Emily Georgiou

• Lead a class of pupils with diverse and complex SEND needs, delivering fully differentiated, high‑quality lessons aligned with individual EHCP targets.
• Create structured routines, personalised resources, and multisensory activities that promote communication, independence, emotional regulation, and meaningful engagement.
• Build strong, trusting relationships with pupils through patience, consistency, and a deep understanding of individual profiles, ensuring a safe, nurturing, and predictable learning environment.
• Work collaboratively with teaching assistants, therapists, and multidisciplinary teams, leading daily briefings, modelling best practice, and guiding staff in behaviour support, communication systems, and targeted interventions.
• Maintain clear, supportive communication with parents and carers, providing regular updates on progress, behaviour, and wellbeing.
• Monitor and record pupil progress with accuracy and professionalism, completing assessments, updating EHCP evidence, and contributing to review meetings.
• Respond calmly and effectively to challenging behaviour, using de‑escalation strategies and trauma‑informed approaches to maintain safety and emotional stability.
• Demonstrate strong organisation, safeguarding awareness, and a commitment to high professional standards in all aspects of classroom practice.
• Quickly adapted to a maternity‑cover role by learning new systems, building rapport with pupils and staff, and ensuring continuity of learning and care.
• Reflective, resilient, and proactive in improving practice, consistently adapting teaching to meet the evolving needs of the class and uphold inclusive, high‑quality provision.

• Supported pupils with autism, communication needs, learning disabilities, and social‑emotional challenges through differentiated activities, one‑to‑one support, and small‑group work.
• Helped pupils develop communication, independence, and emotional regulation using structured routines, visual supports, and personalised strategies.
• Built strong, trusting relationships with pupils by providing patience, consistency, and a calm, reassuring presence.
• Contributed to a positive, well‑managed classroom by implementing behaviour plans, using de‑escalation techniques, and supporting transitions and social interactions.
• Prepared and adapted learning materials to meet EHCP targets and supported targeted interventions such as literacy work, communication programmes, and sensory activities.
• Provided personal care with dignity and professionalism, ensuring pupils’ comfort, safety, and wellbeing.
• Observed and recorded pupil progress, sharing key information with the teaching team to support planning and assessment.
• Worked collaboratively with teachers, therapists, and external professionals to deliver consistent, holistic support.
• Communicated effectively with families and contributed to a supportive, inclusive school community.
• Demonstrated strong teamwork, adaptability, and commitment to SEND practice, building a solid foundation for continued work in specialist education.

• Delivered high‑quality, person‑centred care across residential, nursing, and private home settings, supporting individuals with diverse and complex needs.
• Provided sensitive assistance with personal care, including bathing, dressing, feeding, continence support, and mobility, always promoting dignity, comfort, and independence.
• Adapted quickly to new environments, care plans, and team structures, ensuring continuity of care and smooth integration into different settings.
• Supported daily living activities, encouraged engagement and wellbeing, and monitored changes in physical or emotional health.
• Maintained accurate, confidential records of care delivered, observations, and concerns requiring escalation, ensuring safe communication and handovers.
• Built trusting relationships with clients and families through empathy, patience, and clear communication.
• Collaborated effectively with nurses, senior carers, and multidisciplinary professionals to deliver consistent, holistic support.
• Demonstrated a calm, professional approach in fast‑paced or challenging situations, maintaining high standards of care at all times.
• Strengthened communication, interpersonal, and emotional‑support skills, contributing to safe, compassionate, and person‑centred care.

• Maintained high standards of cleanliness and hygiene across busy factory environments during the COVID‑19 pandemic, ensuring safe working conditions for all staff.
• Carried out thorough cleaning of production areas, machinery touchpoints, staff rooms, washrooms, and high‑traffic zones in line with strict infection‑control procedures.
• Followed detailed cleaning schedules, COSHH guidelines, and health‑and‑safety protocols with accuracy and consistency.
• Used industrial cleaning equipment and appropriate PPE confidently and safely, adapting to new procedures introduced during the pandemic.
• Responded quickly to changing priorities, urgent cleaning requests, and rapid‑turnaround tasks in a fast‑paced manufacturing environment.
• Worked collaboratively with supervisors and factory teams to maintain smooth operations and minimise disruption to production.
• Demonstrated strong reliability, punctuality, and a proactive work ethic, often taking initiative to identify areas needing attention.
• Maintained clear communication with colleagues and management, reporting hazards, stock shortages, or maintenance issues promptly.
• Remained calm, professional, and focused under pressure, contributing to a safe, hygienic, and well‑managed workplace during a challenging period.

• Completed 17 weeks of clinical placement across two hospital wards and a community health visiting team, gaining hands‑on experience in both acute and community care.
• Supported the delivery of safe, compassionate, person‑centred care to patients with a wide range of physical, emotional, and social needs.
• Participated in clinical tasks such as patient assessments, basic observations, assisting with medication administration under supervision, and maintaining accurate healthcare documentation.
• Developed strong understanding of infection control, safeguarding, professional standards, and evidence‑based practice.
• Communicated effectively with patients, families, and multidisciplinary teams, building confidence in responding to patient needs and supporting wellbeing.
• Adapted quickly to fast‑paced clinical environments, managing changing priorities while maintaining professionalism and attention to detail.
• Strengthened empathy, resilience, and interpersonal skills through regular patient contact and reflective practice.

Although I chose to withdraw from the programme for personal reasons, the knowledge, skills, and values gained continue to shape my approach to care and inform my work within health, social care, and education settings.