SENCO

• Jan 2019 - Present

I place a continuing importance on the need to empower teachers to deal with behavioural and psychological issues through CPD and a better understanding of a pupil’s special educational needs using Pupil Profiles and Support Plans. Through Department Action Plans and the School Development Plan I ensure procedures are fit-for-purpose and in line with the SEND Code of Practice and best practice. This is important to allow for the shift in balance of the workload of a Special Educational Needs Coordinator (SENCO) from reactive to preventative support. OFSTED (2019) reported ‘There is excellent pastoral and academic support for disadvantaged pupils and those with SEND… Pupils with special educational needs and/or disabilities (SEND) are supported very well… Pupils with SEND make progress that is broadly in line with that of other pupils.’ In addition to delivering whole-school INSET, I also deliver professional development training for the Initial Teacher Training programme with the Herts Bucks Teaching School Alliance. I have worked with colleagues across the Watford Partnership to design and write a programme of CPD for Psychology teachers undertaking their initial teacher training and for those who are newly qualified. I work collaboratively with stakeholders and external professionals to ensure the best outcomes for our pupils with special educational needs and disabilities. I participate in multidisciplinary meetings with medical professions and multi-agency meetings with social services and specialist advisory services. In addition, I contribute to Local Higher Needs Fund panels, LMAG and Provision Panels, DSPL9 SEND Review Working Party, DSPL9 COVID-19 Recovery Working Party and Hertfordshire Autism Lead meetings.

Assistant Headteacher and SENCO

• Sep 2015 - Jan 2019

I embrace being a part of change and possess the flexibility and consistency required to steer change and support innovation in education. I joined The Reach Free School in Year Three as the first appointed Assistant Headteacher and so I have been a part of an exciting journey of developing and refining strategic and operational plans as we grew to a full secondary school and sixth form. OFSTED (2019) noted that our leadership team ‘is outstanding because leaders and governors have very successfully established a school that is highly ambitious for its pupils, academically, socially and in preparing them for the world.’ I continue to develop a clear vision of how to instigate change and respond to emerging challenges with reflection, collaboration and communication.I completed the KCA Training course in Attachment Awareness and Trauma-Informed practice. I developed an understanding of early childhood trauma and attachment privation and deprivation can act as a diathesis in the diathesis-stress model and impact on cognitive development. I am equipped with the tools needed to de-escalate a pupil in crisis and support their self-regulation.

Supervisor and Moderator

• Sep 2021 - Jul 2022

Having gained a Distinction in the Advanced SENCO Award, I was asked to supervise trainee SENCOs completing the National Award for SEN Coordination. I advise course participants on leadership and strategic approaches to developing policy and practice aimed at improving outcomes for children and young people with SEND through Action Research. Having gained a Distinction in the Advanced SENCO Award, I was asked to supervise trainee SENCOs completing the National Award for SEN Coordination. I advise course participants on leadership and strategic approaches to developing policy and practice aimed at improving outcomes for children and young people with SEND through Action Research.

Assistant Head of Science and Head of Physics

• Sep 2014 - Jul 2015

I am a conscientious and diligent worker, and ensure that I consistently perform to the highest standards set. Whilst a member of the Innovation Group at Rickmansworth School I developed a good knowledge and understanding of school policies. My involvement within the group meant working in partnership with stakeholders to reflect upon the Behaviour for Learning policy. Being involved in this process provided the opportunity to cultivate effective communication and consultation skills necessary to formulate new procedures that are sensitive to pupil- and whole-school needs.In the post of Lead Teacher, it was my role to raise the standard of teaching and learning across all subject areas. As part of a team of Lead Teachers, we devised pedagogical initiatives, delivered whole-school INSET, developed a programme of CPD, monitored and reflected upon the impact of our initiatives.Through my role as a Teacher Mentor, I have mentored GTP and PGCE student teachers. I enjoy taking on the supportive role and have gained much experience of observing lessons and providing feedback. I continue to develop a clear vision of how to develop teaching and learning.I consider myself to be highly motivated and possess the ability to meet demanding targets. My role as Project Coordinator for Villiers Park “Action Research” provided the opportunity to lead and manage a large group of teaching staff. I led departmental meetings to ensure my team understood their roles and enabled them to work efficiently to achieve our goals. I demonstrated flexibility and understanding of each department’s curriculum restraints to create a research aim that suited four subject areas. I was able to provide support to each member of the Science Department to ensure the effective use of prep-tasks to develop independent learning skills. I was successful in my role and the findings generated from this piece of research have led to a change in the Key Stage 5 teaching practise in the Science Department.

Lead Teacher for Teaching and Learning

• Sep 2013 - Jul 2015

In the post of Lead Teacher, it was my role to raise the standard of teaching and learning across all subject areas. As part of a team of Lead Teachers, we devised pedagogical initiatives, delivered whole-school INSET, developed a programme of CPD, monitored and reflected upon the impact of our initiatives.I have sought to create a foundation of research skills and ethical awareness needed to contribute to the professional knowledge base. I have completed a certificate of Teacher Leadership with Hertfordshire Local Authority in partnership with the University of Cambridge. I developed a coaching programme aimed at raising the standard of teaching and learning at Rickmansworth School. I was keen to develop a coaching programme for experienced teachers that underpinned the collaborative ethos that was being embedded at Rickmansworth School. OFSTED (2013) noted ‘The school has introduced a coaching programme, which has been welcomed by staff and has helped to improve the quality of teaching. Links have also been established with other schools and organisations, in order to accelerate the rate of progress that is being made in improving the quality of teaching and learning.’

Science Teacher with Psychology

• Sep 2009 - Jul 2015

SEND Specialist Teacher

• Sep 2012 - Jul 2014

I am able to select, administer, score and interpret a wide range of psychometric tests. I use the data collected to create and assign interventions, and guide teachers on how best to support the progress of pupils with special educational needs. I have created a bank of template resources to aid teachers in their medium- and short-term planning. I have acquired much experience writing assessment reports for multiple agencies, including gaining timely involvement from the local offer, successful applications for Access Arrangements, successful applications of Education, Health, Care Plans and successful requests for specialist provision.

Community Outreach Coordinator

• Nov 2011 - Jul 2012