Chantel Johnson

• Providing impartial, independent, confidential careers advice to young people.
• Keeping comprehensive records, relationship building and implementing career theories to help students achieve career goals.
• I write the careers and employability PSHE lesson for year 7-13 of which they receive 6 lessons per academic year.
• I deliver workshops, assemblies and form time activities to meet careers legislation Provider access legislation and updated Gatsby Benchmark marks.

Main Achievements

• Establishing student career champions across the academy

• Leading the implementation of career’s strategy, networking and building relationships with stakeholders, business and training providers.
• Delivered tailored workshops to enhance employability skills.
• Organised school-wide events promoting various career paths.
• Fostered strong relationships with local employers for increased work placement opportunities.
• Working to raise aspirations and providing careers coaching to young adults to help to achieve aspirations.
• Co-ordinate work experience liaising with employers.
• Main achievements:
• No NEETS (Not in Employment, Education, Training)

• Raising aspirations in a school where deprivation factors are double the national average.
• Assisting sixth form students applying for higher education.
• Providing work related education and employability skills.
• Undertaking audits across the curriculum areas and devising subsequent action plans which contribute towards strategic aims.
• Updating social media outlets and promoting career events.
• Liaising with several stakeholders including parents, CEO and governors.
• Networking with a range of community projects and businesses to enhance careers programme.
• Organising careers events including business breakfasts and careers fair.
• Evaluating careers interventions.
• Raising careers profile across the Academy.
• Main Achievements
• Quarterly audits- improved scores by 50 per cent across all career benchmarks.

• Offering support, advice and guidance to students experiencing mental health difficulties, practical issues with accommodation, educational difficulties, financial issues, health issues and any other aspect of student experience.
• Undertaking brief consultation assessments to establish needs.
• Liaising with other colleagues in wellbeing such as the counselling service, disability and the mental health nurse.
• Designing and delivering workshops to help students embed wellbeing strategies.
• Adopting a person-centered approach using counselling skills and motivational interviewing techniques in a non-judgmental way.
• Building effective relationships by communicating with sensitivity and respect.
• Community consultation work with students to establish what they need from support services.

• Working with young people experiencing homelessness who have complex needs including substance misuse, sexual exploitation, offending and mental ill health.
• Assisting residents to achieve life skills, find opportunities for engaging in employment, education and training and prepare them for independent living.
• Providing practical support to residents including attending appointments.
• Liaising with schools, colleges and university.
• Encouraging and motivating young people to improve educational attainment & attendance.
• Main Achievements
• Supported residents to achieve over 95% attendance in college.
• Completed 100% assessments/ reports by the deadline and to an excellent standard.

• Working with children and families to improve education, health and general well being, reduce presenting risk and work with colleagues especially from education to improve outcomes.
• Developed the ability to gently challenge and maintain a therapeutic relationship with children and families.
• I am an organised multitasker who can manage/prioritise a complex case load.
• Undertake risk assessments including: Early Help assessments, single assessments & assessments of need to determine the level of support which is needed to make sustainable changes.
• Interpret information in an anti-oppressive and non-judgmental way in order to make the right decisions with children and families.
• Chaired team around the family and child in need meetings and I was required to keep up to date with legislation and guidance to ensure best practice.

• I was a case manager on a project within a regeneration project.
• The Become project helped local 'hard to reach' residents and families aged 16-59 overcome barriers to employment and education.
• My Main duties involved working in a multi-disciplinary way with other agencies to provide support for residents.
• Excellent verbal and written communication skills and able to present information to a wide audience.
• BECOME was based in an area of high deprivation and therefore I experienced working with people of diverse backgrounds with a multitude of interlinking problems.
• Achieved 100% targets in agreed time scale.
• Establishing community networking group.
• Community work.