Holistic Approach To Education

My first experience of working with children and young people was as a Corporate Parenting worker. In this role, I worked closely with children both in care and those seeking asylum. The aim of the department was to encourage the council to see themselves as acting parents and to go 'above and beyond' in order to ensure that these young people had the type of advantages that those at home may receive from their parents.

The position involved an array of consultations and projects (accredited via AQA) with the aim of identifying and seeking to resolve issues surrounding those in care. My role included working with young people to design and edit 3 care related magazines; creating a dramatic and moving video on young people's care experiences (shown to all social service staff as part of a training package which I delivered); a peer mentoring scheme; and supporting young people on short term placements within the team. I also drove young people to courses as required and helped deliver a fitness/healthy lifestyle programme to those not in education, employment or training (NEET).

During my time as a Corporate Parenting worker, I joined the strategic project board alongside the council's CEO, Head of Finance, Head of Department as well as Government Councillors in order to allocate budget, plan future events and make decisions on all key matters relating to policy for children and young people across all departments. I also accompanied young people to the Houses of Parliament to talk to MPs, members of the House of Lords and the Speaker of the House of Commons to raise important issues at the very top level.

An additional part of my role involved training both social and council workers across all departments on their corporate parenting responsibilities as well as championing a caring and holistic approach to the looked-after community, in line with 'every child matters', safeguarding procedures and 'care matters' policies.

The young people that I worked with most closely attended pupil referral units or NEET where projects and schemes were carried out with particular sensitivity as necessary for those that were unhappy working in the traditional classroom-style setting. I ensured that I worked professionally but in a caring fashion, conscious of the traumatic background of this group of young people.

As well as the direct pupil contact, I was responsible for managing the accounts of 2 council budgets - allocating funds to each project and applying for funding from outside sources (e.g. YOF, charities). I employed numerous computer programmes within the role including; Outlook, Word, Excel, PowerPoint, Access, Publisher, Prince 2 and Care First.

Alongside my Corporate Parenting position, I volunteered for a local youth group in order to gain my NVQ level 2 working with 16-19 year olds on various activities. These included: art projects; music production; social activities and football. I managed the club's football team which involved coaching, refereeing and encouraging the young people to demonstrate and promote positive elements of the game such as working as a team, winning and losing in a sportsman-like fashion and supporting their peers. I also supported young people in applying for a YOF bid to fund additional football coaching, team kit and secure a location for a friendly match against another youth group. I planned and reviewed each session (including completing risk assessments) to indicate progress, good working and any adverse behaviour that needed addressing - this was shared collaboratively with other members of the team. I also shared any relevant disclosures to my line manager (in-line with safeguarding guidelines) as they arose.

During my time working as a Teaching Assistant (TA), I worked with children with severe autism across the whole curriculum. I planned and delivered lessons on RE, English, Fine Motor Skills and PE (in which I ensured that the pupils gained a BAGA qualification in gymnastics).

In collaboration with senior staff I helped plan Individual Education Plans (IEPs) and updated and recorded behaviour management plans. Working closely with speech therapists and educational psychologists, I tailored learning activities to individuals in line with the National Curriculum in order produce engaging and rewarding lessons. Due to the nature of the pupils in the school, there were a number of occasions where de-escalation and physical interventions were required. These were all carried out in-line with team teach strategies in a safe manner and with the dignity and care of the pupils of paramount importance.

Alongside my time working as a TA, I was also employed as a 1-2-1 carer for 4 different young people, each with a range of additional needs. I supported them in accessing the community, with social activities as well as working on life skills (such as cooking, swimming and outdoor activities). On top of this I also worked for a special needs youth group, carrying out similar activities as well as managing residential trips.

More recently, I have spent a year conducting a PGCE in secondary maths, teaching 11-16 year olds across the spectrum of mainstream abilities. I have planned and delivered differentiated lessons for all types of learners as well as completing and updating behaviour management policies for pupils. I also worked as a form tutor for all ages and delivered a course of PSHE for year 8 pupils (on subjects such as self-esteem, violence, relationships and sex education).

At present I am working at a project delivering a selective curriculum for pupils that have been permanently excluded from mainstream schools with a wide range of emotional and behavioural needs. As well as planning and delivering lessons, I manage the day-to-day running of the project. This involves line-managing 2 support workers and a dedicated GCSE tutor. I ensure that all staff members are aware of their roles at all times, delegating day-to-day responsibilities as well as allocating tasks when the need arises throughout the day. I ensure that the welfare of staff is of the upmost importance and offer support and guidance where required. I chair team meetings at the end of each working day to evaluate how the day has gone and whether we need to change our working approach. These meetings also provide the opportunity to re-energise and motivate one another and reflect upon team performance.

Due to the challenging behaviour and sensitive disclosures exhibited by many of the pupils, I find it essential to promote a calm and welcoming environment and ensure that each day is treated as a 'clean slate'. I ensure that all pupils have dedicated 1-2-1 time with staff to discuss any issues and their lives in general. These sessions are a good way for pupils to bond with staff and allow them to have an outlet for discussing sensitive issues. This also helps staff to understand some of the behaviour exhibited and work with the pupils to come up with coping strategies, suitable teaching approaches and learning styles. I am responsible for drawing up behaviour management plans and risk assessments for each of the pupils. From these I work with the pupils to agree behaviour and academic targets which are reviewed on a weekly basis. I chair re-integration meetings with parents and pupils when then need arises as well as going on regular home visits. This helps to focus on the holistic needs of each pupil and helps build rapport and joint working with the parents.

I approach challenging behaviour in a calm and sensitive way and use negotiation and alternative options to diffuse situations were required. The behaviour is then addressed when the pupil has calmed down and is more receptive to advice and more understanding of the consequences to that behaviour. I adapt well to the changing nature of the job and ensure that all support staff know their position when these changes arise. I pride myself on successfully building positive relationships with the pupils through a mixture of humour, praise, honesty and openness.

I work well with outside agencies, former education providers and our SENCo to identify how best to work with individual pupils and to highlight what issues may be triggering challenging behaviour. These may be academic or more likely issues surrounding self esteem, anger management or emotional difficulties. I then inform staff of developments, improvements in performance and successful strategies.

I am passionate about ensuring that all young people have the opportunity to succeed and believe that with the right help and support this is highly achievable. I encourage young people to realise their potential and give them the confidence in themselves to succeed both through support and acting as a positive role model. I am committed to continually developing my practice and make use of relevant training where available.