Stacey Reid

Successfully taught across multiple stages of the curriculum from Early to Second Level, supporting pupils who are both on track and not on track. Given the opportunity of Cluster Resource Teacher in the last academic year which, allowed for the implementation of a range of intervention strategies to support pupil learning including Onset and Rime, Colourful Semantics, Number Box and Numicon Big Ideas.

Experience planning and delivering support to help pupils access the curriculum including neurodivergent learners, those with emotional difficulties and literacy and numeracy challenges.

Skilled in differentiating lessons, working alongside pupils to set realistic targets and making reasonable adjustments to suit individual learning needs. Practice involves assessing pupil strengths and challenges, collaborating with colleagues and creating inclusive learning environments where all pupils can achieve their potential and build their confidence.

Confident in carrying out a range of assessments including YARCS and MALTs to determine pupil attainment levels and identify the most appropriate targeted interventions to address their learning needs.

Regular formative assessment strategies are used such as effective questioning, self and peer assessment. These approaches allow for gaps in learning to be identified, teaching to be adapted in real time and ensuring all pupils are appropriately challenged and fully supported in their learning.

Effectively communicate with pupils, parents and colleagues using a variety of media. Preparation of reports for parents, delivery of presentations at staff meetings and maintaining regular communication with colleagues through face-to-face discussions and electronic platforms.

Use of visual aids and interactive resources to enhance learner understanding and engagement.

A wide range of experience in multi-agency working. Attended meetings with the Education Psychologist giving the opportunity to share knowledge of the pupils while gaining valuable insight into the psychologist's strategies.

Worked closely with The Miracle Foundation who supported pupils with their emotional wellbeing. Through regular discussions, observations were shared about pupil behaviour and opportunities to highlight any challenges they were facing.

Collaborative working with Head Teachers, Depute Head Teachers, Class Teachers and Support for Learning Teachers across both primary and secondary schools. Together, pupils who required additional support were identified, specific areas to prioritise were agreed upon and regular communication was maintained to track their development.

Contribute actively to the wider school community through facilitation of a Relationships, Sexual Health and Parenthood steering group. This engaged families and gave them the opportunity to voice their views on this aspect of the curriculum. Implemented Loose Parts play in the playground with support of colleagues, taking a lead role in sourcing appropriate materials.

• Facilitated Own My Life support group, empowering women affected by domestic abuse.
• Provided emotional support to women, children, and young people in crisis situations.
• Built positive relationships with vulnerable groups to foster trust and safety.
• Supported transitions from homes into refuge and back into local communities.
• Completed benefit and housing forms to assist individuals in need.
• Attended multi-agency meetings to deliver updates on service user progress.
• Adhered to Adult Support and Protection and Child Protection policies.
• Delivered MARAC reports as required to ensure safety for service users and effective collaboration among agencies.

• Facilitated outreach support for children and young people impacted by homelessness.
• Established positive, safe relationships with children and young people.
• Supported children and young people to housing appointments.
• Accompanied children and young people to medical appointments.
• Assisted young people in securing relevant financial support.
• Ensured adherence to Adult Support and Protection and Child Protection policies.
• Supported children and young people during multi-agency meetings.
• Signposted individuals to appropriate agencies for additional support.

• Established a nurturing environment for looked-after children.
• Built positive relationships to ensure child safety and wellbeing.
• Participated in multi-agency meetings to enhance child care and promote the best outcomes.
• Adhered to Child Protection policies and procedures.
• Provided stability and consistency for children in care.
• Facilitated family contact to promote healthy attachments.