Richard Davies

I Chair the Social, Emotional and Mental Health (SEMH) Panel. This involves providing schools with help, advice and support to ensure that the needs of the identified pupils are met within the classroom. In addition, I work collaboratively and effectively with a range of other professionals to ensure that the best advice is sought and that identified pupils are placed in the most effective provision. I work hard to create an environment in which all professionals feel valued, listened to whilst empathising with them. All decisions and conversations are underpinned by the Trauma Perceptive Practice (TPP) approach.

I lead with the outreach support to schools, facilitating smooth transitions from primary to secondary phase for pupils with a range of SEND needs, including ASD, ADHD, and SEMH. I collaborate with professionals in TAF meetings and Annual Reviews, fostering positive relationships with schools, parents, and agencies like Inclusion Partners and Social Workers, SENDops and Education Access. I have delivered whole school training sessions to upskill staff in identified areas, ensuring effective support for pupils, addressing barriers collaboratively with , schools, and families. In addition, I now work with a number of secondary schools to ensure that pupils receive the most effetive support to manage the transition from primary to secondary school. Where pupils are encountering difficulties, I work with the pupil, school and family to identify the barriers and provide effective support to manage these.

I teach a group of pupils with diverse SEND needs, such as ASD and ADHD and have successfully compleyed the National Award for SEND Co-ordination. These pupils have previously been excluded from school and I have managed to re engage them with education by building positive connections and helping them to regulate their emotions. Through completing the National Award for SEND Co-ordination, I have a breadth of knowledge about the range of SEND needs and use these in order to support the pupils that I teach. This may include movement breaks, sensory circuits and the use of co-regulation plans for example. I also make use of tools such as the Coventry Grid in order to identify the main area of presenting need for a pupil presenting with anxiety and autism. A number of pupils arrive at The Children's Support Service (CSS) with a number undiagnosed needs and this frequently involves undertaking the process of gathering evidence for an EHCP in addition to completing annual reviews. I have received positive performance management reviews each year, achieving challenging and demanding targets as an outstanding teacher.

• I taught across both key stages and built up experience working in a different environment. I had responsibilty for the Sports Premium budget and consistently achieved positive perfornance management reviews.

• Initially I undertook the Graduate and Registered Teacher Programme before successfully completing QTS. I taught across both key stages and was placed in charge of co-ordinating modern foreign languages. I consistently achieved positive performance management reviews.