London Area, United Kingdom
Student in the Leverhulme Doctoral Scholarships Programme for Interdisciplinary Resilience Studies. Project: System resilience, policy entanglements and epistemic injustice: Autistic insights from the frontlines of school absence
Oversee the ‘assess, plan, do, review’ cycle for KS3 and KS4 non EHCP students on the SEND profile. Manage and assess KS4 Access Arrangements. Write and review KS3 and KS4 personalised plans. Lead on social skills interventions and the Headstart transition programme. Curriculum lead and manager of the Princes Trust ‘Achieve’ life skills qualification. Line management responsibility. Teacher of English alongside these duties. Co-lead of the schools’ pride club.
Lead on support, plans and provision for students on the ‘K’ profile Design, organise, manage and evaluate targeted intervention groups for students with emotional regulation and social difficulties Teach English to year groups across KS3 and KS4 Contribute to professional development in the area of SEND
Established a democratically elected school council. Reinvented the school council structure, including the addition of a ‘Cabinet’ with select roles. Support young people to conduct research, consultation and development of new policies for the betterment of the school.
Established an inclusive lunchtime club for LGBTQ+ students and allies after noticing a need for this kind of space. The club has impacted the wider school culture through a number of events and assemblies.
Teacher of English in years 7-12, Sixth Form tutor, Year 10 and 12 co-planner, Anti-racism and SEND lead for the English Department, Oxbridge application support, ECT Mentor, Literature Festival co-ordination co-lead.
NQT of English and Religious Education at Stockland Green School, teaching a variety of age and ability groups. Co-ordinated and led two trips to Oxford University for high achieving year 10 and 11 students. Assisted with whole-school literacy CPD and Pride club. Form tutor to a year 7 group.