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Having moved back to Wales in late August, I am seeking a position which affords me the opportunity to use my communication, organisational and interpersonal skills. Having worked in managerial roles both inside and outside of education I have demonstrated strategic leadership in person/client-centred environments where diplomacy and strong interpersonal skills are central to the role. Reliable, conscientious, I am strongest when working with teams, individuals and stakeholders alike to achieve the most effective outcomes possible.
System evaluation and adaptation is also a strength in my work. In Austria I used my position as Resort Manager to consolidate the relationships with key suppliers, establishing strong working system with suppliers.Through my direct contact using the German language, services and supply quality were improved and costs to the travel company were reduced which made expense management more effective. Suppliers became more engaged with the travel company as they realised they too were benefitting from the more consolidated “scale” approach which was used in purchasing services/supplies. Systems by which goods and services were secured were also re-evaluated and a more centralised credit-based ordering service meant that the interface between the travel company and the suppliers was strengthened further.
The same model proved so successful that competitors subsequently adopted the same systems which had been introduced.
German Speaker, Manager
In addition to my skills as a German Linguist, I have wo$rked with agencies and established positive and effective systems on a school and local area level in such aspects as child protection/mental health/risk and behaviour management.
From September 2014
Working in education as a stop-gap until position becomes available of a more permanent nature.
Primary as well as secondary placements covered for variable periods of duration, including year 4 class.
Assistant Head Teacher/ Pastoral and Behaviour Manager/ CP Lead
Thurstable School, Tiptree
September 2007 - August 2014
Lead Child Protection Designated Officer, identifying and liaising with external agencies and families to bring about appropriate support measures to protect the emotional and physical wellbeing of the extremely vulnerable students in the school. This required good communication, diplomacy and also a willingness to pursue difficult decisions where appropriate in potentially hostile situations.
An ability to evaluate and adapt different support systems was key.
Senior Leader responsible for reporting to governors, OFSTED and the Head Teacher on all Pastoral matters and issues of student Behaviour, Wellbeing and Safety. This included direct responsibility for 5 middle leaders who were themselves responsible for driving achievement and pastoral support within their respective year groups and tutor teams.
Senior Leader responsible for Pastoral System, Behaviour and Attendance.
Lead responsiblity for devising and implementing school approaches on Behaviour, Mediation, Restorative Justice. The school programme for Mediation was acknowledged as being so effective, that these approaches were adopted by other schools through the local area Behaviour Attendance Partnership Delivery Group.
Responsible for introduction of Learning Relationships programme, including recruitment and development of non-teaching support for students and parents across a range of different scenarios which had the capacity to adversely impact the academic performance of students within the school.
Head of Year moving to Head of Key Stage 3
Thurstable School, Tiptree
September 2002 - August 2007
Initial management of year team and teacher of Modern Foreign Languages.
Line Management and Performance Management of Pastoral Team across the first 3 year cohorts at the school (27 staff).
Ensuring the emotional and social wellbeing of the students within the Key Stage 3 years.
Deputy Child Protection Designated Officer.
Leadership of the Primary Induction transition process which incorporated induction aspects and information to both parents and students prior to their arrival in the secondary community.
Setting up of activity visits to the Austrian Alps, incorporating white water rafting, mountain biking, mountain walking and climbing.
Initially trained and qualified as a level 1 RFU referee.
Head of Dept. and Head of Year
Beverley School, New Malden
September 1999 - August 2002
Leadership of the Pastoral Team during the student transition into secondary as the permanent head of Year 7,
Leadership of the Modern Foreign Languages Department in delivering both French and German qualifications to students to GCSE.
Organiser of the annual German Exchange Trip to Bad Saeckingen, Baden Wuerttemberg.
During my time at Beverley School I coached the year 7, 8 and year 9 rugby teams. In March 2002 the year 8 team won the plate competition at Orleans Park, Surrey.
Assistant Head of Key Stage 3 and Teacher of Modern Foreign Languages
Ashford High School, Middlesex
December 1998 - August 1999
Management of key attendance and behavioural data which identified students in need of support.
Delivery of German and French lessons to students aged 11-16.
May 1998 - December 1998
HR management of Administration and Sales teams
Management of administration, post room and ticket dispatch (6 staff) and the day-to-day delivery of effective and positive customer services.
Corresponding and mediating with customers and also ABTA officials regarding customer complaints which were moving towards legal proceedings.
Office organisation during the transition to new offices from St Margarets to offices which were in Twickenham, Surrey.
Ski Val Ltd
December 1996 - April 1998
1996-1998. Whilst working in Austria as Resort Manager for a travel company I used my position to consolidate and rationalise the relationships with suppliers. By establishing strong working links with key suppliers through my direct contact using the German language, services and supply quality were improved and costs to the travel company were reduced at source which made expense management more effective. Suppliers became more engaged with the travel company as they realised they too were benefitting from the more consolidated “group” approach which was adopted in purchasing services/supplies. Ways in which goods and services were secured were also overhauled and a more centralised ordering service which I managed meant that the interface between the travel company and the suppliers was strengthened further
Teacher of MFL
Beverley School, New Malden
June 1993 - October 1996
Delivery of lessons in German to A level and French to Key Stage 3.
Coach to Year 7 rugby team.
February 1989 - June 1992
Worked as a proof reader and typesetter on market-sensitive documents (share offer prices) for merchant banks and other financial institutions in Tokyo, Luxembourg and London.
Work demanded a good eye for detail, ability to work to tight deadlines providing a high end service to clients.
Nature of the work also required the ability to work well with other staff and liaise effectively in ensuring that all aspects of the documentation was produced to the expected high standards and styles demanded.
Systems Operator/Staff Trainer
Bladon Lines Travel
December 1987 - February 1989
Training sales and administration staff on the reservations and administration system, both through direct training and also development of a staff training manual.
Day-to-day supervision of the computer system and the data - backup and troubleshooting support.
Improvement of Child Safeguarding
Existing systems of student safeguarding were in need of development to cover the extending demands of needs amongst the student population, especially in issues of E-Safety, Mental Health and bullying issues around racist/homophobic terminology.
Systems of reporting were made more readily accessible to staff with clear identification of key staff to inform. Training of staff (existing and incoming) was formalised to be more regular and materials made available to supply staff to support their awareness of systems and key personnel within the school.
Electronic logs accessible to key support staff were established to record details of concerns and intervention for the following areas:
* Child Protection Concerns
* Child Mental Health Concerns
* "Blue List" potential self harming students
* Lesson-by-lesson attendance tracking to ensure support for potentially vulnerable individuals.
* All bullying concerns surrounding potential homophobic/racist/disablist actions.
Students and staff were trained and supported in these areas. Students were informed through assemblies, visits from external groups (Stonewall), parent information evenings (E-Safety) and materials and promotional literature was constantly rotated throughout the school.
I was one of 3 staff who attended a CEOP seminar in Summer 2012. and trained in "Safer Recruitment" in 2012 which further strengthened positive procedures.
My most recent DCPO refresher training was in November 2013.
Great Ormond Street Renal Unit
In the Summer of 2001, I completed a paraglide from a peak ("Kapall") at 7000 feet in the Austrian Tyrol to raise money for the Great Ormond Street Hospital Child Renal unit after one of the students within my year group attended the unit.
The project raised funds provided directly for the disposal of the nursing staff within the GOSH to provide the children with a range of treets whilst undergoing dialysis.
The project required a paraglide pilot, flight plans to be lodged and the weather to be favourable.
Eiger Tandem Skydive for Combat Stress
Liaised with specialist adventure event organiser, regional press including type press and television and organisers from "Combat Stress" to carry out a successful 2 person skydive over the north wall of the Eiger.
In spite of a 4 day delay owing to poor weather the jump was finally carried out, raising over £1000 for Combat Stress.
Domestically Vulnerable Programme
In order to support the most potentially underperforming and vulnerable students across the whole school I researched and developed a system of flagging, intervening with and recording complex needs individuals who needed support in aspects of their social/emotional development to facilitate improved engagement at school.
The DV Programme required staff training (both teaching and non-teaching) which then rested firmly within the control and responsibility of the Pastoral Team and support workers.
Whilst outcomes were difficult to measure specifically in isolation, systems and practices adopted across the whole school meant that there were interventions which directly affected student lives positively in areas such as domestic violence, substance abuse intervention, mental health issues, self harm and positive monitoring of all other statutory areas.
The outcome was a system which is acknowledged as effective and active in supporting students, clear in encouraging staff to take a broader view of student performance (rather than focussing on the symptoms of underperformance) and speedy and positive working relationships with external agencies such as mental health support, domestic violence support, young carers support, and other family support (Homestart and Shared Family Agreements) measures provided by the local authorities and charities alike. When integrated with "first day calling" the DV system resulted in a student receiving life saving support.
Learning Relationships Programme
The programme was developed to engage those students who were sliding into persistently disruptive patterns of behaviour without understanding what the key factors are in these situations..
5 Learning Relationships Coordinators (LRCs) were appointed to act as conduits between parents and appropriate personnel (internal and external) and improve the interventions supporting this potentially vulnerable group. Skilled in restorative and mediative approaches with students, the LRCs worked individually and collectively with students/parents and agencies to address issues within school and domestically which may be impacting their ability to engage within the school community. In so doing the Learning Relationships system develops and educates students into identifying key traits which if left unaddressed could undermine their personal social, emotional and educational development.
The mediative and restorative approaches developed within the school have been adopted on a local area level as a model of good practice across a number of secondary schools.
Interfaced with this were the Transactional Analytical practices (based on Berne) which were introduced with both staff and students alike in formal and informal approaches to foster greater understanding of human relationships.
Evaluation and improvement of supply systems
1995-1997. Whilst working in Austria as Resort Manager for a travel company I used my position and German language skills to consolidate and rationalise the supply chain with suppliers who spoke no English. By establishing strong working links with a reduced number of key suppliers, services and supply quality were simplified to be more effective and costs to the company were reduced. This made expense management more effective and suppliers became more engaged as they realised that they too were benefitting from the status of "preferred supplier" which was adopted in acquiring their services/supplies. Systems for ordering goods and services were also changed and a more centralised ordering system implemented which meant that the interface between the company and the suppliers was strengthened further and improved in efficiency both for the company and the suppliers alike.
The outcomes of improved service delivery and quality of produce, reduced costs to the company, fostering of more positive relationships with local suppliers and improved service provision to clients of the travel company proved to be excellent for all stakeholders.
Qualifications & Certifications
South Bank University
Coedylan Comp. Sch.
Teaching and Learning
School Rewards System
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