classes to encourage independent learning and following up the teachers learning. • Mentoring of year group when head of year and now as a form tutor, this involved both pastoral and academic questions and monitoring and looking at how best to help each student, as head of year that could lead to personalised learning programmes that ensure that they enjoy their learning and is inclusive of their needs, for example running student booster lessons led by teachers and students in Maths, English and Science.



Shirley High School

• Croydon, England, United Kingdom

• Teacher & Assistant head of year

  • Oct 2010 - Dec 2015

  Assistant head of year and teacher of History and Sociology from year 7 to post 16, my duties included ensuring that pupils behave in an appropriate way that ensures that each pupil makes rapid progress and reaches their potential, I do this by ensuring that lessons are engaging and motivating and by building positive relationships with all pupils that I teach. I am also assistant head of year 9, this role has enabled me to gain experience of middle leadership and my duties for this role are to ensure that the year group are behaving in a positive way around school and in lessons. I will often walk round some lessons to observe the year group and their engagement in lessons and where applicable, will speak with pupils after the lesson if I have concerns about their conduct. My role is also to assist the head of year in the day to day responsibilities of being a head of year, for example I have observed tutor time, had pupils on head of year report to me where I have set their targets and what is expected of them, ensuring planners are signed and seen by parents as well as all students having a reading book. I also take an active role in bridging the gap with teachers and pupils in the year group: if a teacher may have a concern with a particular pupil then where possible I will try to find a solution to it that so that the pupil can continue to make progress and achieve. I have attended and led meetings with parents of pupils in the year group when pupils may be raised as a cause for concern or a parent is concerned about their child’s progress. I am also a level 2 rugby coach and coach the year 7 team this academic year.