Lisa Pinkerton

• ensure all staff recognise and fulfil statutory responsibilities in line with SEND Code of Practice liaising with a range of professionals.
• created and ensure effective and rigorous systems for assessing, recording and reporting of children’s provision, progress and attainment in line with a graduated response.
• ensure teaching and learning is inclusive for all pupils.
• liaise with parents, staff, children and outside agencies to ensure the best provision and learning environments.
• keep abreast of and implement government policy.
• gather information and formulate reports for a range of audiences.
• lead on appraisals and deliver inspirational training.
• formulate and review the School Improvement Plan and hold others to account for subsequent actions.
• lead on staff and pupil wellbeing as Senior Mental Health Lead, running monthly wellbeing campaigns.

(employed through a school level agreement)

• deliver NPQSENCo training to groups consisting of up to 40 professionals.
• deliver the Early Careers Teachers framework as primary and send Lead Facilitator - groups of up to 200 people.
• ensure ECTs have understanding of their statutory responsibilities in line with code of practice and share practical strategies and resources such as Widgit.
• deliver ECT Mentors framework to support teachers acting as mentors for ECTs.
• coordinate logistics for successful workshops and events.
• adapt facilitation style to suit varying audience needs, fostering an inclusive atmosphere and proactive engagement strategies.
• collaborate closely with co-facilitators and create and adapt motivating learning materials.
• completing quality assurance visits to inspect schools' ECT provision, providing verbal and written feedback.

• Ensured consistency and stability during interim period between two substantive head teachers.
• Facilitated school-wide assemblies, promoting a values based education.
• Ensured safeguarding policies were strictly adhered to, guaranteeing child welfare at all times.
• Maintained high standards of education with regular monitoring of teaching practices, introducing a monitoring proforma with inclusion at the heart.
• Fostered positive learning environment with clear communication and leadership.
• Delivered improved student behaviour through a relationships policy based on restorative practice and protective behaviours.

• disseminated latest initiatives and county expectations through motivating and engaging training.
• ensured communication friendly environments and introduced consistency in use of Widgit symbols for visual timetables and signage.
• led initiatives, coordinating and delivering training sessions.
• carried out and supported appraisal for teaching and support staff within my team.
• organised and moderated EYFS and KS1 assessments including phonics screening.
• monitored teaching, learning and planning within the EYFS and KS1.
• led as subject leader for assessment, literacy, online safety and EAL.
• worked within the SLT and the local cluster and consortia group.
• acted as elected staff governor and PTA staff representative.
• worked in partnership with on-site preschool to ensure continuity and strong links (regularly leading training events for EYFS staff).
• managed disciplinary issues, ensuring a safe and respectful learning environment.

(Selected by Local Authority, ceased when profile moderation ended)

• moderated EYFS profiles with settings within the local authority (visiting a variety of settings, reviewing their provision, providing oral feedback to practitioners and head teachers and submitting written reports).
• led moderation sessions, of groups of over 30 people, to ensure accuracy of assessments and disseminate government updates.
• chosen to lead large Early Years Aspirations Network for consortium group 5; bringing together and leading practitioners from pre-school and school settings for training (identified from audits with staff), moderation and network meetings - this built on one I had originally set up within our own consortium under my own initiative.

• Led across Foundation Stage and Key Stage 1 departments.
• Taught across Reception, Year 1 and Year 2.
• Collaborated closely with colleagues to plan school events and projects.
• Participated actively in staff development training programmes and workshops.
• Implemented innovative teaching strategies to engage students in the learning process.
• Adapted teaching methods for diverse student needs and abilities.
• Promoted inclusion within the classroom, ensuring equal opportunities for all learners.

Other roles during this period included:

• ICT subject leader
• Literacy subject leader
• EAL lead, online safety officer
• Designated Safeguarding Lead
• Early Help (CAF) lead practitioner
• Staff Governor
• Website Designer and Creator
• Staff PTA representative
• Paediatric first aid lead
• Foundation stage partnership link with local preschool

Funding for programme ceased (but continued to provide service on ad hoc basis on request)

• Headhunted by Local Authority to act as a mentor teacher for settings requiring improvement. Key responsibilities included working alongside practitioners to identify areas of development, creating action plans and delivering training. 2 year funded project.

• developed engaging lesson plans aligned with the national curriculum.
• implemented innovative teaching strategies to engage students in the learning process.
• fostered a positive learning environment.
• worked collaboratively with other teachers to review data and develop instructional strategies to address student learning objectives.
• set up lesson materials and engaging displays.
• delivered computing training to staff including using software designed to support inclusion.