Helen Sproul

During my role as a specialist mentor, I have provided highly specialist, specifically tailored, one-to-one support, which is generally remote via Teams, and helps students address the barriers to learning created by a particular impairment, e.g. mental health conditions, ADHD, or autistic spectrum disorders. This could include a range of issues, for example, coping with anxiety and stress situations, how to deal with concentration difficulties, time management, prioritising workload, and creating a suitable work-life balance. I have experience of supporting students with complex needs, including issues of self-harm, eating disorders, and health issues, e.g. cancer and scoliosis.

While working with Evermore Solution, I worked as a Specialist Mentor with students who had mental health issues, which was a similar role to my present employment. During my work experience with Evermor Solutions Ltd, I worked with all the students face to face and I also supported students with developing study skills, including assignment planning, note-taking methods, tructuring assignments and/or presentations, proofreading for spelling, punctuation and grammatical errors and improving research techniques.

I worked as a supply teaching assistant in secondary schools for students with learning difficulties, health issues, and challenging behaviour. Including Gateshead PRU, Newcastle PRU, Portland School, and Barbara Priestman. My role included:

Individualised Learning Support: Supporting students to break down complex lessons into smaller steps, and supporting them with their learning. Supporting the students with their behaviour management and using de-escalation. This included applying consistent, calm, and proactive strategies to help students regulate their emotions and manage distress.

I worked with other teaching staff to implement educational plans, including Education, Health and Care Plans (EHCPs) and Individual Education Plans (IEPs), in partnership with teachers, Special Educational Needs Coordinators (SENCOs), and outside specialists such as speech and language therapists. I supported students with their personal care and welfare, which included their physical safety, social-emotional development, and monitoring and recording of behavioural or academic progress. I also collaborate with staff, participate in pre-lesson briefings with teachers, and attend daily debriefs to ensure a unified approach across the classroom team.

My role was to provide support and supervision to foster carers, and I conducted regular home visits and formal supervision sessions (typically monthly) to offer emotional and practical support. I followed safeguarding standards to ensure the families' foster homes met the Fostering Services: National Minimum Standards, handled safeguarding concerns, and enforced safer care practices. I provided training and development, identified training needs, delivered guidance, and helped carers complete required development. I worked as part of a team involving close collaboration within the 'team around the child'—coordinating with the child’s local authority social worker, schools, health services, and birth families. I also participate in annual reviews of approved foster households and maintain accurate, up-to-date case notes and reports on placements.

I worked within a team supporting families with varying levels of need. I was involved in investigating alleged or suspected cases of abuse and neglect, and organised responses and resources to protect children. Also, monitoring the care of those children who had a child protection plan, and young people who were looked after in foster care and residential placements. I also prepared detailed reports and case notes, ensuring accurate documentation of client interactions.

I managed a caseload of young people and applied safeguarding and risk management with balanced protective measures, and positive risk-taking. I built trust through relationship-based practice with teenagers needing stabilised support and appling strengths-based approaches using co-production and active listening to empower youth. Myr role included preparing older teens for transition into adulthood, housing, and education pathways and coordinating multi-agency collaboration across schools, mental health services, police, and housing providers.

During this role, I managed a caseload of 32 cases of children and families with complex needs, completing assessments, court reports, monitoring, and supporting families. Where a child protection plan was in place, I coordinated resources, prepared reports, coordinated meetings, and attended court hearings. I also support children and young people in foster care and residential placements.

My role mirrored the job description of the tasks I carried out while working at FCA, however, addictionally I completed form F assessment and I also had a senior practitioner role for a focused project working with challenging young people.

During this role, I co-ordinate daily referrals with schools, social care families, and local authorities. I also co-ordinate multi-agency referral workflows with schools, social care families, and local authorities. With the team, we deliver workshops and activities in youth centres, community spaces, and learning environments. Also organising education programmes including OCR re different subjects, Asdan programmes, horse riding skills, and resilience sessions in community settings. I have delivered induction and training for staff, mentors, and I supervise part-time and full-time staff for consistent practice. I maintain case records, track outcomes, complete safeguarding compliance checks, and monitor safety and safeguarding compliance through regular case recording and outcome tracking.

During this role provide 1-to-1 mentoring, offering emotional support and active listening during stress. I also supported young people to remove barriers to inclusion by spotting social, physical, communication, learning obstacles. I deliver youth-led activities by running sports, arts, and community projects regularly and supported advocacy by helping young people express views and challenge oppressive behaviour. I coordinate multi-agency support by working with families, schools, and social care.= and maintained safeguarding with accurate case notes, reports for reviews, and procedures.

While I worked in this role, it was essential that I built safe, predictable, trusting relationships with young people facing instability. I supported daily routines through wake-ups, meals, personal care, and comfortable rooms. I promote education and health by attending school, tracking homework, and escorting to appointments. I also encouraged independence by teaching cooking, budgeting, and planning for adulthood. I managed young people experiencing distress using calm de-escalation, emotional regulation, and individual support plans. Furthermore, I organise group activities and residential trips, and provide encouragement and support to enable young people to experience new activities, promoting self-confidence and empowerment. Also, I collaborated with team members to achieve target results.

During this role, I built trust through consistent, respectful relationships that supported safe conversations and provided informal education with guidance on life skills, wellbeing, and healthy relationships. I identified risks early and signposted support to local services or mental health hubs, and I de-escalate conflicts by helping young people manage anger and resolve peer disputes. During sessions, I amplify youth voice by sharing perspectives with councils, police, and community organisations to co-create provision.

My role involved providing 24-hour, year-round supervision across three on-site flats, outreach, and challenging disruptive behaviour by setting boundaries, curfews, and visitor limits. I delivered parenting education covering household management, budgeting, and daily life skills, and monitored child safety, school attendance, and emotional wellbeing to prevent neglect. I also provided support and coordinated multi-agency support across housing, police, and the NHS.

See previous description of role of residential worker with Dundee Council

While working on this project, I offer practical guidance and emotional support to parents and carers daily, and I support play and learning activities for early language, and social skills. I also identify family needs in homeless accommodation, provide support, and track progress, following child and adult protection procedures to protect vulnerable families. Furthermore, I coordinated the delivery of resources and support with health visitors, social workers, schools, nurseries, and community services, and collaborated with team members to achieve target results.

My role was to support young mothers and their children within a supported housing or residential setting. The core objective of this position is to manage the day-to-day facilities, coordinate specialised care plans, and empower young, vulnerable mothers to develop their parenting and independent living skills, necessary to safely transition into the community. Due to the project's changing focus, I successfully helped move all the families into their own tenancies.

During my role, I provided practical and emotional support to parents, carers, and single parents to build parenting skills, establish boundaries, and improve home environments. Additionally, supporting parents during group activities, and developing self-confidence and social interactions. I delivered targeted, sessional daycare and play-based learning for children aged 0 to 5, especially those classified as 'children in need'—to bridge developmental and attainment gaps. I adopted a multi-agency approach and worked closely with social workers, NHS health partners, schools, and local support services.

As a nursery nurse, I provide daily childcare and personal care tasks, including feeding, napping, hygiene, and toileting routines to maintain cleanliness and comfort. I planned and ran age-appropriate early education activities, including storytelling, and outdoor play. I also work as part of a team, and record the children's development and progress.