Emma Hibberd

I have been very fortunate in my career to have been given many opportunities to develop my skill set within a wide variety of areas.

· Strategic direction and development of provision for vulnerable groups

- importance of communication, reflective planning and a co-ordinated approach between school, families and external agencies.

- instrumental role in policy revision and targeting of SIP objectives.

- ensure a high level of information sharing/action planning for both vulnerable children and children with SEN.

- Accessing external agencies.

- Early identification of SEN

- prompt and precise liaison with CAMHS/EP to ensure a diagnosis

- work closely with Occupational Therapists, Speech and Language Therapists and Educational Psychologists to assess the children a head of EHCP application but also to plan therapies to be administered at school.

- work closely with Social Care, School Health, EWS and Wellbeing through Core Group meetings, Child protection Conferences, Team Around the Child and attendance monitoring meetings. Contact initially being made by emergency referral by school via MASH, through to completion of Information Requests for initial assessment and meetings with the Social Workers/FSW/EWO to ensure a plan is available to support the families during often very difficult times.

· Progress and Achievement of Pupils

At the core of education is ensuring that the children are achieving their potential, however, it is also essential that their emotional wellbeing is being nurtured.

- experience using a variety of tracking tools to assess the child’s progress.

- identifying children across the school who are cusp or who are falling behind allowing targeted support. - Meeting with teachers, parents and the children themselves to review achievement and to embed next steps

- Ensuring small achievable goals are set which can be achieved in a reasonable time to allow the child to reach their full potential.

- involved in the assessment process across the whole school but especially KS2 SATS.

- ensure the SEN children who require extra time do so and to also support administration of the tests.

- monitoring the achievement/attendance of all children and, more specifically, those who are EAL/LAC/Military/CP/SEN.

- ensure that specialist interventions are targeting the child’s needs.

- Collaborative working with staff and parents is essential for all children but especially children with SEN.

- Monitoring and training teachers to ensure QFT

- Co-ordinating EHCPS, ensuring the appropriate provision is in place, TAs are suitably trained to run interventions, arrange assessments from professionals and co-ordinate the PDR cycle for the EHCPs following Local Authority systems.

- continuously review the Provision Map to ensure best use of adults to meet the childrens needs.

- Monitoring SEN Pupil Passports every 6 weeks.

· Senior Leadership

- performance management of TAs.

- identifying and providing whole staff training opportunities,

- hiring new TAs for both SEN plans and mainstream classrooms.

- Delivering INSET on QFT, best use of TAs, SEN support, Behaviour, Autism, Online Safety.

- Delivery of whole staff safeguarding update in September as required by KCSIE.

- Parent workshops – hosting and delivering workshops including involvement of professionals such as school health, mental health, Zones of Regulation, EPs and behaviour service.

- Providing outreach to other schools to support them in providing for ASD children within mainstream settings.

- Managing a SEN budget

- ensuring that TAs were deployed appropriately to maximise the use of funds and to ensure they had access to essential resources and training.

- Procuring resources to ensure effective education of children across the school including sourcing funding for a new sensory space.

- actively seeking personal CPD opportunities e.g visiting specialist schools for ASD, SEMH and Auditory/Visual Difficulties to ensure that we can provide the most current and effective resources and provision for these children within our school.

Other specialism:

- DSL

- Zones of Regulation

- Relational Practice

- PACE trained

- Clicker trained

- VI trained