Sara Bodenham

Experienced and adaptable English and Literacy Lead with a strong background in supporting learners with complex social, emotional, and mental health needs and specialist SEND needs. Skilled in designing inclusive, trauma-informed literacy provision that builds confidence, engagement, and core skills in reluctant and struggling readers and writers.

Proven success in:
• Developing tailored English curriculum pathways to meet a range of cognitive and emotional needs (KS2–KS4), including delivering a range of qualifications in English (AQA): Step-Up to English (Entry Level), Functional Skills Levels 1 and 2 and GCSE English and Literature.
• Embedding literacy across the curriculum through staff training, resource development, and cross-departmental collaboration
• Leading targeted literacy interventions (phonics, comprehension, oracy) with measurable impact
• Creating emotionally safe learning environments that promote self-expression and resilience through language and literature
• Supporting EHCP targets and liaising closely with pastoral teams, speech & language therapists, and families.

• Confident in managing a small team, using data to drive progress, and balancing academic rigour with therapeutic approaches.

CPD: NPQLT (2024)

Extensive and various training in SEND and therapeutic practice including: PACE, Autism, ASD, Global Delay (Bristol), as well as SEMH training in Trauma, ACEs, Attachment Disorder, PTSD (Jane Ivall, NAOS, Bristol. Literacy Training: That Reading Thing (Tricia Millar). Up-to-date Safeguarding Training, including Prevent and PRICE training.

Literacy Lead:

• Promoted to Literacy Lead for Snowdon Village after identifying a need for a whole school literacy and devising a focused strategy.
• Researched and led on whole school literacy at INSET and collaborated with key staff across all key stages 1-4, including the SENCO and SEND department, to develop and implement the strategy.
• Worked with the SEND department to develop new ways of identifying students and created targeted literacy interventions such as 'Dear Time', 'That Reading Thing' to improve reading and functional literacy.
• Lobbied for funding and began to develop our school library.
• Monitored and tracked progress.
• Collaborated and fed back to the Principal, SLT and the Academy Council on

SEMH Teacher of English:

• As a SEMH, trauma informed practitioner, my key focus is on well-being, developing relationships with students and their caregivers, confidence building and positively reconnecting young people with education.
• I teach GCSE English language and literature (AQA) at KS4, as well as Step-Up to English and Functional Skills levels 1 & 2. I also teach PSHE.
• I provide additional support to struggling learners, promoting improved academic confidence, trust and success in education and the world of work.
• I have taught KS3 students as part of our 'Pathway C' provision, where learners are educated on a 12 week programme to help break down 'barriers to learning' and gain qualifications as part of their negotiated transfer.
• Optimising student engagement is key and I work creatively and collaboratively with a team of 5 English specialists to develop inspiring, differentiated and bespoke schemes of work, that contextualises the curriculum content and enables our students with complex needs to access the curriculum and achieve qualifications in English. This enables all students to secure places in FE colleges.
• Occasionally, our students have required outreach education. I have provided home tutoring, in collaboration with the Hope Charity, to support our students with their English and maths and have enabled them to achieve qualifications whilst they have transitioned to being educated on-site.
• I am a Form Tutor for year 11. Whilst always available to support all of the students in my care, I offer my tutor group and their care givers an additional layer of key worker support.
• I contribute to the up-dating of pupil profiles, EHCPs and contextualised risk assessments for students, as well as reporting and responding to safeguarding concerns in-line with safeguarding protocols.

CPD: Extensive and various training in SEND including: Autism, ASD, Global Delay (Bristol), as well as SEMH training in Trauma, ACEs, Attachment Disorder, PTSD (Jane Ivall,NAOS, Bristol). Literacy Training: That Reading Thing (Tricia Millar). Up-to-date Safeguarding Training, including Prevent.

Literacy Coordinator:

• Researched and led on the development of a whole school literacy strategy.
• Led on literacy at INSET. Collaborated with Heads of Department to identify subject specific literacy needs to raise standards in all subject areas.
• Collaborated with the SENCO / SEND department to create targeted literacy interventions for students with SEND.
• Collaborated with the head teacher and SLT on the development of, and successes of the literacy strategy.
• Developed reading through the introduction of Lexia and Accelerated Reader.
• Introduced 'Reading Companions' where local businesses such as Osborne Clarke Law Firm, who allocated staff volunteers to read with students to help mentor, support and raise aspirations and standards of reading at KS3.

Teacher of English:

• Successfully taught English at KS3 and KS4 (AQA), as well as English language AS level (AQA) and media studies (AQA) - achieved excellent results.
• Collaborated with the English departmental and contributed to engaging and differentiated schemes of work.
• Provided additional support to struggling students, promoting improved academic confidence.
• Tracked student progress data using Management Information Systems and developed intervention strategies to target and improve student performance.
• Effectively taught English and supported students at the school's alternative provision, through the application of differentiated teaching methods to meet their varied needs. Managed challenging behaviour with a pupil-centred, holistic and confidence building approach.

Literacy Coordinator:

• Researched and led on the development of a whole school literacy strategy.
• Led on literacy at INSET and collaborated with staff to identify subject specific literacy needs to raise standards in all subject areas.
• Collaborated with the SENCO / SEND department to create targeted literacy interventions for students with SEND and successfully raised levels of functional literacy.
• Regularly collaborated with the head teacher and SLT and fed back to governors on the development of, and successes of the literacy strategy.

Acting Head of English:

• Covered for the Head of English whilst she was on maternity leave.
• Supported the head teacher and SLT in revising and implementing upgraded School Development Plans.
• Led and supported the English department - collaborated on curriculum strategy to meet national targets.
• Managed teaching and learning development to better student attainment standards and built on subject expertise to enhance department teachings. Delivered on this through departmental CPD and departmental meetings.

Teacher of English:

• Effectively taught English across the age and ability range at KS3 / KS4 (Eduquas - formerly WJEC), as well as media studies at KS4 and achieved excellent results.
• Form Tutor KS3 & 4

CPD: Developing Whole School Literacy (Cardiff), Read Write Inc. (Read, Write, Inc.), How to be an Effective Leader (Cardiff), Curriculum 2008 (Roy Jarrett)

• Successfully taught across the age and ability range KS3 & 4 (AQA) whilst covering for maternity leave.
• Contributed to departmental curriculum and took part in moderation and assessment to optimise student performance.
• Form Tutor (Year 7)

• Effectively taught English across the age and ability range at KS3 & 4 (Eduquas, formerly WJEC), including SEND and contributed to their excellent results.
• Collaborated with the English department on the development of the curriculum, with a focus on monitoring and assessment that was highly praised by Estyn (Welsh equivalent of Ofsted).
• Involved in an exceptional Estyn inspection where 47% of teaching was rated as 'excellent with many outstanding features'.
• Form Tutor (KS3)

• In demand and often recalled, secondary supply teacher working across South Wales - predominantly taught English, drama and media studies as well as additional subjects on request.
• Effectively taught pre-planned lesson material in line with school guidelines to maintain cohesive classes for students.
• Also, planned lessons according to the curriculum requirements in the absence of pre-planned work, as well as assessing students' learning and giving them formative, constructive feedback to improve outcomes.
• Performed additional duties such as playground monitoring during break and lunch to contribute to overall school operations.

Second in Department:

• Shared responsibility in setting up, developing and effectively delivering the English curriculum in a newly established independent British International School in Manila, at KS3 (British National Curriculum) and KS4 (Edexcell).
• Successfully implemented the National Literacy Strategy.
• Set up, developed and implemented the IB English A1 programme and a key player during the highly successful IB inspection (Feb, 2003).
• Sixth Form mentor - responsible for UCAS applications and preparations for entry examinations to Ivy League schools in the US and Oxford and Cambridge Universities.
• Involved in the highly successful Ofsted inspection (March, 2003).
• Form Tutor (KS3 & 4).

KS3 Drama Coordinator:

• Responsible for establishing and leading the drama curriculum at KS3 - developing progressive programmes and rigorous assessment.
• Provided opportunities for students to see theatre companies perform
• Arranged drama workshops and small scale performances for the wider school community.

CPD: IB Asia Pacific Workshop - IB Dip. English A1 (Lister W. Hannah, Thailand), English A1 New Teacher's Workshop (Craig Davies, BSM, Phil.)

Assistant Head of Year:

• Responsible for supporting the Head of Year (8 into 9).
• Collaborated with Education Welfare and supported students and parents / carers on attendance and punctuality and conducted home visits.
• Advised on exclusions and supported students and staff with reintegration.
• Monitored, mentored and supported students with behavioral challenges and worked to break down barriers to education.

More Able and Talented Coordinator:

• Responsible for mentoring and motivating 'more able and talented' students, as well as collaborating with staff in the development of a more challenging curriculum for those students with exceptional ability.

Teacher of English:

• Successfully taught English across the age and ability range at KS3 and KS4 (AQA), as well as English literature at AS / A level (AQA) and Functional Skills levels 1 & 2 (formerly known as Key Skills Communication).
• Key player in the development of the National Literacy Strategy pilot - delivered holiday literacy programmes and exam booster sessions to raise standards.
• Praised for my teaching by Ofsted, during the successful inspection (Nov, 2001).
• Form Tutor (KS3).

CPD:

• The National Literacy Strategy (Sian Davies, Literacy Advisor, Bristol)
• Effective Pastoral Leadership (DICE)
• Teaching Key Skills (Bristol)