Carly Evans

Education welfare officer with extensive experience in enhancing attendance in both mainstream and specialist educational settings. Proven ability to assess and evaluate existing processes, leading to strategic improvements that reduce absences and improve student outcomes.

Compassionate professional with expertise in communication and problem-solving, backed by experience in education and caregiving. Skilled in creating personalized support plans and promoting inclusive learning environments. Dedicated to enhancing the lives of individuals with special needs through targeted interventions.

Skilled in addressing children's unique needs with patience and sensitivity, ensuring tailored support for educational, social, and emotional development. Committed to fostering inclusive environments through effective strategies within school frameworks. Proven ability to enhance student outcomes through compassionate engagement and support.

Experienced in delivering innovative solutions and care programs tailored to diverse mental health and emotional well-being needs. Skilled in identifying issues and opportunities to enhance emotional resilience. Collaborates effectively with external agencies to provide additional resources and support for improved outcomes.

• Family walks
• Going to the gym
• Theatre and concert trips

While working as a Nursery Nurse, I assumed the role of SENCO and completed specialist training to enhance my effectiveness in this position. I successfully coordinated and promoted a fully inclusive environment, ensuring all children were supported to reach their potential. My responsibilities included developing and implementing Individual Education Plans (IEPs), as well as guiding and supporting staff to deliver an accessible, inclusive, and high-quality pre-school provision.

I worked as a Mental Health and Wellbeing Lead within a primary school, where I completed a range of specialist training, including Thrive Practitioner, Play Therapy, CBT, Bereavement Support, and LEGO Therapy. In this role, I delivered targeted 1:1 support for children with SEN, as well as those experiencing emotional and behavioural difficulties. I also led group interventions focused on building resilience, emotional regulation, and positive peer relationships.

I planned and delivered PSHE lessons from Nursery to Year 6, following the SEAL and SUMO frameworks, promoting emotional literacy and wellbeing across the school. I supported nursery staff with home visits prior to school entry, contributed to the early identification of additional needs, and facilitated smooth transitions from Nursery to Reception and Reception to Year 1. I worked collaboratively with external agencies, outreach teams, and support workers, attended social care meetings, and liaised closely with safeguarding teams to ensure the best outcomes for pupils.

Additionally, I delivered whole-staff training across multiple schools on the Thrive approach and effective PSHE provision.

I arranged and led meetings with families to address attendance concerns, initiating Early Support Plans and making referrals to relevant support agencies. I liaised closely with educational settings to ensure appropriate provisions were in place to support each child and improve attendance. I conducted home visits to safeguard pupil wellbeing, reporting any concerns back to the school to ensure appropriate follow-up and fulfilment of duty of care. Additionally, I completed and prepared documentation for legal referrals to the Local Authority.

I completed training in Emotionally Based School Non-Attendance (EBSNA) and maintained up-to-date knowledge of safeguarding legislation, attendance regulations, and the SEND Code of Practice.