Alison Rodenburg

• Currently seconded to support and upskill teachers within the authority around techniques to support children with ALN (1 day a week)
• Delivered Teamteach training for Local Education Authority on positive handling techniques.
• Led educational initiatives to support pupils with ASD and behavioural challenges.
• Collaborated with multidisciplinary teams to create a six-session training course for parents.
• Co-produced Wales wide training package for the WAG on inclusive classrooms and ND strategies.
• Developed comprehensive plans to minimise restrictive practices in school settings.
• Assessed student progress, providing constructive feedback to facilitate improvement.
• Provided weekly support to boost teacher confidence in addressing diverse pupil needs.
• Planned and led residential activities to enrich learning experiences for pupils.
• Contributed to an inclusive training package focused on Neurodiversity strategies.

• Taught pupils with SEBD in Secondary (2002-2010) and Primary (2012-2013) settings.
• Supported positive transitions to mainstream education by sharing effective strategies with teachers.
• Fostered positive relationships to enhance pupil attendance and engagement.
• Collaborated with parents to improve perceptions and experiences within the education system.
• Developed pedagogical approaches to engage disengaged learners.

• Developed and led curriculum for GCSE Science and Maths, addressing needs of pupils at risk of NEET.
• Co-facilitated tailored alternative learning based on individual student ability levels.
• Fostered strong relationships to engage and motivate pupils, enhancing self-worth in an inclusive setting.
• Assessed student progress and delivered constructive feedback focused on boosting low self-esteem.
• Supported colleagues in enhancing session delivery to improve pupil engagement.

Supported schools and pupils in overcoming daily challenges.

Completed individual sessions with pupils to enhance self-esteem.

Facilitated reviews to rebuild relationships among parents, pupils, and schools.

Upskilled staff in managing pupil behaviour and setting expectations.

• Supported and fostered relationships within secondary mainstream environments to engage pupils effectively.
• Participated in professional development programmes for skill enhancement.
• Maintained high expectations for all pupils.
• Covered curriculum and provided support during absence of regular teachers.