Rebecca Cooper-Helene

• Tracked student attendance and performance, intervening early in concerning issues.
• Encouraged students to work together to achieve goals.
• Organised and took part in school events, outings and activities happening during weekends and evenings.
• Planned and presented lessons catering to varying needs and abilities.
• Adapted teaching styles for varying student capabilities and requirements.
• Planned long-term learning schemes to meet targets.
• Established strong, supportive relationships with families, encouraging parental involvement to boost children's achievement.
• Cultivated welcoming, positive classroom environment, encouraging children to express opinions, thoughts and feelings.
• Maintained daily records of class attendance and liaised with caregivers to address issues.
• Assessed, recorded and reported on child development, progress and attainment to encourage continuous improvement against educational goals.
• Marked and provided constructive feedback on homework tasks and class projects.
• Used behaviour management techniques to maintain positive learning environments. Set expectations for behaviour and dealt with discipline cases as outlined in school policies.
• Collaborated with teaching teams to implement improved learning schemes. Created daily lesson plans targeted to current curriculum standards.
• Tested and analysed students for customised progress in oral and written work.
• Prepared and delivered creative curriculum for children aged 0-11 in subjects including maths and English.
• Integrated creative learning strategies, such as games and team-building exercises, resulting in increased classroom engagement.
• Evaluated own teaching critically to identify weak areas and make improvements.
• Supervised and mentored teaching assistants to build confidence and cultivate effective classroom environments.
• Identified SEN and gifted students to provide access to extra resources and services.
• Identified students needing extra support and coordinated personalised, attentive teaching and available resources.
• Utilised visual aids and classroom displays to support engaging lesson delivery and enhance student understanding.
• Developed appropriate resources to meet needs of diverse audiences.
• Supervised sports, excursions and other extra-curricular activities.
• Highlighted student achievements, building confidence and encouraging continued growth..
• Prepared and presented informative reports to parents.
• Assisted students of diverse backgrounds with navigating educational environments and learning subject material.
• Helped children to reach full potential across multiple primary subjects using blend of modern and traditional teaching techniques.
• Monitored and reported on students' performance to aid development.
• Evaluated student academic and social progress and used data to formulate achievable future targets.
• Safeguarded security of all students and intervened in cases of conflict between students.
• Resolved conflicts and negotiated mutually beneficial agreements between parties.
• Used critical thinking to break down problems, evaluate solutions and make decisions.
• Demonstrated respect, friendliness and willingness to help wherever needed.
• Conducted research and gathered information from multiple sources to present clear results.
• Improved efficiency and productivity by acquiring new skills.
• Created and maintained displays and signs.
• Generated Key Performance Indicator reporting to drive better performance.
• Designed digital and print materials to engage audiences.

• Applied positive reinforcement and disciplinary techniques to improve behaviour and guide social development.
• Engaged children in stimulating learning-based activities and games.
• Arranged for entertainment and games to provide downtime between learning activities.
• Offered learning-through-play activities, stimulating physical, mental and social development.
• Established effective after-school routine by preparing meals and snacks in advance, maximising time for play and homework.
• Consistently maintained safe and hazard-free environment for optimum child safety and security.
• Supplied appropriate snacks, meals and drinks, adhering to dietary requirements for optimal child wellbeing.
• Established lasting, professional connections with families and children by encouraging open, honest communication.
• Delivered learning schemes in line with current curriculums, providing optimum development and growth opportunities.
• Transported children to and from school in line with set schedule.
• Carried out meticulous risk assessments for continued child safety and highest adherence to current regulations.
• Read stories and lead activities to help children build foundational learning skills.
• Communicated clearly and attentively to improve children's language and listening skills.
• Analysed reporting to reconcile transactions, accounts and ledgers.
• Conducted intensive safety audits and investigated reported issues, accidents and near-misses.

• To support mainstream, special schools and Early Years Providers in meeting the requirements of current legislation and the Children and Families Act 2014 with regard to outreach provision for children and young people with a range of Special Educational Needs and Disability (SEND).

• To provide advice, support and training to school staff and Early Years Settings in order that provision is made to meet the needs of individual children and young people with a range of SEND or any other educational requirements.

• To monitor and support practice within any Local Authority schools and Early Years settings where outreach has been requested.

• To contribute to the development and implementation of Local Authority policies and procedures in relation to the education of children and young people with a range of SEND and any other requirements.

• Supporting education settings with regard to the implementation and review of Individual Education Plans and annual Reviews, and being a lead professional for Team Around A child/Family meetings.

• To liaise with all other professionals involved with a child to encourage a holistic approach which takes into account both the needs of the individual child and the needs of the family.

• To provide written reports to include an observation report and suggested specialist strategies to support the individual child and the family.

To support mainstream, special schools and Early Years Providers in meeting the requirements of current legislation and the Children and Families Act 2014 agenda with regard to outreach support for children and young people with a range of SEND and family requirements outside of a providers remit.

To support and manage staff in implementing strategies to improve access to the curriculum for children and young people with a range of educational needs.

To advise school staff and Early Years Providers on effective teaching and learning strategies for children and young people with a range of educational needs.

To establish and maintain links with other Vulnerable Children's professionals to ensure schools and Early Years Providers identify the needs of children and young people with a range of educational needs at an early stage and provide appropriate support at all phases of the SEND Code of Practice.

To contribute to the development and delivery of courses for staff in schools, Early Years Providers and Children's Centre Staff, as appropriate. To provide advice, support and training to staff in order that outreach provision is made to meet the needs of individual children and young people with a range of educational needs.

To provide specialist advice, support and training opportunities to mainstream, special schools and Early Years settings with children and young people whose needs can be described as complex, i.e. more severe than those of the general population of children and young people with moderate learning or behavioural difficulties, and where a school or setting would benefit from specialist advice, usually in the short term, on how best to support them.

To contribute, as requested by schools and Early Years Providers and Children's Services, to the assessment of individual special educational needs of children and young people with a range of SEND.

To support schools and Early Years Providers in understanding the needs of individual pupils and families, and planning suitable strategies for those individuals when outreach support is agreed by the Local Authority SEND Panel or other outside agencies.

To work alongside early intervention and prevention services to avoid random or duplicated efforts.

To provide, through staff development and direct support, for the needs of staff and parents/carers associated with pupils on the identified outreach caseload.

To undertake collaborative in-class advisory teaching to model particular classroom management, teaching strategies and curriculum differentiation, with a variety of Early Years providers.

To work with children and young people with a range of SEND, assessing their needs to inform programme planning and lesson delivery.

To monitor the progress of children and young people with a range of SEND receiving outreach support by ensuring detailed records are kept of all work undertaken, the advice given, and the educational outcomes.

To deliver training on a range of specialist strategies and interventions to schools and Early Years Providers to ensure the staff have the necessary expertise to support individuals. To deliver, monitor and assess the impact of the outreach service within the Local Authority.

To monitor the evidence and impact of the outreach service delivered in line with the LA’s SEND Quality Standards and its inclusive practice guidance. To contribute to the development and implementation of Local Authority policies and procedures in relation to the education of children and young people with a range of educational needs.

To further develop the network of support amongst teachers, other professionals and parents/carers working together for children and young people with a range of educational needs.

To contribute to the Local Authority strategies for Behaviour and Learning, and work on specific objectives in the work plan.

To support schools and Early Years Providers in meeting the DfE and LA’s targets in raising children and young people’s attainment and reducing exclusions.

Respect the confidentiality of all information relating to children and young people and their families.

Work collaboratively with colleagues from Children's Services, the health services and others.

Work collaboratively and under the guidance of the Advisory Teacher for children with educational needs.

To be able to work on your initiative and manage a constantly changing workload.

Work with other services within Kent County Council and other authorities with a view to improving access to the curriculum and raising achievement for all children and young people, particularly those at risk of under achievement such as children in public care or those from an ethnic minority.

Ensure that all support is child/young person focused and takes into account issues such as customer care, quality assurance and complaints procedures.

• Preparing teaching materials ahead of each lesson and teaching lessons.
• Organising the classroom, its display and the resources used.
• Evaluating pupils’ homework.
• Knowing each child’s progress.
• Working with other educational professionals such as social workers or psychologists.
• Communicating with parents.
• Keeping up to date with the curriculum and best practices.