Megan Ralph

• Assisted the class teacher in planning, delivering, and evaluating engaging learning activities.
• Led small group work and one-to-one interventions to support pupil learning and progress.
• Supported pupils with Special Educational Needs (SEN) and those requiring additional support.
• Encouraged pupil focus and participation, helping them stay on task and understand lesson content.
• Prepared and adapted learning resources to suit varying needs and abilities.
• Occasionally delivered pre-planned lessons and activities in the absence of direct teacher supervision.
• Monitored pupil progress and provided regular feedback to the class teacher.
• Contributed to assessments and maintained accurate records of pupil development.
• Promote positive behaviour and supported effective classroom management in line with school policy.
• Organised and maintained the classroom and learning areas, ensuring a safe and stimulating environment.
• Supported teachers with administrative tasks, including photocopying and record-keeping.
• Supervise pupils during non-classroom times such as lunchtimes, playtimes, and school trips.
• Provided emotional and pastoral support to pupils as required.
• Assisted with personal care tasks where necessary, particularly in Early Years settings.
• Acted as a key worker for specific pupils, building strong relationships and supporting their individual needs.
• Attended selected staff meetings and participated in ongoing training and development.
• Worked collaboratively with teachers, fellow teaching assistants, the SENCO, and external professionals.
• Maintained up-to-date knowledge of safeguarding procedures and educational best practices.

• Assisted in managing and overseeing safeguarding and child protection concerns across the school.
• Worked closely with the Designated Safeguarding Lead (DSL) to ensure safeguarding policies and procedures were current, effective, and consistently followed.
• Took full responsibility for safeguarding in the absence of the DSL, including making timely referrals to external agencies and maintaining clear communication with the wider safeguarding team.
• Received and responded to safeguarding concerns raised by staff and pupils.
• Maintained detailed, accurate, and confidential written records of safeguarding concerns and referrals.
• Liaised with local safeguarding partners, such as social services and the police, as appropriate.
• Attended and contributed to child protection conferences, core group meetings, and strategy discussions.
• Stayed up to date with changes in safeguarding legislation, statutory guidance, and best practices.
• Monitored vulnerable pupils to ensure they received appropriate and ongoing support.
• Collaborated with pastoral teams, SEND staff, and external professionals to deliver wrap-around care.
• Supported the development of a strong safeguarding culture throughout the school community.
• Ensured pupils were aware of safeguarding procedures and knew who they could speak to if they had a concern.
• Contributed to the regular review and implementation of safeguarding policies and procedures.
• Ensured safeguarding records were consistently updated, accurate, and stored securely in line with data protection requirements.

· Welcomed children on arrival, helping them feel safe, calm, and ready to start the school day.

· Supervised children throughout the session, ensuring their safety and well-being at all times.

· Promoted positive behaviour in line with the school's behaviour policies.

· Took daily attendance and maintained accurate records as required.

· Communicated effectively with teachers and parents regarding any concerns or observations.

· Reported safeguarding or child protection concerns in accordance with school policy and procedures.

· Prepared and served healthy, balanced breakfasts, including cereals, toast, fruit, and drinks.

· Ensured dietary requirements and allergies were correctly followed.

· Encouraged healthy eating habits and good hygiene, including handwashing and table manners.

· Organised and led quiet, engaging activities such as reading, drawing, puzzles, or simple games.

· Supported social interaction and cooperative play to help children settle and feel at ease.

· Provided emotional support to children, helping them transition smoothly into the school day.

· Cleaned and tidied breakfast areas, including washing up and sanitising tables and equipment.

· Maintained a clean, safe, and well-organised environment in line with school expectations.

· Worked collaboratively with colleagues and liaised with other school staff as needed.

· Attended relevant training sessions and briefings.

· Ensured compliance with all health & safety and safeguarding regulations.

· Ensured the safety and well-being of all children at all times.

· Followed safeguarding and child protection procedures, maintaining effective communication with the Designated Safeguarding Lead (DSL) on site.

· Supervised children during indoor and outdoor play, promoting a safe and enjoyable environment.

· Managed behaviour in a positive manner, in line with the school or club's policies.

· Conducted regular headcounts and maintained accurate attendance records.

· Planned and led age-appropriate activities such as arts and crafts, sports, games, and reading.

· Encouraged creativity, teamwork, and positive social interaction.

· Supported children with homework or quiet activities when needed.

· Prepared and served healthy snacks or light meals, adhering to dietary requirements and allergy protocols.

· Promoted good hygiene habits and table manners.

· Set up and tidied away activity areas before and after each session.

· Ensured all equipment and resources were safe, clean, and well-maintained.

· Created a welcoming, inclusive, and engaging environment for all children.

· Worked collaboratively with other club staff and liaised with school personnel when necessary.

· Communicated effectively with parents and carers about their child's experiences or any concerns.

· Reported behavioural, emotional, or safeguarding concerns to the appropriate person.

· Completed required paperwork, including incident reports and medication logs, accurately and promptly.

· Took part in training and professional development to support best practice and continuous improvement.

After completing my time as a sports coach, I was keen to progress my career by gaining hands-on experience in a classroom setting. I was fortunate to join St John's in a full-time capacity, where I began a Level 3 Teaching Assistant Apprenticeship in partnership with Walsall College. Over the two-year course, I acquired a wealth of knowledge and developed significantly, both personally and professionally.

To complete the qualification, I undertook a range of tasks including written assignments, presentations, professional discussions, and formal observations. I also compiled a comprehensive portfolio of work-based evidence. In July 2023, I completed my End Point Assessment, which involved three classroom observations across Early Years, Key Stage 1, and Key Stage 2. Each was followed by professional discussions, questioning, and feedback. I also took part in a final 90-minute professional discussion covering key competencies and areas of practice.

I received outstanding feedback from the assessors, which was shared with the senior leadership team. I was proud to achieve a distinction and be awarded top marks across all areas—a reflection of my commitment and the invaluable experience gained throughout the apprenticeship.

• Designed and delivered engaging, age-appropriate PE lessons in line with the national curriculum.
• Adapted activities to suit a range of abilities, including pupils with SEND or medical needs.
• Promoted physical literacy, motor skills, and healthy lifestyle habits among pupils.
• Organised and ran before-school, lunchtime, and after-school sports clubs.
• Encouraged participation from all pupils, fostering a love for sport and physical activity.
• Planned and managed school sports days, tournaments, and inter-school competitions.
• Liaised with external sports providers, local clubs, and national governing bodies.
• Worked collaboratively with SLT and teaching staff to enhance the PE curriculum and extracurricular provision.
• Contributed to the implementation of the school's PE and Sports Premium strategy.
• Supported and guided assistant coaches, apprentices, and volunteers.
• Led by example in professionalism, safeguarding, and positive pupil engagement.
• Monitored and tracked pupil participation and development in PE.
• Provided constructive feedback to teachers, parents, and SLT where appropriate.
• Ensured a safe environment during all sports and physical activities.
• Followed safeguarding procedures and reported any concerns to the Designated Safeguarding Lead (DSL) or relevant staff.
• Conducted risk assessments for all sessions, events, and equipment use.
• Kept up-to-date with training and developments in PE, coaching methods, and safeguarding practices.

• Oversaw all aspects of county squads, including player selection, training, and overall team performance.
• Developed seasonal plans, match strategies, and tailored training programmes to meet squad needs.
• Led a multidisciplinary team including coaching staff, analysts, physiotherapists, and support personnel to ensure cohesive and effective operations.
• Scouted and selected players from clubs, schools, and development pathways across the county.
• Created individual development plans focusing on technical, tactical, physical, and psychological progression.
• Built strong relationships with grassroots clubs and academies to support talent development and progression.
• Designed and delivered high-quality training sessions appropriate to age, ability, and development stage.
• Utilised video analysis and performance reviews to inform training objectives and tactical adjustments.
• Managed all aspects of matchday operations, including warm-ups, tactical instructions, substitutions, and post-match debriefs.
• Maintained the highest standards of player welfare and safeguarding, especially when working with young or vulnerable players.
• Ensured full compliance with FA safeguarding policies and best practice procedures.
• Fostered an inclusive, respectful, and high-performance team culture both on and off the pitch.
• Promoted county football within the wider community and served as a role model for players and fellow coaches.

In 2017, I established my own girls' football team, running alongside several established boys' teams and a men's first team. My aim was to increase girls' participation in grassroots football, inspired by my own journey after leaving the Girls' Regional Talent Centre at West Bromwich Albion. This initiative served both as a personal passion project and a professional challenge, driven by a commitment to helping bridge the gender gap in the sport.

Worked as Head Coach during the summer holidays, delivering high-quality, engaging sessions to children aged 5 to 16 as part of multi-sport and football camps. I also supported and mentored junior coaches, helping to develop their delivery skills and build their confidence. Sessions were tailored to accommodate a wide range of abilities, with a strong focus on skill development, teamwork, and enjoyment. In addition, I played an active role in upholding safeguarding standards, ensuring a safe and inclusive environment for all participants in line with best practice and policy.

In this role, I coached girls' football across all age groups and abilities, with support from the PE teachers, aiming to promote and expand the presence of girls' football within my former secondary school. The opportunity arose following a successful college work placement and my existing connection as a former pupil. After positive discussions with the Headteacher and Head of PE, I was invited to take on the role and contribute to the school's commitment to inclusive and accessible sport.

I delivered football skills sessions to both boys and girls across various primary schools, working with pupils of all ages and abilities to promote physical fitness, well-being, and a love for the sport. As part of this role, I also led summer camps, planning and delivering engaging, inclusive activities that encouraged participation, teamwork, and enjoyment. I consistently followed safeguarding policies and procedures, ensuring a safe and supportive environment for all children in my care.

In this role, I delivered tailored coaching sessions to children with special educational needs, as well as those from challenging backgrounds and difficult upbringings. I focused on creating a supportive and inclusive environment that encouraged confidence, participation, and personal growth through sport. I was also responsible for planning and leading multi-sport sessions and overseeing summer camps for children aged 4 to 15. Throughout, I maintained a strong focus on safeguarding, consistently adhering to relevant policies and procedures to ensure the safety and well-being of all children in my care.

In my role as a Lunchtime Supervisor, I supported the well-being and safety of pupils during the lunch period, while also providing structured sports activities for children to take part in. These sessions promoted physical activity, teamwork, and positive social interaction in a fun and inclusive environment.

Key Responsibilities:

• Ensured the safety, well-being, and appropriate behaviour of pupils during lunch breaks, both in the dining hall and on the playground.
• Encouraged good manners and respectful interactions, addressing minor behaviour issues and reporting more serious concerns to teaching staff.
• Organised and supported structured games and physical activities to keep children engaged and active during playtime.
• Maintained a clear understanding of safeguarding procedures and reported any concerns to the Designated Safeguarding Lead (DSL).
• Provided basic first aid when required and monitored the emotional and physical well-being of pupils.
• Worked collaboratively with other staff members to ensure smooth supervision and consistent behaviour expectations.
• Offered feedback to teaching staff where appropriate, including incidents, concerns, or positive behaviour observed during the lunch period.

• 3 years
• Summer camp

I was honoured to have been invited by Birmingham FA to represent and promote female involvement in sport in Norway, where I was the only female coach selected at the time. This unique opportunity came with challenges, including language barriers and cultural differences, which I embraced as part of my personal and professional development. By adapting quickly and using strong communication skills, I successfully overcame these obstacles and was subsequently invited back each year. Over time, I built strong relationships with coaching staff, players, parents, and local clubs.

• Various dates and times over a year period.

Through my work experience, I gained a deeper understanding of the individual needs of pupils with unique learning challenges. I learned how to effectively support their learning and personal development by using Individual Learning Plans (ILPs) and by creating a safe, supportive, and positive environment. Working collaboratively with staff and other professionals, I developed strategies tailored to each pupil's needs, helping to promote confidence, engagement, and progress.

• Various dates and times over a year period.
Through my work experience, I was introduced to a new style of teaching that encouraged children to learn independently and make their own choices, enabling them to learn through exploration and experience. This approach highlighted the vital role that independence plays in a child's development. I saw first-hand how creating the right environment—safe, supportive, and child-centred—can empower pupils to take ownership of their learning and progress at their own pace, with appropriate guidance in place.

Following my move to West Bromwich Albion Ladies as a player, I brought with me valuable coaching experience, which led to my successful appointment as Coach for the WBA RTC Under-10s. This role gave me the opportunity to support the development of young players within a professional academy environment, focusing on technical skills, confidence, and overall player progression.

As a result of my involvement with the RTC, I was subsequently appointed as a Lead Community Coach with The Albion Foundation (September 2016 – September 2018). In this role, I delivered girls' football programmes across a range of secondary schools, working with pupils of all age groups and abilities. I promoted inclusion, supported skill development, and inspired young female athletes to engage in sport. This experience further strengthened my leadership, session planning, and communication skills within both school and community settings.

In this role, my main responsibility was to spark enthusiasm for football among young children who were just beginning their journey in the sport. I aimed to create a fun, inclusive, and engaging environment that encouraged enjoyment and built a solid foundation for both their development as footballers and as individuals.

Through a positive coaching approach focused on teamwork, confidence, and basic skill development, the team remained unbeaten throughout the season and went on to win the league—an achievement that reflected not only their talent but also their enjoyment and commitment to the game.

In this role, I recognised the importance of adapting my coaching approach from that used with the under-9s, as the players' needs and levels of understanding had evolved. It was essential to create a fun, supportive, and development-focused environment where players could enjoy their football while continuing to grow both on and off the pitch.

My sessions were carefully planned to be appropriately challenging—designed to stretch their abilities without overwhelming them—while also encouraging teamwork, confidence, and individual progress. I placed a strong emphasis on emotional support, ensuring that each player felt comfortable approaching me for guidance or to discuss any concerns, whether related to football or their wider well-being.