Anita Kelleher

Primary Carer and Advocate
Family carer | London, Middlesex | Sep 2006 - Current
* My son began to show signs of difficulties in expressive language ability and other areas before his 2nd Birthday and was formally diagnosed with Autism, Speech, Language & Severe Communication Difficulties at around three years of age along with sensory difficulties and associated behaviours. I became ’a carer‘ within the timeframes of before and after him having formal diagnosis and so this led to instability at times in my ability to maintain a salaried working life. I - like all family carers had to adapt to my son’s ongoing needs and disabilities which entailed self sacrifice in order to meet those in a professional, personal , caring and safeguard capacity. It entailed a long journey of acceptance, integration into a community that was very different to the one I had been used to in raising my daughter who was neuro typical and whereby life seemed to flow very easily and naturally within society. The journey of raising a child with such complex neurological disorders and needs is no mean feat that is for certain. The dynamic between being a parent and a carer together is one that I had to fully adapt to. The ongoing battles entail you to take on roles akin to a lawyer, social worker, health care and educator provider all at the same time and with a need to equally arm yourself with extensive knowledge of judicial legal systems in place to fight for justice and human rights on behalf of societies most vulnerable children Is no mean feat! Parent / carers continually endure the breakdown of both family and professional relationships which makes the journey even more painful and challenging. After many ups and downs in early years and following two failed primary school settings - I gave up my Singing for the Brain role to home educate my son in 2015. This included teaching him 1:1 every day through creative, academic and therapeutic nature led activities along with vital skills and training in life skills using live experiences to underpin his understanding of concepts in life which eventually helped him adapt to changes, increase his awareness and flexibility. We travelled around the UK and Ireland extensively between 2016 and 2019.
My son - now 21 years of age, has recently integrated into a 52 week a year specialist residential college placement in Wales and I remain his dedicated Mum, Advocate and Appointee. We have had much to contend with in dealing with Local Authority services - that being Education and Social Services. I have been in attendance at court hearings in both the First Tier Tribunal for SEND Education rights and also Court of Protection - ensuring at all times advocacy for my son and acting in his best interests. I have appeared as a Litigant in Person in the latter ‘Court of Protection’ - providing detailed evidence based reporting in both my Witness Statements and Position Statements since 2025 and ongoing intermittently as required - at all times voicing support for both my son ‘s human rights & equality against a backdrop of discrimination, prejudice and inequality that we have faced in our fight for justice for him to have his best interests met based on his wishes and feelings at all times. Below highlights the various daily tasks, routines and responsibilities involved in my role as Primary carer.
Generated detailed reports to document progress In annual reviews / SEN education reviews as well as above mentioned court attendances.
Maintained clean and hygienic living environments, ensuring comfort and safety at all times.
Carried out personal care tasks, including meal assistance, and mobility support.
Built strong, trusting relationships by providing continuous support and delivering best possible care.
Advocated for rights and interests, ensuring voice was heard in care planning and decision-making processes.
Developed and implemented individual care plans, tailoring services to meet the unique needs
Facilitated community integration-organising social activities that improved their social skills and confidence.
Coordinated with social services and other agencies to access additional support , facilitating comprehensive care.
Provided emotional support and companionship in building trusting relationships.
Engaged in respectful communication, respecting dignity in care.
Assisted to prepare for day with prompting showering, , dressing and providing any assistance needed with personal hygiene tasks, (including showering, dressing), and grooming, promoting independence at all times e.g hand over hand shaving practice
Engaged reading, games, and activities to promote mental well-being which also included trips out with use of own vehicle or public transport. ( I have a full clean drivers licence).
Administered medications as unable to self-administer.
Assisted with domestic tasks, grocery shopping.
Prepared and served nutritious meals, catering to diverse dietary requirements as well as provide support with cooking and other ADL's when necessary.
Managed challenging behaviour sensitively, adopting a person-centred approach at all times employing de-escalation techniques to maintain a calm environment.
Informed social worker of key changes in conditions and behaviours.
Aided when and where necessary with morning and evening routines to help establish independence and autonomy.
Monitoring of health, behavioural and physical changes, promptly reporting concerns to relevant services.
Implemented life-changing behaviours, demonstrating empathy and active listening skills.
Helped to access community medical, housing and transportation resources.
Actively listen to complaints and feedback, actioning improvements to continuously elevate quality of care.
Organised schedules of medications, meals, medical appointments In role and implemented the training of all staff and supporting 2:1 with staff as and when necessary.
Accompanied to hospital appointments, community events and ad-hoc errands, providing safety and support.
Participated in training sessions that were available, continuously improving care techniques and knowledge. (Certificates attached)
Documented care provided meticulously, ensuring accurate records for healthcare professionals.
Maintained accurate records, helping to maximise data quality and accuracy.
Administered medication accurately, following healthcare professionals' instructions and monitoring side effects.
Responded promptly to emergencies, applying first aid, alerting medical staff and police where necessary.
Reduced anxiety by clearly and calmly explaining clinical processes and procedures.
Supported night routine and helped to reduce disruptions to sleep, delivering person-centred care in line with individual care plan - (for example ensuring a lavender bath was prompted each night for calming and regulation purposes.)
Coordinated regular exercise to support health and wellness goals.
Coordinated with multidisciplinary teams, contributing to comprehensive care planning and execution.
Helped maintain social connections, transporting to personal meetings or on outings.
Monitored progress, identifying and proactively addressing obstacles hindering abilities.
Monitored vital signs and reported any significant changes to healthcare professionals, contributing to safety.
Provided care in person and over phone for daytime and nighttime needs and also if other staff needed support in their role supporting same.
Facilitated communication with healthcare teams, advocating for preferences, wishes and feelings
Monitored health, behavioural and physical changes, promptly reporting concerns.
Conducted risk assessments continuously to identify potential hazards within the home setting and on community access where and when needed.
Counsel on pain management and medication risks.
Advocate for rights and wellbeing, ensuring voices heard

Singing for the Brain Leader
Alzheimer's Society | Essex | Jan 2013 - Nov 2015
I worked across Essex running ‘SFTB' in community venues to facilitate group sessions
for our service users across the region. The role was a very therapeutic and holistic way
of allowing our users to reignite their memory and communication abilities via the
medium of singing and the use of percussion instruments only. This input helped
clients to sometimes recover their speech, language, communication and memory. It
also provided a bridge for them to regain a chance to laugh, talk and joke with their
loved ones / carers. I upheld safeguarding duties along with health and safety checks
each session in order to ensure things ran smoothly. Each session took 2.5 hours
minimum, allowing for a half hour break mid flow for tea, biscuits and a chat together
along with any admin to be completed where necessary. I also had an old record player
for the break time in order to allow service users to bring in any records of artists they
used to enjoy listening to. I fully planned and tailored each session in accordance with
needs of each service user in mind. I held information gathering with them and their
carer to enable me to create bespoke sessions so each individual felt very valued and
catered for in their music tastes. I created song sheets using formatted typeface suitable
for all users needs and laminated each song sheet for ease of use during sessions and
equally for filing/retrieval purposes back at the office. I updated records on paper and
updated on computer system back at the office each evening. I made sure to have stocks
in place efficiently and ready for the next sessions. I updated colleagues on any
safeguarding issues / concerns if I observed such at any of my groups and signposted
clients equally to other depts within the organisation where necessary. I used my own
transport to access each venue. I kept accurate records of travel expenses and mileage
undertaken. Some days I ran back to back groups in different areas in order to facilitate
community needs.
Promoted safe working environment by implementing regulatory standards, policies
and guidelines.
Developed excellent working knowledge of organisation trends and improvements in
processes.
Maximised client engagement and satisfaction by delivering excellent client service.
Prepared range of written communications, documents and reports.
Met schedule using excellent planning and coordination skills.
Trained and mentored employees to maximise team performance.
Demonstrated consistent hard work and dedication to achieve results and improve
service.
Actively listened to service users and carers to fully understand requests and address
concerns.
Enhanced working relationships by participating in team-building activities and
ongoing training.
Picked up additional tasks to aid team success.
Handled concerns and escalated any major issues to supervisor.
Maintained clean, safe working environments to eliminate accident risks.
Collaborated with team members to achieve results.
Improved efficiency and productivity by acquiring new skills.
Applied critical thinking to analyse problems, evaluate solutions and select best
decisions.
Managed teams by overseeing hiring, training and professional growth of
employees/voluteers.
Arrived at work on time and ready to start immediately.
Applied positive client service approach to increase satisfaction levels.
Displayed energy and enthusiasm adapting to each environment and service users
needs at all times.
Created and maintained displays and signs.
Designed digital and print materials to engage audiences.
Delivered high-quality results within budget and timeframe targets.
Maintained safe, positive and confidential environments for service users to
comfortably ask questions.
Took care of equipment and rental items to maintain good working order.
Encouraged service users to have fun and enjoy their own musical style which led to enhancing their communication with their carer/loved ones again.
Planned, prepared and delivered workshops across the county of Essex utilising
community spaces where possible to enable service users ease of travel and allowing them to feel safe within their local community.
Revised, updated and modified session content to maintain relevancy and adapt to all users needs.
Offered feedback and advice to encourage and motivate families and service users.
Carried out warmup exercises for targeted practise based on ability, preferences and
interests.
Sourced music and percussion instruments for regular classes and special
performances.
Analysed session progression.
Coached gently in accordance with group ability in voice, tempo and rhythm exercises
to promote strong strong bonds in the group. Support users to retrieve past musical
abilities and enable them to communicate with their loved ones.

• I was involved with performing arts threatre workshops teaching singing and drama to children and young people aged 3 to 19 years of age. The theatre co ran sessions in North and North West London. We usually ran training for different shows with end of year performances for friends, family and public audiences. These were mainly weekend workshops but sometimes weekday evenings also if needed. I taught and coached children/young people on the art of live - on stage performance and endeavoured to increase their awareness, self esteem , confidence and abilities across the world of stage. We put on shows like Grease, Oliver, Bugsy Malone, A MidSummer Nights Dream to say a few. With the earlier years I focused on poetry, song and performance and they would always showcase before the main show with the older kids. Below highlights the various work tasks involved:
• Organised end-of-term performances for students to showcase their work.
• Assessed students' work and provided constructive feedback on improvement areas.
• Modified lesson content based on different abilities and interests.
• Provided opportunities for students to work collaboratively on project work.
• Nurtured confidence by stimulating students to appreciate their own achievements and actions.
• Communicated student progress and challenges with parents and caregivers.
• Encouraged students to provide peers with constructive criticism.
• Established students' objectives to guide lesson planning.
• Guaranteed student safety following safeguarding procedures.
• Tutored students for official exams.
• Balanced participants' personal needs with group needs to support artistic exploration.
• Facilitated after-school drama clubs, offering additional opportunities for students to explore their interests in performing arts.
• Directed annual school productions, overseeing casting, rehearsals, and technical aspects, resulting in acclaimed performances.
• Led initiatives to secure funding for the performing arts department, resulting in improved facilities and resources.
• Fostered a supportive classroom environment, encouraging creativity and self-expression among students of varying skill levels.
• Maintained up-to-date knowledge of educational standards and developments in the performing arts sector, applying best practices in teaching.
• Utilised feedback from students and parents to make informed adjustments to teaching methods and curriculum content.
• Managed resources efficiently, sourcing costumes and props within budget, ensuring high-quality productions.
• Promoted a culture of respect, teamwork, and perseverance, preparing students for future endeavours in the performing arts and beyond.
• Implemented innovative teaching methods, including improvisation and role-play, to enhance student engagement and learning outcomes.
• Engaged in regular communication with parents and guardians, updating them on student progress and departmental activities.
• Assessed student progress through regular performance reviews, providing constructive feedback to promote development.
• Spearheaded diversity and inclusion efforts within the performing arts programme, ensuring representation and accessibility for all students.
• Cultivated partnerships with local community theatres, facilitating student participation in community-based performances.
• Adapted teaching strategies to support students' individual learning needs and goals.
• Gave thoughtful feedback on students' work.
• Motivated students to take on challenges through peer learning and experimentation.

• I worked both paid and voluntary in various school settings during the period in term time posts in order I was able to commit equally to being Mum to my two children and provide a stable sense of equilibrium with work life balance at all times in order my children benefited from my love, attention and engagement at all times. The majority of my work was in secondary level education providing SEN support on both a 1:1 basis and groups also when and where necessary. Below information accurately highlights the tasks involved and the extent of responsibility when support our most vulnerable in society. I built very supportive and empathetic relationships with both my students and their families /carers equally. As well as this I maintained appropriate boundaries and at all times a professional approach with both colleagues, students and family/carers.
• Supervised and supported SEN pupils to complete in-class activities.
• Provided 1:1 and group support for class activities and outdoor recreation.
• Assisted in the development of social skills through structured group activities and peer interactions.
• Supervised children during activities and play, helping maintain safety and proactively address behavioural problems.
• Provided hands-on support during school outings, ensuring safety and inclusion of SEN students.
• Organised classroom spaces and materials to help teacher prepare for lessons.
• Offered students one-on-one assistance with class assignments and activities.
• Implemented behaviour management techniques to create a safe and productive learning environment.
• Implemented individual education plans for students with learning difficulties.
• Quickly built strong, long-lasting relationships with students to obtain extensive knowledge on individual needs and struggles.
• Organised and prepared materials that catered to the specific needs of SEN students.
• Assisted in adapting classroom environments to be more sensory-friendly for students with sensory processing issues.
• Promoted positive behaviour through the implementation of reward systems tailored to individual needs.
• Planned and prepared lessons with lead teacher, evaluating and adjusting to meet diverse learning styles.
• Monitored and recorded progress of SEN students, providing feedback to teachers and parents.
• Encouraged student interaction to develop positive learning and socialisation experiences.
• Conducted sensory activities to support students with autism, improving their focus and engagement.
• Participated in professional development courses focused on the latest SEN teaching methodologies.
• Moved with children between classes, keeping students in line and minimising disruptions.
• Supported the emotional well-being of SEN students by being an approachable and understanding presence.
• Prepared indoor and outdoor spaces for recreational activities to support children's physical health and development.
• Supported pupils with disabilities using behaviourally based instruction and positive reinforcement techniques.
• Provided one-to-one support to students with physical disabilities, aiding their mobility around school.
• Encouraged positive social and emotional childhood development and reported progress and concerns.
• Closely monitored student progress to assess areas for development and extra support required.
• Provided in-class support for students with behaviour plans to minimise anti-social and disruptive behaviour.
• Enhanced student wellbeing by encouraging health, safety and good behaviour.
• Led outdoor educational activities designed to enhance the physical and mental well-being of SEN students.
• Effectively managed class behaviour through positive reinforcement and explicit instruction.
• Facilitated small group sessions for students requiring extra support in literacy and numeracy.
• Promoted cultural sensitivity and inclusion with students of non-English speaking backgrounds.
• Collaborated with teachers to develop individualised education plans IEPs for students with special educational needs.
• Monitored social interactions and modelled positive choices to improve connections and reduce conflicts.
• Collaborated with parents and students to develop individualised learning development plans, creating based on student's needs and abilities.
• Prepared classrooms for lessons by setting workspaces, distributing teaching material and loading presentations onto interactive whiteboards.
• Demonstrated concepts taught by teachers during regular lessons.
• Taught small groups of 3-4 special educational needs students to provide extra attention and support to those in need.
• Helped students exceed expectations by providing ongoing support and assistance throughout lessons.
• Applied phonics-based strategies to support students with dyslexia in improving their reading skills.
• Utilised assistive technology to enhance learning opportunities for SEN students.
• Coordinated with external agencies to secure additional resources and support for SEN students.
• Supported the inclusion of SEN students in mainstream classrooms through tailored assistance.
• Researched and sourced learning materials to support lesson plans.
• Updated class records with attendance and grades for assignments, projects and examinations.
• Engaged with parents and guardians to discuss their child's progress and strategies for support at home.
• Supported student development by facilitating individual reading sessions and homework.
• Skilfully planned innovative and creative lessons, designed to develop skills and learning for children requiring special education.
• Used teacher assessment data to customise interventions and best help children with learning difficulties.
• Prepared lesson plans, following school guidelines closely and meeting curriculum requirements.
• Adapted teaching strategies to meet diverse learning needs of Special Educational Needs SEN students.
• Sourced and ordered teaching material and classroom supplies.
• Assisted with marking assignments and reporting feedback to students and parents.
• Helped students progress their learning development in core subjects, including maths and English through 1-to-1 mentoring.
• Supported students requiring special education from years 4 up to 19.
• Referred students to psychologists or other supplemental resources to meet comprehensive learning and support needs.
• Shared information about students with parents, other staff and internal and external agencies as appropriate and attended annual review meetings.
• Escorted and supervised students on educational visits and out-of-school activities.
• Supervised students during break times, lunchtimes and after school clubs.
• Worked with students in small groups and 1:1 to provide additional support with activities and lessons, offering constructive feedback and advice to develop literacy, numeracy, listening and communication skills.
• Created a friendly, positive and inspiring learning environment to facilitate interactions amongst students.
• Monitored students response to learning activities and modified appropriately to achieve intended learning outcomes.
• Assisted students to reach social development milestones.
• Identified signs of distress in students, resolving behavioural and emotional issues.
• Prepared additional learning resources and aids to promote inclusivity in learning.
• Worked with students in care programmes with help from relevant professionals on specific needs.
• Supported in managing challenging student behaviour, contributing to progress meetings to provide feedback, raise concerns and recommend appropriate action.
• Monitored special group events and off-site field trips, guaranteeing pupil safety.
• Helped with eating, dressing and other aspects of personal care while encouraging independence.
• Supported in monitoring, assessing and recording students progress.
• Marked students work following directions from management.

• I worked for YOUTH ACTION VOLUNTEERING ENFIELD which ultimately lent to my role being person centred by visiting sixth form schools and colleges, interviewing students from age 16 plus who showed interest in volunteering in their chosen career field in order to avail of the opportunity to gain important work and life experience in their role along with enhancing their knowledge of the subject pathway they were aiming towards in education and study.
• Closely and accurately followed task specifications and instructions laid out by supervisors.
• Documented progress reports, communicating effectively with supervisors and team members and volunteers about project/volunteering status.
• Participated in local community events, representing the organisation and building positive public relations.
• Greeted students and offered immediate assistance.
• Maintained an outstanding, reliable and trustworthy team member when left to complete jobs independently.
• Followed detailed instructions from supervisors to complete tasks accurately and within designated timeframes.
• Followed organisation safety and performance requirements at all times.
• Completed all work within agreed timeframes, without assistance and to high-quality standards.

I have sang from a very young age whether it be in school performances, church choir or other avenues like youth projects / community competitions / festivals.

I was at a young age offered a scholarship by the Cork School of Music who assured my parents they would train me in voice and piano. Unfortunately this never came to pass and so in moving to London in 1986 aged 18, I lightly became involved in participation - singing at community and family gatherings. As time passed I hooked up with song writers , musicians and other like minded artists to go on to be part of bands performing at places like the Marquee, Mean Fiddler, 100 Club, Rock Garden and some of Camdens popular venues also. I returned to my roots in traditional music in mid 90’s having met musicians / writers looking for female vocals to come on board. We went on to perform a varied genre though encompassing rock, country, blues, motown, pop and traditional music sets across London and UK. We also wrote, recorded and performed original material. I gained huge experience in several fields from performance, crowd pleasing and handling, marketing, design work, rehearsal and recording, interviewing / auditioning / hiring when and where necessary professional musicians and being able to contain them in order to keep momentum alive ongoing for the band in general with always a focus on future and success. However not all musicians had the same passion it seems and thus ended a certain dream to succeed in that field in late 90’s. I have though never lost my heart for the arts and continue to embed a creative spirit in all I do - in order to use my experience and expertise across many fields. I dip into music projects now and then still whether it may be entering a studio session for a song writer or standing in for a vocalist. My creative ability allows me to use my talent to enhance my performance across many sectors and professions. It helps in both development and problem solving

situations along with being able to aptly define team working progress at all times.

Below are some of the key areas of skills I have encompassed within this field:

• Performed live sets for small-scale performances, celebrations and parties.
• Maintained and improved skills through regular practice and performances.
• Offered one-to-one and group vocal coaching, enhancing musician capabilities and confidence and improving overall performance standards.
• Collaborated well to achieve faultless group performances.
• Wrote and promoted music, working closely with commissioning party.
• Optimised guest experience, engaging with audience to bolster stage presence.
• Composed and produced new music.
• Developed new adaptations for specific instrumentalists, vocalists and locations.
• Managed other musicians in rehearsals, performances and other musical activities.
• Self-promoted on various social media platforms to raise awareness and gain greater audience.
• Devised evocative melodies and harmonies to engage audience members with specific emotions.
• Harmonised accurately within vocal group and choir arrangements.
• Adapted vocal approaches to different genres of music, types of performances and group dynamics.
• Created new musical pieces for specific performances or wider use.
• Expanded vocal skills consistently by attending training and learning new techniques.
• Liaised with fellow musicians, vocalists and musical directors to establish clear approaches for each piece.
• Altered arrangements to suit singer and musician range and capabilities.
• Acquired new performance skills to broaden and diversify live music act.
• Confidently set up and operated own audio equipment to provide solo performances.
• Maintained up-to-date knowledge, enhancing current and future performances in line with contemporary industry trends.
• Selected musical pieces to match performance objectives and allocated parts to musicians and vocalists.
• Recorded a professional studio demo to help promote band and increase bookings.
• Recruited talented musicians for performances.
• Maintained equipment, costumes and props to ensure good condition.
• Arranged compositions to suit performance purposes.
• Practised daily to perfect vocal pieces and prepare for performances.
• Communicated with clients to address requirements and negotiate fees.
• Kept up to date with recent music trends for insight into writing new music.
• Upheld rigorous rehearsal schedule to maintain high standards of performance matching audience expectations.
• Performed solo compositions with confidence and conviction.
• Maintained instrument and equipment in optimal condition with regular care.
• Gained exceptional reviews through confident stage presence and audience engagement.
• Utilised abilities in improvisation, aiding efficiency of rehearsals and coaching sessions.
• Ensured vocal health, performing daily vocal maintenance exercises.
• Built positive brand by giving interviews to papers and some radio play also .