Alex Stark
Sheffield,United Kingdom
Summary
A dedicated professional with expertise in leadership and school improvement, specialising in pastoral leadership and strategic behaviour management. Demonstrates proficiency in whole-school attendance and engagement interventions, staff leadership, coaching, mentoring, and training. Skilled in safeguarding leadership and student welfare, multi-agency collaboration, policy development, data analysis, and learner progress monitoring. Offers specialist knowledge in SEMH and SEND education, trauma-informed practice, EHCP implementation, PMLD teaching, curriculum differentiation, restorative practice, behaviour support planning, employability education. Known for strong communication skills and relationship-building abilities; calm under pressure; highly organised; solution-focused; committed to inclusive education and safeguarding. Proven ability to lead cultural change while supporting high-needs students.
Overview
12
12
years of professional experience
1
1
Certification
Work history
Pastoral Team Leader & Lead Teacher
Willow Park School (Heritage Park School)
Sheffield
09.2020 - 05.2026
- Lead and manage the pastoral team to ensure consistent, high-quality support for students across all year groups.
- Oversee behaviour intervention systems and support staff with effective behaviour management strategies.
- Develop and implement individual behaviour plans, intervention pathways, and targeted support for vulnerable learners.
- Work directly with students and families to address behavioural, emotional, attendance, safeguarding, and engagement concerns.
- Coordinate whole-school responses to incidents involving behaviour escalation, emotional disregulation, and safeguarding matters.
- Monitor attendance and punctuality data, implementing targeted intervention strategies to improve outcomes.
- Deliver trauma-informed practice and ATT (Attachment and Trauma Training) sessions to staff.
- Provide staff coaching and guidance in de-escalation techniques, restorative approaches, and relationship-based practice.
- Contribute to policy development, safeguarding systems, and whole-school improvement initiatives.
- Coordinate daily operational cover arrangements to minimise disruption to learning.
- Maintain detailed safeguarding, attendance, and intervention records in line with statutory guidance.
- Liaise effectively with external agencies, social care teams, families, and senior leaders.
- Willow Park School is a specialist SEMH provision supporting students with significant social, emotional, behavioural, and mental health needs.
- Successfully contributed to the development of a calmer and more structured school culture through consistent behaviour systems and pastoral support.
- Improved staff confidence and consistency through delivery of trauma-informed and Team Teach-based training.
- Strengthened attendance intervention processes and student engagement strategies.
- Played a key role in supporting vulnerable students through targeted pastoral interventions and relationship-based practice.
- Developed effective working relationships with families and external agencies to improve support around students.
- Supported school leaders in maintaining high standards of safeguarding, pastoral care, and operational organisation.
PMLD Teacher
Hilltop School
Maltby
05.2019 - 08.2020
- Planned and delivered differentiated learning programmes for students with complex learning, medical, sensory, and communication needs.
- Designed sensory-based and communication-focused learning activities.
- Worked collaboratively with therapists, support staff, parents, and external agencies.
- Supported learners using communication aids, assistive technology, and sensory integration approaches.
- Developed highly structured classroom routines and nurturing learning environments.
- Contributed to curriculum planning, assessment, and specialist resource creation.
- Supported students in developing communication, independence, social interaction, and emotional wellbeing.
- Worked with students aged 14–19 with profound and multiple learning disabilities, delivering highly personalised and therapeutic educational experiences.
- Successfully adapted learning approaches to maximise engagement for students with complex needs.
- Developed strong multidisciplinary relationships to ensure holistic support for learners.
- Enhanced student participation through personalised sensory and communication strategies.
Personal Tutor
Landmarks Specialist College
Sheffield
02.2017 - 05.2019
- Managed the academic progress, attendance, behaviour, and personal development of learners within a specialist post-16 provision.
- Produced detailed learner progress reports and tracked outcomes using Databridge systems.
- Analysed performance data and presented learner progress information during leadership review meetings.
- Planned and delivered highly individualised learning programmes tailored to EHCP outcomes and learner aspirations.
- Delivered employability, independence, and life-skills education.
- Created differentiated assessment opportunities to support learner progression.
- Worked collaboratively with therapists, support staff, parents, and external agencies.
- Supported learners in developing communication, confidence, resilience, and workplace readiness.
- Adapted curriculum delivery to meet complex learning and behavioural needs.
- Landmarks Specialist College provides specialist post-16 education for learners with additional educational and developmental needs.
- Developed strong systems for tracking learner progress and identifying intervention needs.
- Successfully supported learners in achieving personal, behavioural, and qualification targets.
- Built positive and trusting relationships with learners, resulting in improved engagement and confidence.
- Contributed to curriculum development and improvements to learner support systems.
Classroom Teacher
Greenacre School
Barnsley
09.2014 - 02.2017
- Planned and delivered differentiated and engaging lessons tailored to diverse learning needs.
- Supported students’ academic, social, and emotional development.
- Developed positive classroom environments promoting inclusion and engagement.
- Collaborated closely with colleagues, support staff, and parents to support student progress.
- Adapted teaching approaches to support varying communication and developmental needs.
- Contributed to curriculum planning, assessment, and reporting processes.
- Worked across a range of age groups and learning needs within an inclusive educational environment.
- Established strong relationships with students and families.
- Created engaging and supportive classroom environments that encouraged progress and independence.
- Demonstrated flexibility and adaptability across a range of curriculum areas and age groups.
Education
National Professional Qualification for Senior Leadership -
Best Practice Network
PGCE - Postgraduate Certificate in Education
Sheffield Hallam University
BA (Hons) - Early Years 0–7
University of Huddersfield
Qualified Teacher Status -
Sheffield Hallam University
SheffieldSkills
- Leadership & School Improvement
- Pastoral leadership and strategic behaviour management
- Whole-school attendance and engagement interventions
- Staff leadership, coaching, mentoring, and training
- School improvement planning and implementation
- Safeguarding leadership and student welfare
- Multi-agency collaboration and partnership working
- Policy development and implementation
- Data analysis and learner progress monitoring
- Specialist Education & Inclusion
- SEMH and SEND specialist education
- Trauma-informed and attachment-aware practice
- EHCP implementation and targeted interventions
- PMLD teaching and sensory curriculum delivery
- Curriculum differentiation and adaptive teaching
- Restorative practice and emotional regulation support
- Behaviour support planning and risk assessment
- Employability and life-skills education
- Professional Strengths
- Strong communication and relationship-building skills
- Calm and effective under pressure
- Highly organised and solution-focused
- Commitment to inclusive education and safeguarding
- Ability to lead cultural and behavioural change
- Experience supporting high-needs and vulnerable students
Certification
- National Professional Qualification for Senior Leadership (NPQSL)
- Advanced Team Teach Tutor Qualification
- Trauma-Informed Practice Training
- Attachment and Trauma Training (ATT)
- Behaviour Management and Positive Behaviour Support
- Safeguarding and Child Protection Training
- De-escalation and Restrictive Physical Intervention Training
- Attendance and Engagement Intervention Strategies
- SEND and EHCP Support Training
- Risk Assessment and Behaviour Planning
References
Available on request.
References
References available upon request.
Additional information
- Extensive experience across SEMH, SEND, PMLD, and specialist educational settings.
- Strong understanding of safeguarding legislation and statutory responsibilities.
- Experienced in supporting students with high levels of vulnerability and complex behavioural needs.
- Confident leading teams, mentoring staff, and supporting school improvement priorities.
- Skilled in building effective relationships with families, external professionals, and multidisciplinary teams.
- Committed to inclusive education, student wellbeing, and positive long-term outcomes for young people.
Timeline
Pastoral Team Leader & Lead Teacher
Willow Park School (Heritage Park School)
09.2020 - 05.2026
PMLD Teacher
Hilltop School
05.2019 - 08.2020
Personal Tutor
Landmarks Specialist College
02.2017 - 05.2019
Classroom Teacher
Greenacre School
09.2014 - 02.2017
PGCE - Postgraduate Certificate in Education
Sheffield Hallam University
BA (Hons) - Early Years 0–7
University of Huddersfield
National Professional Qualification for Senior Leadership -
Best Practice Network
Qualified Teacher Status -
Sheffield Hallam University