Louise Alder

• Lead SENDCO for Multi- Academy Trust.
• Responsible for children with a range of special educational needs including Autism and Learning Disability.
• Early identification of special educational needs/ disabilities.
• Co- ordinating provision for children with special educational needs/ disabilities.
• Designing adaptations to the curriculum and environment.
• Referrals to health care practitioners.
• Working collaboratively with a range of external agencies.
• Make requests for statutory assessment through the Local Authority to obtain Education Health and Care Plans (EHCP).
• Ensure the provision in the EHCP is provided and progress towards outcomes is monitored and reviewed regularly.
• Host annual reviews for EHCPs with families and health care/ education practitioners.
• Provide support to families.
• Advocate for children and their families.
• Advising and supporting colleagues.
• Provide training in staff INSET and at Multi- Academy Trust Conference.
• Ensure policy and practice is in line with the SEND Code of Practice 2014.
• Ensure families receive advice, information and care from the Local Authority that is in line with the Children and Families Act 2014.

Deputy Designated Safeguarding Lead

• Advising colleagues on safeguarding matters.
• Reporting concerns in line with safeguarding policy.
• Maintaining records using CPOMS.
• Completing Early Help Assessments for vulnerable children and families.

Same job roles and responsibilities as current role listed, with the exception of being Lead for Multi- Academy Trust.

• Member of Senior Leadership Team.
• Rated "Outstanding" practitioner by Ofsted.
• Set high expectations which inspire, motivate and challenge learners.
• Demonstrate knowledge and understanding of how individuals learn and how this impacts on teaching.
• Promoted good progress and outcomes by learners.
• Prioritised strategies to develop responsible, independent learners.
• Adjusted teaching methods according to individual needs and ensured an inclusive learning environment where all learners felt accepted and valued.
• Assessed student progress, provided constructive feedback for improvement.
• Fostered strong relationships with learners by displaying genuine interest in their personal growth and achievements.

• GTP work based teacher training 2011-2012.
• Class teacher 2012-2013 as Newly Qualified Teacher.

• Cognitive rehabilitation - worked in collaboration with multi- disciplinary team to design, deliver and review rehabilitation programmes for service users with acquired brain injury.
• Assist service users to adapt to the impact of their brain injury on daily living, social relationships and employment.
• Collaborated with multidisciplinary teams to provide holistic care.
• Applied a Neuro-behavioural Therapy Approach to address behavioural challenges resulting from brain injury i.e aggression, impulsivity, apathy.
• Produced detailed service user progress reports, reviewing with service users, families and external agencies to establish treatment objectives.
• Co- ordinated Rehab Support Worker Teams.