Experience

ALL HALLOWS (CRANMORE HALL) SCHOOL TRUST LIMITED

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

• Head

  • Jan 2017 - Present

• School Psychologist and Deputy Head

  • Jan 2011 - Jan 2017

   Coordinate and deliver effective, evidence-based and enjoyable INSET and CPD programmes, including bespoke training to small groups of professionals, to raise attainment and promote inclusion. Work with all stakeholders in the school community to promote the learning, personal development and well-being of young people in the school via consultation, assessment and intervention, training, research and systemic development. Provide a consultation-based service to identify, assess and manage young people who are experiencing barriers to learning, whether cognitive or social/emotional, promoting positive change within individuals and groups through the application of psychology. Inaugurate preventative work that promotes organisational change within the school in the interests of raising achievement, the well-being of all students and their inclusion. Elicit the views of young people, parents and teachers and use these actively in the design and implementation of interventions. Offer direct and functional psychological support to staff and families working with young people in the school. Support the school’s SENCo and SLT in critical self-review, strategic planning and development of processes and provision re: inclusion, learning and teaching for children and young people with SEN/LDD. Through links with the supervising Local Authority and universities, keep up to date with research, evidence and new initiates to ensure the school and my own practice continues to be progressive and forward-thinking. Provide supervision for professionals such as the school’s SENCo and EYFS team.

• Interim Head

  • Jul 2014 - Apr 2015

   Led successfully the school in all educational matters for the welfare of the students, both pastoral and academic, including their behaviour and achievements, reflecting the setting’s distinctive values and a willingness to propel new initiatives in the best interests of the school community. Bolstered school morale through personal example, a keen interest in all matters and effective management. Maintained an accessible and high-profile presence in the school through the leading of whole-school assemblies, chairing meetings, attending school functions, supporting staff initiatives, showing a genuine interest in students' endeavours, maintaining a constructive attitude and solution-focused approach, as well as attending relevant regional and national events. Cultivated a clear grasp and oversight of daily operational matters, whilst adhering to the requirements of current legislation and regulation, particularly those relating to ISI, OfSTED, DDA, Equalities Act and SEN Codes of Practice.  Met with prospective parents and pupils, organising Open Days, establishing links with potential feeder schools and enhancing the marketing of the school in its extremely competitive local marketplace.  Re-established suitable appraisal systems and career development programmes, so that staff performance is effectively monitored, supported, improved and inspired by clear “objectives-management” procedures.  Formed strong communication links and fostered positive relationships with the school’s parents through regular newsletters, presentations, personal contact and a culture of encounter, as well as creating a climate in which all school personnel were effective and proactive in discharging their own clearly devolved responsibilities in this area.



North Somerset Educational Psychology Service/Somerset Educational Psychology Service

• Trainee Educational Psychologist

  • Jan 2010 - Jan 2011

• Director Of Studies

  • Jan 2001 - Jan 2009

   Effectively guided the teaching and learning within the school, working with colleagues to develop an innovative, invigorating and personalised curriculum, whilst supporting academic departments to enhance their provision. This led to a rise in whole school attainment and results at the transfer stage. Enhanced the school’s internal and external assessment procedures, reporting, pupil development and communication with parents on curricular matters.  Played an active and leading role in the School Leadership Team (SLT) and, as a trained ISI Inspector, took a leading role in the preparation of the school’s policies and curriculum documentation. Played a pivotal role in the driving the school’s Self-Evaluation process, which now drives the School Development Plan. Managed the identification of high performing pupils and coordinated their personalised learning pathways as part of the school’s enrichment strategy. Facilitated the introduction of new systems to improve communication, monitoring, assessment and tracking in the school, including the development of a new school database and Intranet. Helped drive the introduction of the International Primary Curriculum in Years 1-5. Regularly monitored individual pupil’s attainment, application and happiness to identify if intervention is required. Chaired weekly Whole-Child staff meetings. Participate in the appointment and induction of staff.  Lead the school transfer process through parent advice and liaison, reporting and building a rapport with a range of senior schools.

• Senior Teacher

  • Jan 1991 - Jan 2001

   Instituted PSHE and Citizenship as a core element of the school curriculum. Coordinated the staffing and organisation of extra-curricular provision and monitor participation in the school’s activities programme.

• Head of Geography & ICT

  • Jan 1993 - Jan 1997

   Established ICT as a key component of the curriculum