I am currently a devoted Lead practitioner who has forged a career that is anchored on a collective team ethos. I have been dedicated to creating a working environment that best serves the pupils in my care and the highly valued members of my team. I have firm belief in that the creation of excellence is only done through a cohesive approach. My current position as Inclusion Lead Teacher focuses on the care and support for those individuals struggling to access school full time. The role requires the ability to be strategic in the assessment of need and then to embed the resulting strategies, incorporating the necessary delegation of roles and adjoining lines of accountability. I have always been at the forefront of new educational and wider management theory, something explored in my Masters in Teaching and Learning and the National Professional Qualification for Senior Leaders being undertook currently. The latter being acutely dedicated to the management of the various factors impacting an educational institution. Specifically, the most recent module investigated the importance of seeking clarity when isolating a potential challenge and the necessary steps of how to implement supportive and quality improvement strategies successfully, taking into account the stakeholders involved. Working formally in a specialist provision for children with SEMH provides a number of substantial challenges. The need to find workable solutions, almost on a daily basis, has become the norm. This relates to the constant need to adjust and incorporate new policies set by the national agenda, while ensuing they can be translated to meet the individual needs of our vulnerable young people. I am a firm advocate for the importance of staff wellbeing, not just during times of crisis, but as the key stone to how organisations should function.