Ciara Flynn

Experienced and highly effective Deputy Headteacher with over 25 years of teaching and leadership experience across the UK and international settings. Skilled in strategic school improvement, curriculum development, teaching and learning, staff development, safeguarding, and fostering a strong Catholic ethos. Proven track record of raising standards, improving teaching quality, developing leadership capacity, and creating inclusive environments where all pupils can thrive academically, socially, and spirituallyy

• Qualified Teacher Status (QTS)
• Teacher Reference Number: 096353
• Experience teaching pupils aged 4-11
• Extensive experience teaching across the primary curriculum

• Successfully led the implementation of Read Write Inc., improving early reading outcomes.
• Introduced coaching approaches to develop teaching practice.
• Strengthened curriculum sequencing and assessment practices.
• Developed pupil leadership initiatives to promote pupil voice and responsibility.
• Contributed significantly to school improvement planning and evaluation.
• Led work to embed and strengthen a Catholic vision and ethos throughout school life.
• Built strong leadership capacity among middle leaders through coaching and strategic support

• I am an experienced Deputy Headteacher with extensive expertise in supporting pupils with a wide range of learning needs, including those with SEND, literacy difficulties, language barriers and complex educational needs. Throughout my career, I have worked collaboratively with teachers, SENCos, families and external agencies to identify needs early, develop effective provision and ensure children receive the support required to achieve their potential.
• Whilst my experience has been gained within a mainstream primary setting, my current school has one of the highest proportions of pupils with Education, Health and Care Plans (EHCPs) in Reading, alongside a specialist Additional Resource Provision (ARP). As a member of the senior leadership team, I work closely with the SENDCo, pastoral team, staff, parents and external professionals to ensure provision effectively meets the increasingly complex needs of our pupils. Through regular pupil progress discussions, provision reviews and collaborative planning, I have developed significant experience in identifying barriers to learning, advising on effective strategies and evaluating the impact of targeted support.
• Recognising gaps in provision, I played a key role in establishing two additional informal resource-based provisions within the school for pupils whose needs could not be fully met through universal classroom teaching alone. This involved assessing need, developing staffing structures, coordinating support from external agencies, implementing targeted interventions and monitoring outcomes to ensure provision was effective and responsive. This work has strengthened my understanding of inclusive practice, personalised provision, multi-agency working and the strategic leadership required to improve outcomes for children with complex needs.
• A particular strength of mine is literacy leadership. As Phonics Lead, I successfully introduced and implemented the Read Write Inc. programme across the school, delivering training, coaching and ongoing support to staff. This resulted in improved phonics outcomes, greater consistency in teaching practice and increased staff confidence. Alongside this, I have worked with colleagues to develop reading provision, intervention programmes and approaches that support pupils experiencing difficulties with literacy acquisition. My previous experience as an EAL teacher further strengthened my understanding of language development, assessment and the barriers that can impact children's progress in literacy.
• Developing and supporting colleagues is central to my leadership approach. I regularly deliver professional development, lead staff training, coach teachers and support leaders in adapting provision to meet the diverse needs of learners. I have significant experience in using assessment and attainment data to identify needs, monitor progress and evaluate the effectiveness of interventions at both an individual and whole-school level. I am confident in collecting, analysing and interpreting information to inform decision-making and improve outcomes for children.
• Building positive relationships with families is equally important to me. I believe that children achieve their best when schools and parents work in partnership, and I have extensive experience working collaboratively with families to ensure support is consistent, effective and centred on the needs of the child.
• I am committed to evidence-informed practice and regularly engage with current research and developments in literacy, SEND and inclusive education. Through my strategic leadership, coaching expertise, understanding of complex needs and commitment to improving outcomes for all learners, I believe I would make a valuable contribution to supporting schools, staff and children with complex literacy and numeracy needs.