Summary
Overview
Work history
Education
Skills
Timeline
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Amanda Woolmer

Woodley,Berkshire

Summary

A highly skilled, trauma-informed, person-centred, and compassionate practitioner with extensive experience supporting children, young people, and adults across education, charity, and community settings. I am dedicated to promoting wellbeing, resilience, and inclusion for individuals facing complex personal challenges impacting their ability to thrive in education and university life.

I have a strong background in delivering psycho-social, emotional literacy, and wellbeing interventions, using evidence-based assessment tools (RCADS, SDQ, Adolescent Wellbeing Scales) to inform casework and referrals to specialist services, including CAMHS. My work is underpinned by robust safeguarding knowledge and confident risk management, including multi-agency coordination and development of safety plans.

I am an excellent communicator and collaborator, experienced in working across departments and services — including academic teams, mental health professionals, and pastoral support — to build consistent and effective student-centred care. I am proactive, well-organised, and reflective, with a sound understanding of the higher education landscape, statutory responsibilities, and the systemic issues affecting student wellbeing and success

Overview

29
29
years of professional experience
2
2
years of post-secondary education

Work history

Therapeutic Practitioner

Daisy's Dream
Twyford, Berkshire
05.2023 - Current
  • Manage a dynamic and sensitive caseload of children, young people, and their families, many of whom are experiencing complex personal circumstances such as dealing with serious illness, bereavement, estrangement, or trauma.
  • Deliver one-to-one therapeutic and emotional support interventions in both school and home settings, tailoring approaches to individual needs using creative, psycho-social, trauma-informed , solution focused techniques.
  • Provide timely, empathetic, and practical advice and guidance to parents, carers, and professionals on issues impacting wellbeing and stability, including grief, mental health, financial hardship, and housing insecurity.
  • Liaise effectively with multi-agency professionals, including schools, social workers, pastoral teams, and statutory bodies, to ensure a coordinated and appropriate support plan — reflecting “team around the child” and “team around the student” principles.
  • Facilitate and co-deliver targeted group work for children and teens, and lead parent/carer support sessions to strengthen informal networks and promote resilience.
  • Uphold high standards of record-keeping and confidentiality, accurately documenting all casework interactions, assessments, and safeguarding concerns.
  • Contribute proactively to organisational development, including reviewing and refreshing written guidance, resources, and service models to respond to emerging needs and sector trends.
  • Advocate for the needs of vulnerable service users by securing specialist referrals and coordinating access to appropriate internal and external services.

Wellbeing, Behaviour and Safeguarding Lead

Cippenham School
Cippenham, Berkshire
02.2023 - 05.2023
  • Led a team of Welfare Officers and Inclusion Mentors to embed a whole-school approach to emotional wellbeing, creating a supportive environment for pupils experiencing a wide range of personal, emotional, and behavioural challenges.
  • Acted as Senior Mental Health Lead, designing and implementing wellbeing initiatives for staff and students — skills that directly translate to promoting wellbeing within a university student community.
  • Supported academic colleagues with the development and implementation of tailored support interventions, including behaviour, learning, and mentoring plans — similar to supporting university students through Fitness to Study or mitigating circumstances processes.
  • Built effective working relationships with parents and carers to co-develop strategies when a young person’s behaviour or mental health posed a barrier to engagement — analogous to student support planning in HE.
  • Designed and delivered peer-support and buddying programmes to foster connection, belonging, and resilience among vulnerable students.
  • Proactively identified pupils requiring pastoral support and collaborated with teachers to remove non-academic barriers to progress — an approach easily transferred to identifying and supporting HE students at risk of disengagement.
  • Took a lead role in the provision of support for children with SEND and emotional or behavioural needs, ensuring inclusive and appropriate interventions — directly relevant to understanding neurodiversity in university populations.
  • Served as Deputy Designated Safeguarding Lead, representing the school in multi-agency forums (TAF, CIN, CP conferences), escalating concerns, and coordinating safeguarding responses with Children’s Services and external partners — a key function mirrored in student welfare safeguarding work in HE.
  • Maintained oversight of vulnerable student cohorts (including those with Child in Need and LAC status), and worked closely with senior leaders to ensure integrated, wraparound care.
  • Managed referrals to statutory services, CAMHS, and third-sector organisations, and ensured all staff were appropriately trained in safeguarding policies and procedures — mirroring the need for proactive referral and training within student welfare settings.

Family Support Worker

Brighter Futures for Children
Reading, Berkshire
09.2022 - 02.2023
  • Provided direct, relationship-based support to families experiencing a wide range of complex challenges, including trauma, mental health, bereavement, and housing instability, using evidence-based interventions tailored to individual needs.
  • Held a caseload of vulnerable families and worked holistically with household members to assess need, develop outcome-focused plans, and coordinate support – similar to managing complex student welfare cases in HE.
  • Acted as key worker/lead professional, adopting a strengths-based, trauma-informed approach to build trust and promote sustainable change – directly relevant to engaging students who may initially be disengaged or ambivalent about seeking support.
  • Organised, chaired, and participated in multi-agency meetings (e.g. TAF/TAC), promoting coordinated, wraparound responses that prioritised safeguarding and wellbeing.
  • Regularly reviewed SMART action plans and ensured timely, measurable progress was tracked – a critical skill in managing ongoing support for students in difficulty.
  • Supported families transitioning from statutory Children’s Social Care services, including collaborative work with social workers, education settings, and other services – experience highly transferrable to navigating student transitions and continuity of care in HE.
  • Liaised across universal, targeted, and statutory services (e.g. education, health, housing, voluntary sector) to ensure effective multi-agency responses to risk and need – skills directly applicable to working across university departments and external agencies.
  • Maintained detailed, confidential case notes using a digital case management system in line with GDPR and safeguarding procedures – core requirements for student casework in university settings

Transition Co-ordinator

Bracknell Forest Council
Bracknell, Bracknell Forest
01.2022 - 09.2022
  • Supported vulnerable and at-risk young people, including those who were care-experienced (CLA), with SEND, or disengaged from education, to navigate personal and educational barriers and make informed decisions about their futures.
  • Delivered impartial, person-centred advice and guidance around education, employment, and training, helping young people to identify aspirational goals and pathways, and equipping them with tools to maintain engagement.
  • Proactively identified young people at risk of NEET status through close liaison with schools, colleges, and alternative providers, developing tailored intervention strategies to re-engage them in learning or training.
  • Took lead responsibility for tracking NEET data and compiling reports for senior leadership and local authority partners—experience which demonstrates strong organisational, analytical, and reporting skills transferable to student case monitoring in HE.
  • Raised and managed safeguarding concerns in line with policy, including referrals to statutory services, demonstrating vigilance and adherence to duty of care.
  • Built effective multi-agency partnerships with Virtual Schools, Social Care, Youth Services, and Early Help to ensure joined-up support—experience directly applicable to cross-departmental and interagency collaboration in universities.
  • Advocated for access to inclusive, supportive education for marginalised young people, including identifying and facilitating alternative provision where necessary.

Learning Manager

Highdown School and Sixth Form
Reading, Berkshire
11.2016 - 01.2022
  • Managed and coordinated the school’s pastoral support centre (STAR), delivering break, lunchtime, and after-school interventions to support students with emerging or ongoing wellbeing needs.
  • Conducted initial assessments using tools such as SDQ and RCADS to identify emotional, behavioural, and mental health concerns, designing and delivering tailored 1:1 and group interventions.
  • Developed and facilitated psycho-social and health education sessions, fostering resilience, emotional literacy, and self-regulation skills among students.
  • Worked in close partnership with the SENCO to support students with SEND and those presenting with complex or undiagnosed needs.
  • Coordinated and delivered a successful peer mentoring programme for Year 12/13 students supporting vulnerable Year 7 pupils during transition.
  • Identified risk and managed safeguarding concerns, acting as Lead Professional where appropriate, including onward referrals to Early Help, CAMHS, and statutory services via the Children’s Single Point of Access.
  • Led on Year 7 transition planning for pupils with complex needs or vulnerabilities, working with families and feeder schools to ensure continuity of support.
  • Partnered with external agencies (e.g., Berkshire Women’s Aid, Youth Services, Primary Mental Health Workers) to coordinate wraparound support for students and families.
  • Maintained accurate and timely records of all safeguarding and wellbeing activity via CPOMS, SIMS, and other case management system

Personal Advisor

Adviza
Wokingham, Berkshire
04.2009 - 11.2016
  • Engaged with young people (13-24) in education, FE and community settings, supporting them to maintain, find or sustain education or employment, as well as personal development opportunities.
  • Supported vulnerable young people, families and carers to overcome an array of complex barriers to accessing and maintaining education, or with making significant transitions eg from school to college and HE
  • Delivered effective group and 121 information, advice and guidance sessions to support significant transitions.
  • Undertook home-visits to young people who were hard-to-reach, to engage and support them to return to education.
  • Identified and made safeguarding referrals working with DSL
  • Worked in partnership with a plethora of agencies to support young people and their families.
  • Ensured that all work interventions undertaken were recorded in-line with company guidance and policy.

Team Leader

Connexions
Wokingham, Berkshire
03.2005 - 06.2009
  • Managed and supported a multidisciplinary team of Personal Advisors and practitioners across educational and community settings, ensuring high-quality delivery of youth engagement and welfare services.
  • Oversaw the day-to-day running of a busy community office, supervising administrative staff and Employment and Training Advisors, and ensuring smooth service delivery.
  • Held operational responsibility for safeguarding procedures within the team, providing supervision, oversight, and escalation where necessary, in line with statutory duties and local authority guidance.
  • Produced regular data-driven reports and service evaluations for the Senior Management Team and Local Authority to inform strategic planning and performance improvement.
  • Developed and delivered innovative, partnership-led programmes targeting vulnerable, marginalised, and ‘hard-to-reach’ young people, including those who were NEET or at risk of disengagement.
  • Maintained a small caseload of young people requiring intensive support, using a strengths-based approach to help them re-engage with education, employment, or training opportunities.

Postive Activities Team Leader

Connexions North London
Crouch End/Barnet, LND
03.2004 - 03.2005
  • Managed and supported a team of 12 Personal Advisors and practitioners delivering 1:1 and group interventions across education and community settings, including PRUs and specialist behavioural units.
  • Provided clinical case supervision, safeguarding oversight, and operational support to ensure effective delivery of youth welfare and engagement services.
  • Oversaw safeguarding arrangements across the team, acting as the lead for risk assessment, case escalation, and inter-agency referrals in line with statutory frameworks.
  • Developed and delivered wellbeing and personal development programmes for vulnerable and hard-to-reach young people, including those who were NEET, care-experienced, or at risk of exploitation or school exclusion.
  • Designed and implemented a holiday programme to engage young people facing multiple disadvantages, enhancing their confidence, social skills, and connection to local services.
  • Worked collaboratively with schools, colleges, police, youth workers, and health professionals to deliver trauma-informed interventions, including ‘keeping safe’ and healthy relationships workshops.
  • Produced written reports and evaluations for senior management and Local Authorities to inform strategic decisions and improve service outcomes.

Personal Advisor

Reading Connexions
Reading, Berkshire
08.2002 - 02.2004
  • Engaged with and supported young people in education or NEET, to access or sustain education, employment and personal development opportunities.
  • Supported LAC young people, families and carers to overcome barriers to accessing and maintaining education, or with making significant transitions.
  • Delivered a Teenagers-to-Work programme, specifically for LAC young people in Reading.
  • Delivered effective group and 121 information, advice and guidance sessions to aid and support readiness for education transition and employment attainment.
  • Home-visiting young people that were hard-to-reach to support them to return to education.
  • Worked in partnership with a plethora of partner statutory and voluntary agencies to support young people and their families.
  • Ensured that all interventions undertaken were recorded in line with company guidance and policy.

Nursery Nurse

Harmanswater Primary School
Bracknell, Berkshire
01.1996 - 09.1997
  • Created a safe, nurturing, and stimulating environment to promote emotional wellbeing and early development through trauma-informed and play-based approaches.
  • Monitored children’s development closely, maintaining detailed learning records and sharing progress with caregivers to ensure a holistic understanding of each child’s needs.
  • Delivered creative individual and group-based activities that supported social, cognitive, and emotional growth.
  • Built strong, trust-based relationships with families, offering guidance and support to parents experiencing challenges around behaviour, speech and language, and developmental milestones.
  • Identified early indicators of SEND or developmental delay, working closely with parents, SENCOs, Educational Psychologists, and SALTs to deliver timely interventions.
  • Provided targeted support to children and families referred through Children’s Social Care, working as part of safeguarding plans to ensure children’s safety and inclusion.
  • Mentored Early Years students on placement, modelling best practice and supporting their professional development.

Education

NVQ Level 4 - Assessor Award

QCA
London, ENG

NVQ Level 4 - Advice and Guidance

CFBT Training Centre
Reading

Post Graduate Diploma - Careers Guidance

University of Reading
Reading

BA:Joint Honours Sociology and Social Policy 2:1 -

Royal Holloway University Of London
London

A-Levels -

Bracknell College of Further Education
Bracknell

National Nursey Examination Board (NNEB) - Childcare and Development Level 3

Stanmore College of Further Education
Harrow

GCSE -

Nower Hill High School
Harrow

NVQ Level 2 - Certificate in Counselling

CPTA
Sussex
02.2024 - 07.2025

NVQ Level 3 - Certificate in Counselling

CPTA
Sussex
09.2024 - 02.2025

Skills

  • Excellent ability to establish and build effective relationships with adults, children and students from a diverse range of backgrounds
  • Significant experience of working with statutory, community education and FE settings
  • SEMH expertise
  • Excellent oral and written communication skills
  • Proficient in IT, using Microsoft Word, Outlook, Teams and a number of widely used databases and CRM systems
  • Adept at utilising a number of assessment tools and submitting written reports
  • UKTC-Traumatic Bereavement: Working Therapeutically with Children and Young People
  • Drawing and Talking Therapy trained
  • Self-motivated and tenacious team worker
  • Empathetic listener
  • Excellent organisation

Timeline

NVQ Level 3 - Certificate in Counselling

CPTA
09.2024 - 02.2025

NVQ Level 2 - Certificate in Counselling

CPTA
02.2024 - 07.2025

Therapeutic Practitioner

Daisy's Dream
05.2023 - Current

Wellbeing, Behaviour and Safeguarding Lead

Cippenham School
02.2023 - 05.2023

Family Support Worker

Brighter Futures for Children
09.2022 - 02.2023

Transition Co-ordinator

Bracknell Forest Council
01.2022 - 09.2022

Learning Manager

Highdown School and Sixth Form
11.2016 - 01.2022

Personal Advisor

Adviza
04.2009 - 11.2016

Team Leader

Connexions
03.2005 - 06.2009

Postive Activities Team Leader

Connexions North London
03.2004 - 03.2005

Personal Advisor

Reading Connexions
08.2002 - 02.2004

Nursery Nurse

Harmanswater Primary School
01.1996 - 09.1997

NVQ Level 4 - Assessor Award

QCA

NVQ Level 4 - Advice and Guidance

CFBT Training Centre

Post Graduate Diploma - Careers Guidance

University of Reading

BA:Joint Honours Sociology and Social Policy 2:1 -

Royal Holloway University Of London

A-Levels -

Bracknell College of Further Education

National Nursey Examination Board (NNEB) - Childcare and Development Level 3

Stanmore College of Further Education

GCSE -

Nower Hill High School

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