Zahid Bashir

In relation to Behaviour Manager, Behaviour Mentor, Pastoral or other similar roles, I believe that I am a suitable candidate for such roles based on a wide variety of reasons not least because I have substantially significant and successful direct experience of having worked in secondary school settings for 17 years as well as having successfully supported the whole spectrum of students including disadvantaged students, SEND, EAL/INA students and vulnerable students as well as those exhibiting challenging behaviour on a daily basis effectively managing behaviour in a calm, non-confrontational manner with a view to considerably improving student outcomes. I have worked at schools where there has been a large, diverse student community. All these groups of students, I have successfully supported meaning that students will be suitably supported resulting in improved behaviour.

I have extensive experience of dealing with people (first in the legal profession) and now with staff, students, students’ parents and external agencies. By developing, fostering and maintaining really rich relationships with parents, enables parents to work in a strong partnership with school as opposed to against it. Having worked with school staff to help support students to achieve the best outcomes, I respectfully submit that no other candidate has the extensive educational experience as myself of having worked within an Inclusion Unit supporting students with behavioural issues or those lacking confidence or low self-esteem, within large SEND supporting students with ADHD and autism and EAL Department supporting students with acquiring English language skills, having taught students as a HLTA or been a form tutor not to mention having been part of the Pastoral Team working within attendance undertaking attendance management tasks.

I therefore feel that I would considerably strengthen an already strong team and being a graduate-professional calibre candidate who thrives on challenges with a ‘no nonsense’, ‘can do’, ‘no drama’ attitude, would make a significant impact on improving student behaviour. I line managed staff as the senior partner of a law firm as well as being the line manager for the attendance officer when employed as the Attendance & Family Liaison Officer.

• Worked one-on-one with students identified as needing support with their behaviour due to SEMH needs.
• Implement targeted interventions and strategies to promote positive behaviour, self-regulation, and emotional well-being.
• Able to build strong and trusting relationships with students, providing encouragement, guidance, and support.
• Collaborate with teaching staff, SENCO, and external agencies to develop and implement individual behaviour plans and support strategies.
• Monitor and track student progress, providing feedback to relevant stakeholders and adjusting support as necessary.
• Provide de-escalation and crisis intervention support as needed to ensure a safe and supportive learning environment.
• Previous experience working with children or young people with SEMH needs, in secondary school/academy educational settings as well as primary school.
• Excellent communication and interpersonal skills, with the ability to build rapport with students and work collaboratively with colleagues and external professionals.
• Patience, empathy, and resilience when working with students who may display challenging behaviour.
• A proactive and solution-focused approach to supporting student well-being and achievement.
• Commitment to safeguarding and promoting the welfare of children and young people.

1982 6 G.C.E. ‘0’ levels including mathematics C, English C, physics C, biology C, 

chemistry 1 and geography 1

1984 2 ‘A’ levels including chemistry E and biology D 

1986 Levels I and II of the Association of Accounting Technicians Course

1991 Law, LL.B (Hons), degree 2:2 classification

1995 Postgraduate Diploma in Legal Practice

2005 Working as a Learning Mentor Level Three

2010 Teaching Assistant Level 2 qualification

2010 Higher Level Teaching Assistant Status