SIDRAH FARMAN

Senior Leadership Team member responsible for shaping and implementing whole-school behaviour strategy in a specialist SEMH setting.

• Lead staff in embedding trauma-informed and relational practices to support high-needs pupils, using a proactive and therapeutic approach.
• Collaborate with external professionals including Speech and Language Therapists (SALT) and Occupational Therapists (OT) to ensure integrated, specialist support for students.
• Deliver regular CPD training sessions for all staff, focusing on de-escalation, SEMH awareness, trauma-informed care, and inclusive practice.
• In house PRICE instructor and responsible for training staff in safe physical interventions and positive handling in line with school policy.
• Provide direct support and coaching to staff managing high-risk or complex behaviours, including live modelling and reflective practice.
• Conduct parent and family work, including home visits and in-home behaviour strategies to promote consistency.
• Develop bespoke behaviour support plans, risk assessments, and create tailored resources for individual pupils.
• Analyse behaviour data to identify trends and implement targeted, evidence-based interventions.
• Work closely with the Headteacher to co-lead on strategic decisions around school-wide behaviour systems, intervention planning, and student placements.
• Contribute to safeguarding, reintegration planning, and multi-agency casework.
• Implemented safeguarding measures for vulnerable clients, reducing risks of harm.
• Developed comprehensive policies for school-wide behavior management.

• Senior Leadership Team member responsible for shaping and implementing whole-school behaviour strategy in a specialist SEMH setting.
• Lead staff in embedding trauma-informed and relational practices to support high-needs pupils, using a proactive and therapeutic approach.
• Collaborate with external professionals including Speech and Language Therapists (SALT) and Occupational Therapists (OT) to ensure integrated, specialist support for students.
• Deliver regular CPD training sessions for all staff, focusing on de-escalation, SEMH awareness, trauma-informed care, and inclusive practice.
• PRICE in house Trainer and responsible for training staff in safe physical interventions and positive handling in line with school policy.
• Provide direct support and coaching to staff managing high-risk or complex behaviours, including live modelling and reflective practice.
• Conduct parent and family work, including home visits and in-home behaviour strategies to promote consistency.
• Develop bespoke behaviour support plans, risk assessments, and create tailored resources for individual pupils.
• Analyse behaviour data to identify trends and implement targeted, evidence-based interventions.
• Work closely with the Headteacher to co-lead on strategic decisions around school-wide behaviour systems, intervention planning, and student placements.
• Contribute to safeguarding, reintegration planning, and multi-agency casework.

• Carrying out sessions in the service user’s home
• Community trips with the service user
• Helping with day to day tasks and helping independence
• Training parents on how to deal with behavior
• Managing behavior that may challenge
• To assist in the design and implementation of person-centred programs utilising Applied Behaviour Analysis and Positive Behaviour Support best practice
• To monitor and take accurate data daily per service users targets
• To ensure all programme materials are organised and accessible
• Enable service user to improve self-management techniques
• To promote safeguarding and wellbeing for service user to the highest standard
• To implement restrictive techniques per service user’s positive handling plan as required

• Designing and implanting programs that meet the needs of students who require alternative provision, including developing and individualized learning plans and delivery targeted interventions.
• Ensuring that students receive high-quality education that is tailored to their individual needs and that meets national standards.
• Creating person centered plans using PBS framework
• Training parents and carers in person, providing training sessions and workshops within schools and in their own home.
• Providing leadership, guidance and support to staff members who work with students in the Alternative provision settings and fostering a positive inclusion learning environment.
• Collaborating with other professionals, such as teachers, social workers. And healthcare providers to ensure that students receive the support they need to succeed academically and personally. This includes, SALT, OT, EP’s.
• Monitoring student progress, tracking data, and providing regular reports to school leadership.
• Building positive relationships with students, parents guardians and working in partnership to support their child’s education and development.
• Attending EHCP reviews and annuals reviews.
• Editing EHCP’s
• Attending all professional meetings surrounding the students.
• Providing virtual support to parents and carers
• Identifying needs and making appropriate referrals to outside agencies
• Creating and implanting Behavior support plans.
• Delivering all school staff training on Autism and SEMH
• Training staff 1:1
• Taking a trauma informed approach
• Managing staff
• Interviewing staff to work in the provision

• The role of positive behavior therapist plays a critical role in helping individuals overcome behavioral and emotional challenges and develop the skills they need to lead fulfilling lives. This includes working with individuals with SEN, SEMH and behavioral needs.
• Conducting behavioral assessments to identify the roof causes of behaviors and developing individualized treatment plans.
• Implementing behavioral interventions, such as reinforcement strategies, social skills training, self-regulation techniques to helps clients improve their behavior and developing coping skills.
• Working closely with clients and their families to provide support and guidance, and to help them understand the therapy process and how to manage challenging behaviors.
• Collecting and analyzing data to track progress and adjust the treatment plan as needed
• Maintaining accurate records and documentation and adhering to ethical to legal guidelines.
• Participating in ongoing professional development to stay up to date with the latest research and techniques in the field of behavioral therapy.
• Conducting home visits to ensure there is consistency dealing with behavior and following the plans
• Write up reports on pupils for professional meetings.
• Attend professionals’ meetings with social workers, psychologists, doctors, speech and language therapist, occupational therapists etc to discuss the individual’s behaviors and needs.

• Provided 1:1 and small group SEN support across year groups.
• Delivered life skills, managed behaviour, tracked progress against EHCP targets.
• Created bespoke resources and collaborated with therapists to adapt learning strategies.

• Supported KS1 student with Autism and KS2 pupil with Down Syndrome.
• Delivered SALT and curriculum-based interventions with visual and sensory supports.
• Liaised closely with therapists and contributed to EHCP planning and reviews.

• Ensuring the shop is presentable throughout the day
• Assisting customers with their enquires ranging from
• Serving customers at the tills
• Promoting in store offers in order to increase sales
• Offering excellent customer service at all times

• Delivered targeted tutoring to pupils aged 5–11.
• Provided feedback to parents, tracked pupil progress, and planned individualised lessons.

• Conducted customer service interviews and collected feedback.
• Maintained accurate call data and built rapport with service users.