As a Communication and Interaction Specialist Teacher, my primary focus is supporting students who face challenges with communication and social interaction. This involves collaborating closely with SENCOs, parents, guardians, and a broader multidisciplinary team to ensure a holistic approach to each student’s needs. I work with students who may have conditions such as autism spectrum disorders, speech and language impairments, or other developmental challenges that impact their communication abilities and social interactions.I work alongside a Specialist Practitioner, who I line manage, and who carries out the majority of direct interventions. I oversee the initial consultations, and we conduct observations and reviews to assess each student's unique needs. Based on these assessments, we develop personalised strategies and interventions designed to enhance their communication skills and interactions with others.In my role, I provide guidance and expertise to classroom teachers, supporting them in adapting their teaching methods to better accommodate students with communication and interaction difficulties. I ensure that teachers feel equipped to foster an inclusive learning environment where all students can participate fully.A key aspect of my work is maintaining strong partnerships with parents and guardians, offering strategies and tools to support their child’s development at home. I regularly engage with them during reviews and throughout the intervention process to ensure they are part of the journey. By staying up to date with the latest research and continuously refining our approaches, my team and I strive to empower students, helping them overcome communication barriers and achieve greater independence, confidence, and success both in school and in their daily lives.

System Coordinator and e-Learning Developer for Child Central Training since June 2012Creating and managing a Modular Object-Oriented Dynamic Learning Environment. Development of e-Learning training opportunities. Delivery of training on a one-to-one basis, within the classroom, by phone and online. Translate and disseminate policy and practice messages from existing national and international research evidence to candidates. Role includes managing candidate registration both within the service and with the Scottish Qualifications Authority. Responsible for collating and administrating award applications including workforce development funding, SAAS and ILA.Developed a Parental Engagement e-Learning course for the Professional Development Academy for Early Years Scotland.I specialise in:* The creation of bespoke interactive e-learning resources* Creation of teaching resources https://www.tes.com/teaching-resources/shop/Grefintec* Management of online learning management systems (MOODLE)* Delivery of distance learning courses* Social media management

Inclusion is at the heart of Brougham Street Community Nursery School. Our pupils each receive a bespoke curriculum which is planned and monitored by their key person with support from their room leader or class teacher. We call this system ‘learning stories’ and it is a system which I have developed over the past three years. So when we are asked how do you adapt your curriculum for children with SEND? We don’t, because each child receives their own curriculum, designed to meet their needs. The child is placed at the centre and the curriculum planned around them.Formative assessment is our day to day way of working, with teaching and learning shared in regular Tapestry posts to parents who also learn about next steps in the same observation. It is a simple and quick process and doesn’t require reams of paperwork.Prior to joining our school, parents are asked to complete a ‘my story’ which shared with our staff team important information to support transition on an individual level.If a child has a special educational need or disability, they are fully supported through our inclusion team. Each receives personalised interventions and monitoring to ensure that they are making progress and their needs are met.

Invigilator for selection tests at Ermysteds Grammar School, Skipton, North Yorkshire

Taught Key Stage 3 Science and GCSE and A Level Biology (AQA Spec) within a Science Department proud of its consistently high level of achievement in examinations at GCSE and A Level.Qualities required: a passion for teaching Science the energy and ability to provide stimulating and inspirational lessons a desire to share experiences and good practice with colleagues the skills to incorporate new technologies into their teaching an interest in developing new approaches to the teaching of Science the ability to teach Biology from GCSE to A Level  the ability and enthusiasm to teach Science at Key Stage 3Contributed to the teaching of Biology under the direction of the Head of Department.In particular:(a) Maintaining well-kept records of students’ progress;(b) Contributing to setting internal departmental examinations and tests;(c) Ensuring that homework was set according to the departmental policy;(d) Attending and contributing to departmental meetings;(e) Participating in the development of appropriate schemes of work and teaching materials;2. Helped to promote Biology throughout the school by attending open evenings, helping with displaysand talking to students.3. Helped in the organisation and supervision of departmental trips, visits and extra-curricularactivities in particular the A-Level Biology residential field trip to Bangor University, N. Wales.

STEM (Science, Technology, Engineering & Maths) Ambassadors are a group of enthusiastic individuals, of all ages and backgrounds, passionate about inspiring the next generation of scientists, engineers and industrialists. They volunteer their time to take part in activities such as career talks, after school clubs, challenge days and judging competitions, in order to impart their skills and experience on to students.

Providing general support across the nursery class. Providing specialist support to children with learning difficulties and global developmental delay.

The elected Early Years Scotland Board of Directors determines the policy and direction of the charity, and governs the operations of the organisation. My focus as a Director was on policy.

Working as part of the team to support the planning and implementation of an appropriate early year’s curriculum, contributing to the provision of care, safety and well-being of the children in the group and participating in ongoing service evaluation and improvement plans. Treating children sensitively and with respect, encouraging and supporting children in the play session. Working with the rest of the team to plan and organise activities and resources and to help in the assessment of the children's learning and development, both on a group and individual basis. Key person for a group of children with the responsibility to monitor and record evidence of the group’s experiences and achievements using a documentation approach.

Under my management, HMIe evaluated the setting as follows: Improvements in performance – Excellent; Children’s experiences – Excellent; Meeting learning needs – Excellent; The curriculum – Excellent; Improvement through self-evaluation - Very good (May 2012). The Nursery also won the Scottish Preschool Association's Group of the Year Award 2012 I worked with the staff team, committee and parents to deliver a high quality pre-school experience for the children attending the nursery and their families. I worked as part of the team to support the planning and implementation of the 'Curriculum for Excellence' and along with the Chair of the Management Committee, I had overall responsibility for the development, management and quality assurance of the nursery. I also worked with the Chair in taking the lead to produce and implement ongoing service evaluation and improvement plans. I was responsible for providing for the care, safety and well-being of the children in the group. Along with the Chair was also responsible for ensuring that the nursery met all statutory requirements and that this was demonstrated through service monitoring and inspections by external agencies.

Responsibilities included: point of contact for a variety of external organisations; dealing with information of both a confidential and sensitive nature and acting within the policies, practices and procedures of nursery, administrator of the Nursery Administration Management System.

Development of control strategies to promote fish health in the aquaculture industry. Responsible for applying for grants to fund the research and subsequent management and monitoring of the project. Reporting to award making body on a regular basis and presenting project results at an international level through peer reviewed publications and conference presentations. Development of partnerships and collaborations with industry and other research institutions. Active involvement in the university’s knowledge exchange programme.Skilled in the measurement of a variety of non-specific and specific immune parameters. The project also involved the use of western blot, PCR, flow cytometry and confocal microscopy.

Specialised in the use of BD FACScalibur and Bio-Plex Suspension Array System. Creation and management of COSHH and Risk Assessment. Supporting students (BSC, MSc and PhD) in their projects. Development of a laboratory database.