Sarah Roberts

In my role as a Support Worker in a high school, I provide targeted assistance to pupils to help them engage fully with learning and school life. I work closely with teaching staff to support students’ academic, social, and emotional development, ensuring they feel safe, included, and able to succeed.

I offer one‑to‑one and small‑group support to pupils who require additional help, including those with SEND, behavioural needs, or barriers to learning. This includes reinforcing lesson content, breaking down tasks, promoting positive study habits, and encouraging independence. I monitor pupil engagement and progress, feeding back observations to teachers and pastoral staff to help inform planning and intervention strategies.

A key part of my role is supporting behaviour and wellbeing. I help pupils regulate emotions, follow school expectations, and develop positive relationships. I use de‑escalation techniques, restorative approaches, and consistent encouragement to maintain a calm, supportive environment. I also assist with safeguarding by being alert to concerns, following procedures, and maintaining confidentiality at all times.

I contribute to the smooth running of the school day by supporting classroom routines, supervising transitions, and assisting during break and lunch times. I collaborate with teachers, SENCOs, and pastoral teams to ensure pupils receive the right support and feel confident in their learning. Through patience, empathy, and strong communication, I help create an inclusive environment where every student is valued and able to thrive.

If you want, I can tailor this to your exact experience — for example, adding details about SEND, specific interventions, year groups, or the type of support you’ve provided.

• Maintained detailed records of patient behaviour changes for healthcare team reference.
• Participated in regular team meetings, enhancing quality of care provided.

As an SEN Team Leader, I would play a key role in ensuring that pupils with additional needs receive high‑quality, consistent support across the school. I would lead by example, modelling best practice in one‑to‑one and small‑group intervention work, and providing guidance, direction, and encouragement to other support staff. A central part of my role would be to coordinate the team’s daily responsibilities, ensuring that pupils’ needs are met effectively and that staff feel confident, organised, and supported.

I would work closely with teachers, and other professionals such as CAMHs to help plan and deliver targeted interventions, monitor pupil progress, and adapt strategies to meet individual needs. This includes supporting staff with differentiation, behaviour strategies, and the use of resources so that all pupils can access learning successfully. I would also help maintain strong communication within the team, sharing information, offering feedback, and ensuring everyone understands priorities and expectations.

Part of my leadership would involve identifying training needs and encouraging professional development, helping staff build skills and confidence in supporting pupils with SEND. I would contribute to a positive, collaborative working culture where staff feel valued, pupils feel supported, and the SEN provision runs smoothly and consistently throughout the school.

• Coordinated daily tasks, ensuring smooth workflow within the team.