Lesley-Anne O'Neill

My role includes:

• Providing compassionate, person‑centred care tailored to each client’s individual needs during end‑of‑life stages.
• Support clients with daily living tasks, including meal preparation, hydration, and maintaining a comfortable living environment.
• Deliver personal care sensitively and respectfully, including assistance with bathing, dressing, mobility, and continence care.
• Manage and administer medication in line with care plans, ensuring safety, accuracy, and clear documentation.
• Monitor clients’ physical and emotional wellbeing, reporting any changes promptly to healthcare professionals or family members.
• Offer emotional support and reassurance to clients and their families, promoting dignity, comfort, and quality of life.
• Work collaboratively with multidisciplinary teams to ensure consistent, high‑quality care.

With 18 years of dedicated service at Blackburn College, I have successfully undertaken a variety of roles, with my primary position as an Assessor Trainer for Level 2 and Level 3 Teaching Assistant qualifications. I am committed to creating a positive and personalised learning experience, ensuring each learner feels valued, motivated, and supported throughout their journey. By utilising streamlined documentation and personalised development plans, I cultivate learning environments that promote progress, confidence, and strong professional behaviours.

My role involves close collaboration with employers, contributing to the growth of new business opportunities in partnership with the Business Support Team. I have adapted to evolving programme requirements, including the strengthened focus on students’ knowledge, skills, and behaviours, and the integration of End Point Assessment processes. I provide clear communication about assessment expectations and deliver detailed, purposeful feedback that enables learners to make informed decisions and achieve meaningful career progression.

The changing educational landscape—particularly following the impact of COVID‑19—has highlighted the importance of flexible learning approaches and additional support for learners’ mental health and individual needs. I have continually developed my own professional practice through extensive training, completing a full teaching qualification culminating in a PGCE, alongside a wide range of shorter professional development courses. The role involves adaptation to change and being flexible and driven.

During my time at the Queen Victoria I directed daily operations to improve customer experience and streamline processes.
Managed children's safety protocols in play area, ensuring a secure environment.
Delivered exceptional customer service in restaurant, enhancing guest satisfaction.
Organised bar setup for optimal service readiness and customer engagement at age 18.

My role as a Special needs teaching assistant was to support children with language delays, Down’s syndrome, behavioural difficulties and autism. The role involved planning individual educational plans for the children both long term and short term. | worked very closely with Educational Psychologists, language therapists and teaching staff at the learning establishments. | attended training days for language delays and Autism. | also had to transfer the knowledge | had learnt to nursery nurses and managers to undertake and follow. The Nursery nurses and managers relied heavily on me to help them to understand the stages of language development and Autism its self, | had to study individually to understand Autism and the levels of it. | also worked closely with parents of the children | supported and | feel that all the parents felt that | was approachable and | understood that they knew their child best. During my time with the Council | learnt about visual learning timetables and specific learning styles of children with special needs. My time with the Council was very rewarding and all the children made progress and all managed to go to mainstream education.

My role as a Nursery Nurse was to support my key group of children who were aged 2-3 years. I planned their intervention along side the foundation stage early learning goals.

I also carried out other roles including:

• Assisted in the preparation of nutritious meals for healthier eating habits amongst children.
• Observed children's behaviour whilst identifying any developmental issues or concerns.
• Stimulated emotional growth with sensitive and patient communication, fostering strong relationships.
• Improved language skills in toddlers using interactive storytelling sessions and song routines.