Specialist Senior Leadership role within a prison (qualified teacher only) which supports the prison to become a place of meaningful work with a key focus on leading education, skills and work within the prison. • Strategic focus on learning, skills and qualifications in all areas of Education, Skills and Work, ensuring that sequencing of activities is purposeful and directed towards maximising prisoners’ opportunities to access employment, education and training on release.• Accountable for the development of the Education, Skills and Work strategy and delivery against related pathways at local level in line with national frameworks and guidance. This includes the planning and reviewing of curriculum to meet learner needs, Ofsted expectations and so that it aligns with local and national labour markets. • Responsible for expanding opportunities to embed education and training beyond the classroom in prison workshops, wings, gym and other places prisoners undertake work.• Accountable for managing the quality of education, skills and work provision using Ofsted’s Education Inspection Framework criteria (evaluation of the curriculum, intent, implementation and impact).• Management responsibility for Education, Skills and Work Functions and all staff within this area. Responsible for the development of all staff within the function, developing and maintaining a culture of high expectations and taking appropriate action when performance is unsatisfactory.

Reducing Reoffending Accelerator Project, HMPPS Reducing Reoffending Division• Specialist prison-based role (qualified teacher only) acting as an associate member of the senior leadership team of this Long Term High Security Estate prison to provide strategic oversight for the delivery of the education, skills and work improvement plan, by harnessing partnerships within the prison, and by developing the systems and structures to ensure delivery.• Analysed current practice for how education, skills and work provision is tailored to the needs of a wide range of prisoners. Recommended and tested related solutions.• Commissioned specialist external provision based on the gaps identified in the comprehensive needs analysis, thereby providing progression pathways that cater to the needs and aspirations of prisoners.• Implemented a suite of low/no cost ‘learning by stealth’ initiatives, each with sustainability measures built in to ensure their longevity.• Line managed specialist Neurodiversity Support Manager role.

Prison Officer Initial Training and Qualifications• Responsible for monitoring the quality of assessments and the assessment process on Prison Officer Initial Training and Qualifications across London and South East England.• Managed risks and opportunities to support trainers to plan and prepare for assessment opportunities successfully, and have effective processes for making assessment decisions. • Reviewed and redesigned multiple processes and procedures so as to bring them in line with Ofsted and awarding body standards. • Conducted lesson observations on prison officer training and provided developmental feedback and coaching to trainers in order to improve their practice and raise standards in training and assessment.• Ensured that the assessment process and assessment evidence is valid, authentic, current, reliable and sufficient.• Raised concerns and escalated to relevant parties on multiple areas, including poor quality of assessment, unsuitable assessment methods and plagiarism.

• Deployed effective leadership strategies to lead a team of three officers and manage a wing of 80 prisoners, ensuring the highest standards of safety, security and decency in a dynamic environment which requires constant risk assessment, conflict resolution and the achievement of tight deadlines.• Integrated procedures and dynamic strategies in incident management. Remained calm and resilient under extreme pressure and directed staff effectively to take appropriate actions. Conducted high stakes negotiations to de-escalate serious incidents of violence and self-harm.• Spearheaded a cross-departmental staff well-being initiative, in which three staff members are supported to speak as panelists for five minutes each at a full staff meeting on common themes that impact frontline staff. The aim of the meetings is not to problem-solve, instead it is to reflect, then draw out the meaning from the experiences and explore how listening to the speakers’ stories made other staff members feel. Achieved significant improvements in staff morale and cross-departmental working relationships.