Rukiya Omar

A highly motivated, compassionate and adaptable Support Worker, Cover Teacher and Education Professional with over five years of experience supporting children, young people and vulnerable individuals across mental health services, children's residential care, semi-independent living and educational settings. Experienced in working with young people presenting with complex emotional, behavioural and mental health needs, including trauma, ASD, ADHD, SEMH, eating disorders, anxiety, depression and psychosis. Throughout my career I have developed a strong ability to build trusting relationships with children and young people while maintaining professional boundaries and promoting positive outcomes.

Passionate about safeguarding, supporting emotional wellbeing and empowering young people to reach their full potential through person-centred care and positive role modelling.

Experience spans education and social care, allowing confident adaptation to different environments while maintaining high standards of safeguarding, behaviour management and professionalism. Thrives within multidisciplinary teams, communicates effectively with professionals and families, and remains calm and resilient when working within challenging and fast-paced environments.

Cover Teacher (Part-Time) at Principal Education Agency – St Mark's Catholic School (2026-02 – Present)

Working as a Cover Teacher within a busy secondary school, responsible for delivering engaging pre-planned lessons across a variety of subject areas while ensuring continuity of learning during teacher absence. Maintains high standards of classroom behaviour and creates a positive learning environment where pupils feel safe, respected and motivated to achieve their full potential.

• Confidently adapt teaching approach to meet individual learning needs of pupils, including those with SEND, EHCPs, ASD, ADHD and SEMH needs
• Build positive relationships with pupils to encourage participation, confidence and engagement within the classroom
• Work collaboratively with teaching staff, SENCOs and pastoral teams to ensure all safeguarding procedures and school policies are followed
• Manage classrooms independently, maintain a calm and structured learning environment and respond effectively to challenging behaviour

Semi-Independent Support Worker at Not specified (2023-08 – 2026-07)

Provided high-quality support to young people aged 16–21 transitioning from care into independent adulthood. Role focused on empowering young people to develop essential life skills while promoting confidence, resilience and emotional wellbeing. Supported young people with budgeting, cooking, shopping, maintaining accommodation, attending appointments, education, employment and developing routines.

Many young people supported had experienced trauma, family breakdown, exploitation, mental health difficulties, behavioural challenges and emotional instability.

• Provide consistent encouragement, positive role modelling and person-centred support to help young people overcome barriers and achieve positive outcomes
• Contribute to support planning as a Key Worker, complete detailed daily records, risk assessments and incident reports
• Maintain accurate documentation in accordance with organisational policies and safeguarding legislation
• Liaise regularly with social workers, personal advisers, healthcare professionals, education providers and external agencies
• Manage challenging situations professionally, de-escalate conflict and safeguard vulnerable young people while promoting independence

Mental Health Support Worker (Agency) at Huntercombe Hospital, Maidenhead (2020-10 – 2022-08)

Worked within an adolescent mental health inpatient service, providing high-quality therapeutic support to young people experiencing a wide range of complex mental health conditions. Role required resilience, compassion and the ability to remain calm under pressure while delivering person-centred care in a secure clinical environment. Supported young people presenting with eating disorders, depression, anxiety, PTSD, psychosis, personality disorders, self-harming behaviours and suicidal ideation.

• Ensure safety and wellbeing of patients while encouraging independence, emotional resilience and recovery through therapeutic engagement and positive relationship building
• Work collaboratively with nurses, psychiatrists, psychologists, occupational therapists and other healthcare professionals
• Implement individual care plans, monitor patient progress and contribute to multidisciplinary team meetings
• Carry out regular observations and maintain detailed clinical documentation
• Ensure all safeguarding procedures, confidentiality requirements and hospital policies are followed
• Develop strong skills in crisis intervention, de-escalation techniques and conflict management
• Facilitate therapeutic activities, encourage participation in education and recreational programmes and promote independence

Youth Key Worker at Total Care (2022-06 – 2023-01)

Supported young people transitioning into independent living by providing practical guidance, emotional support and consistent encouragement. Developed trusting professional relationships with young people from diverse backgrounds, many of whom had experienced trauma, family breakdown, neglect, mental health difficulties or involvement with social care services. Worked closely with each young person to identify goals, develop personalised support plans and encourage independence in all aspects of daily living.

• Support education, employment, budgeting, cooking, maintaining accommodation, attending appointments and accessing community resources
• Ensure safeguarding remained at centre of role, protecting young people from harm while promoting emotional wellbeing and personal development
• Complete detailed case notes, incident reports, support plans and risk assessments while maintaining accurate records
• Work alongside social workers, housing providers, healthcare professionals and education services to develop multi-agency working skills

Primary Teaching Assistant & SEN Support at Primary School (2023-01 – 2023-05)

Worked within a primary school setting supporting children with a wide range of educational, behavioural and additional learning needs. Worked closely alongside class teachers to deliver engaging lessons while creating a positive, inclusive and supportive classroom environment where pupils could develop both academically and socially.

• Provide one-to-one and small group interventions for pupils with SEND, including ASD, ADHD, speech and language difficulties and learning disabilities
• Adapt learning resources and teaching approaches to meet individual needs, ensuring every child had the opportunity to participate fully
• Support literacy and numeracy interventions, encourage positive behaviour through praise and consistent boundaries
• Assist pupils in developing confidence, communication skills and emotional resilience
• Monitor progress, record observations and communicate effectively with teachers and parents

Teaching Assistant & SEN Support at Secondary School (2023-02 – 2023-07)

Built on experience within primary education by continuing to support pupils within a secondary school environment across Key Stage 3 and Key Stage 4. Responsibilities included assisting teachers during lessons, supporting pupils with additional learning needs and promoting a positive learning environment that encouraged participation.