Safeguarding Trainer, Advisor & Consultant - LEW safeguarding and Child Protection Consultancy - Staffordshire, United Kingdom
(2022-04)
- Delivering comprehensive training and advisory services to organisations on all aspects of Safeguarding, including Domestic Abuse and policy formulation.
- Ensuring that robust safeguarding systems and procedures are established, with all staff receiving high-quality training to foster a thorough understanding of Safeguarding practices, including the identification of concerning signs and the appropriate actions for reporting.
Safeguarding Case Management Review Panel Member - Boccia England - Nottingham, United Kingdom
(2023-03)
- Evaluating and providing consultation on all Safeguarding referrals submitted to the panel by Designated Safeguarding Leads from Boccia England.
Assistant Principal - Safeguarding Lead & Designated Teacher for Looked After Children - Blessed William Howard Catholic School - Stafford
(2016-01 - 2022-04)
- Assuming whole school responsibility for safeguarding, including Looked After Children, and delivering Safeguarding training to all staff and updates for other schools within the MAC.
- Recognised certified trainer in Safeguarding, ensuring compliance with updates in line with KCSIE (Keeping Children Safe in Education).
- Overseeing the accuracy and accessibility of policies via the school website, ensuring they are updated according to KCSIE requirements.
- Participating actively in Child Protection (CP), Children in Need (CIN), and Team around the Family (TAF) meetings along with other professional appointments.
- Serving on a steering committee, supervising the Safeguarding team within the school.
- Conducting quality assurance of Safeguarding policies, including authorship.
- Monitoring the Single Central Record effectively.
- Managing staff appraisals and line management responsibilities.
- Leading pastoral support for Year 11 students, focusing on individualised academic and pastoral development, whilst promoting high attendance and positive behaviour.
Senior Strategic Leader for Behaviour and Attendance and Designated Safeguarding Lead - Kingsthorpe College - Northampton
(2012-09 - 2015-12)
- Integral member of the Senior Leadership Team for Behaviour and the Designated Safeguarding Lead (DSL), overseeing a team comprising Heads of Years, Pastoral Managers, and the Deputy DSL.
- Participating in strategy meetings, Child Protection conferences, core group meetings, and collaborating closely with external agencies, including Social Care Teams, Health, and Police.
- Drafting reports for Governors and updating policies.
- Leading all aspects of the pastoral system, monitoring behaviour points and aspiration awards throughout the college.
- Coordinating all admissions and attending the Local Authority Manage Move Panel; organising Managed Moves in and out of the college; overseeing all Internal Exclusions, Fixed Term and Permanent Exclusions; compiling information for Governors Panel Meetings.
- Clarifying student expectations and the consequences of their actions.
- Facilitating team meetings with pastoral leaders and managers; analysing attendance data; individualising student timetables.
- Instrumental in developing a more effective behaviour system, which significantly contributed to the college's improvement from Requires Improvement to Good within a year of a new Head Teacher's appointment.
Head of Year / Attendance Leader for Whole School - Mitchell High School - Stoke-on-Trent, Staffordshire
(1998-04 - 2012-08)
Promoted to Head of Year after initially serving as a Learning Mentor for two years.
- Addressing challenges for both KS3 and KS4 students, tailored to each year group.
- Implementing critical data tracking to ensure personalised curriculum delivery.
- Conducting regular meetings with form tutors to discuss student issues and share best practices.
- Acting as the Whole School Attendance Leader, collaborating with the Education Welfare Service and other external agencies.
- Facilitating attendance meetings and reviews with students and parents to establish achievable targets and strategies.
- Providing intensive support to children on the risk register and those in care.
- Initiating immediate contact with residences when vulnerable students were absent from school.
- Utilising a text messaging service to inform parents and carers of student absences.
- Building strong relationships with students and their families to navigate complex challenges, including conducting home visits.
- Exhibiting strong organisational and communication skills to maintain accurate data and records.
- Teaching experience includes delivering Social and Emotional Learning for three years and English for four years at GCSE level.
- Demonstrating effective classroom management skills and supporting colleagues in behaviour management.
- Employing a positive approach to overcome barriers to learning, rewarding good behaviour, and setting high expectations.
- Organising residential trips for educational and team-building activities.
- Utilising offsite education and learning settings as interventions for core subjects in an engaging and effective manner to boost attainment.
- Implementing this style as a reward to encourage hard work and positive behaviour.
- Maintaining a firm yet fair approach with a can-do attitude.
- Championing the belief that every child and young adult deserves to feel safe.
- Fostering teamwork and supporting colleagues.
- Addressing challenges with sensitivity and positivity.
- Demonstrating a passion for safeguarding and ensuring the safety of children, young people, and vulnerable adults.
- Facilitating support for children and young people to realise their goals and aspirations while making them feel valued and secure as they develop into their future.
Learning Support Mentor - Holden Lane High School - Stoke-on-Trent, Staffordshire
(1994-02 - 1998-08)
- Assisted children in achieving their goals and aspirations.
- Customised teaching methods according to student abilities.
- Participated in monthly staff meetings.
- Collaborated with peers, colleagues, administrators, and parents to surpass teaching objectives.
- Guided students to employ problem-solving methodologies and techniques during assessments.
- Cultivated an interactive classroom environment to maintain student engagement and facilitate learning.
- Identified individual student weaknesses and adjusted lessons accordingly.
Mental Health Support Worker - Stafford Social Services - Newcastle-under-Lyme, Staffordshire
(1992-08 - 1994-02)
- Conducted home visits to ensure the safety and wellbeing of individuals, enabling them to remain within their community and close to family and friends.
- Supported children with disabilities and assisted their parents.
