About US
Experience
I have over 24 years of teaching and leadership experience in Social, Emotional and Mental Health (SEMH) and Alternative Provisions. Working with an extensive variety challenging pupils with learning, behavioural, neurodiversity or SEMH difficulties.
I have had experience in the reintegration and transition of pupils into both mainstream and alternative provisions; and substantial experience working with external agencies, vocational provisions and mainstream schools. Regular positive contact with families, carers and stakeholders are essential in the success of pupils’ progression.
As a Designated Safeguard Lead, I follow the statutory guidance within Keeping Children Safe in Education, 2023 and keep up to date with all training requirements and have a current Enhanced DBS.
Qualifications
- Certificate in Psychometric testing, Assessment and Access Arrangements (CPT3A) (Middlesex University)
- Master of Education - Childhood Autism (Birmingham University)
- National Professional Qualification for Senior Leadership (NPQSL)
- Post Graduate Diploma Education (Anglian Ruskin)
- Post Graduate Certificate in Education PGCE (University of Cambridge)
- BSc(hons) Biology and Environmental Science (University West England)
- Certificate of Registration Test User: Educational, Ability and Attainment, British Psychological Society’s Register of Qualifications in Test Use. Please see current British Psychological Society RQTU Membership here
Approach
I have come to believe very strongly that mutual respect between pupil and teacher; in conjunction with a deeper understanding of family, personal or schooling, history and triggers can be the best approach when dealing with extreme behaviour issues.
Taking time to sit and have an active dialogue with pupils and getting to know them is paramount in managing behaviour. Shared experiences like outdoor, cooking or art activities can help to promote good relationships. Experience has shown me that, when a pupil is disruptive or is having a bad day, these shared experiences can be strategically brought into a conversation which opens the gateway to guide discussion onto a solution-focused approach. Extracurricular activities have always enriched the learning experiences of pupils I’ve taught and this, combined with an individualised curriculum, has allowed pupils to engage where they may have not previously been able, given pupils markedly improved levels of courage and self-belief, often empowering them to achieve a high standard of knowledge and understanding of the subject. Achieving this through pupil baseline self-assessments at the beginning of their programme of study, and again as an endpoint indicator of attainment, clearly showing individuals’ value-added progress.