Inclusion and SEN Lead for the Early Years and Childcare Improvement Team. I managed a team of SEN Advisors and supported early years settings in delivering provision for children with SEN and disabilities. I conducted the yearly inclusion audit to raise quality of provision across the borough settings. I advised early years practitioners on alternative strategies, play, planning, paperwork and referral to outside services. I worked in conjunction with a multi-professional panel to co-ordinate referrals and support for children with SEND and their families. The panel comprised of the following agencies: Speech and Language Therapy, Educational Psychology, the Portage service, Occupational Therapy, Physiotherapy, Child Development Centre and CAF Team. I was a member of the QuILT (Quality Assurance in Learning and Teaching) Moderation panel.I organised and led on the early years termly SENCO Forums. I devised and delivered the borough SEN and inclusion training to support the raising of outstanding practice across the borough settings.

My role within the Childminding Development Team was to provide professional advice, support and training to childminders in accordance with the requirements of the Early Years Foundation Stage Curriculum in order to raise the standards of teaching and learning across the borough. I devised, delivered and promoted training on EYFS practice and child development. I supported childminders with the early identification of children with SEN.

My role was to manage the centre during the borough restructure. I supported the staff team during the transition and worked alongside other colleagues on the strategic plan to maximise resources and re-deploy practitioners across the nursery and centre according to their skills. I supported practitioners in writing focus plans for children with SEN and liaised with relevant professionals. I was directly involved in drafting the new budget proposal for the centre and liaising with parents and carers through formal consultations. I managed a team of 16 people.

I worked alongside the Early Years Professional Studies Tutor to mentor students on the Early Years Professional Graduate Pathway. My role was to review their portfolio, provide advice on best practice and support around project work to ensure it evidenced the EYPS standards. Finally, I visited their settings before the final assessment.

My role was to plan and deliver provision to children under 5 years in accordance with the EYFS framework. I was the Key Person to 12 children, two of them with social communication difficulties. The nursery

I managed a team of 11 people (6 full time members of staff and 5 volunteers) and ensured that facilities were fully utilised in line with policies and procedures. I operated the centre within the financial budget set in conjunction with the Management Committee. I wrote and reviewed the centre's policies and procedures in line with the needs highlighted by the centre's stakeholders. I introduced a more thorough session planning in accordance with the Early Years Foundation Stage Curriculum and child development theories. I ensured excellence of provision by directing and motivating the staff and monitoring their performance. I supervised work place trainees, students and volunteers and conducted regular staff meetings and yearly appraisals. I developed a more thorough induction and performance management procedure for staff, students and volunteers to include a code of conduct and a handbook.Alongisde the management committee, I created funding proposals and projects for funding bids in order to increase the centre sustainability. I monitored and reported on funding expenditure and project outcomes. I worked in conjunction with the local children's centre in meeting the needs of the local families and secured funding for running a TOPS club (session dedicated to children with special educational needs) in partnership with the children's centre. In my role as Centre Manager of WTL&PC, I have actively contributed to monitor, improve and assess service delivery. During my appointment the centre grew from an average daily attendance of 10 families to an average of 25, yearly membership increased from 390 to 599 families. I have experience of compiling and managing the delivery of quality assurance portfolios. I have submitted the portfolio for the CMS (Certificate of Minimum Standards) and started on the PQASSO (Practical Quality Assurance for Small Organisations ) Level 2.

As part of the Management Board, my role was to review the children’s centre financial management systems; monitor, review and evaluate the children’s centre service provision and monitor third party Service Level Agreements.

I supported children’s learning and development in accordance with the EYFS. I worked with individual and groups of children aged 3-5. I planned and provided appropriate learning resources and individualised planning. During my placement, I developed the ‘Story boxes’ project to promote problem solving and literacy through sustained shared thinking practices. I also delivered the 'What is a Story Box’ Parents’ Workshop to enhance awareness of children's problem solving processes with parents and carers.

I organised and provided play sessions for children under 3 years and their carers. I was responsible for the health and safety of users at all times. I produced advertising literature and organised topic workshops on matters relative to parenting, play and stimulation and healthy eating. I was solely responsible for the group bookkeeping and accounts.

I was in charge of two classes of students aged 14-18 years. The school was a specialist school for young people who had social, emotional and behavioural difficulties. Most of the pupils were referred to the schools because they had been underachieving in their previous mainstream schools. My main role was to plan and deliver English Language lessons in a fun and meaningful way bearing in mind the national curriculum requirements. I had to work hard to set boundaries and expectations to form a trusting relationship between myself and the students which became conducive to their learning.