Helping schools deliver the best teaching so students achieve their potential. Utilising the UK's only teaching improvement platform - ProgressTeaching.Helping teachers deliver a great educational experience. Embedding tools that support a culture of regular, focussed feedback and well-planned CPD.Helping children get an excellent education.

I'm leveraging my extensive background in data and government to revolutionise the way we build exceptional kitchen teams. By implementing a strategic, evidence-based approach, I'm confident we can achieve unparalleled success in the culinary world.Helping restaurant owners & directors stabilise their kitchen teams through streamlined access to international chefs.Helping restaurant owners & directors avoid inflated labour bills by sourcing international chefs on fair wages.Helping restaurant owners & directors deliver their targets for sales and profits with introductions to loyal international chefs. Helping restaurant owners & directors prevent negative guest feedback by identifying skilled international chefs for their kitchen team.Helping skilled chefs worldwide achieve long-term UK settlement by finding their perfect employer and role.

Working on data migration for schools migrating to iSams, designing and delivering induction and training program for new installers, chairing team meetings.

A role leading the data and IT team, line managing four colleagues, providing advice to the organisation leadership on enhancing any activities involving the use of data and IT along with operationally managing IT and telephony projects for the organisation. Critical areas of focus were; improvement of communication, regular team meetings, streamlining of processes, documentation, along with selection and deployment of updated systems. These all contributed to improving customer experience.I project managed the replacement of internet connectivity across eight of the locations where James Brindley delivers teaching around Birmingham. The work included coordinating communications between third parties, the internet service provider (ISP) and James Brindley. These communications ensured that; permissions were authorised for works to be approved; escorts for ISP engineers were provided, and all relevant stakeholders remained informed of progress.James Brindley used a third-party managed IT service. I held the service to account using regular review meetings and written communications. Additionally, I took part in the recruitment and selection process for the customer support engineer, working with the service provider to define the essential characteristics required for the post.My crucial achievement was the creation of an IT vision and strategy for the organisation. I designed this to deliver critical system and infrastructure improvements, while also providing user experience developments required by the organisation. I formatted the strategy to review current requirements, illustrate the development of their status and update stakeholders on progress and required approvals. I presented the strategy to leadership, governors and student parliament to gain their approval and buy-in. To support this, I created materials aimed at the different stakeholder groups.The strategy continues to evolve and be used by the organisation.

I led the data team, line managing two colleagues, and providing advice to the organisation leadership on enhancing any activities involving the use of data. There were several key areas of focus, including improvement of communication, regular team meetings, streamlining of processes, creation of documentation, and modelling effective coaching. These all contributed to improving the use of data across the organisation.My crucial achievement was to design and deliver a new methodology for recording assessment data to replace the formative assessment structure used in the organisation. I created a system to fit the organisation's need for regular review of the curriculum by collecting early outcomes of grade forecasts; this allows the curriculum qualification pathways to be adjusted each year to ensure they meet the needs of the students. It was vital for the system to evidence student progress; I achieved this by adding a separate progress indicator.I presented the new assessment system to leadership and governors to gain their approval and buy-in, followed by leading on the roll-out program. The roll-out required me to deliver further presentations to curriculum heads, teaching staff and students. To support this, I created materials aimed at different stakeholder groups.My work with heads of curriculum and teaching staff to ensure their buy-in was vital to the successful launch and embedding of the system. The system continues to be used by the organisation.

I provided the reporting and analysis services for the business concerning the data utilised for assessing and evaluating school performance across the 500 schools in Birmingham, focusing on the 290 that remained under Birmingham City Council control. A vital part of my role at BEP was producing formal reports on the progress of the business against targets along with contractual and statutory obligations. These formal reports were created and presented to several different audiences including Birmingham's Education Improvement Group, The Interim Director of Education, The Birmingham Education Commissioner and the BEP Board. The reports frequently needed to be produced at short notice and sometimes included information that necessitated tight turnaround times. Reports were well received in terms of format and accessibility along with appropriate use of graphics to illustrate data where necessary in particular showing where work is needed to address inequalities. One of my most essential outputs was playing an integral part in determining a reliable means for detecting schools vulnerable to a less than good OFSTED judgement. The development of this system was an effective method in addressing the complex issues and problems of identifying school vulnerability accurately.

My work at SISRA allowed me to advise, train and support education practitioners in establishments around the UK. I specialised in best practice techniques to engage teaching staff with data for effective intervention. I presented sessions outlining the use of SISRA products to enhance staff's ability to quickly and easily identify and interrogate data on cohorts, groups and individual students. I frequently delivered one-to-one and group training sessions to data administrators on the techniques to use in the configuration of SISRA Analytics. I also provided group training sessions on developing data awareness with senior leadership, middle leadership and classroom teaching staff. Also, I presented product feature demonstrations via both online meetings and in-person, again to individuals and groups.

I was responsible for the maintenance, support and accuracy of the data held in the school's management information system (MIS) Serco's Facility CMIS product, along with all related statistical returns to local authority and central government. I also met all of the school's needs in terms of reporting the data held in the MIS, this necessitated both an understanding of the way that data can be returned from the system and a central consultancy role whenever new data items were required to be stored and reported on. I also carried out some reporting functions using the SQL infrastructure, particularly SQL Server Reporting Services (SSRS). I used SQL Server Management Studio query designer to develop complex data control queries to return, amend (UPDATE) and add (INSERT) data along with utilising the tool to build efficient queries for use with SSRS reports. Focused on presenting all report data in a way that was easy for the clients to comprehend, this required all SSRS reports to be based on multi-table queries using a variety of commands to link the tables (JOIN along with RIGHT & LEFT JOIN where data is not required from all tables). My use of SSRS report subscriptions enabled information that had previously been difficult and time consuming to share to be delivered on a set schedule direct to client inboxes. I deputised for the Strategic School Business Manager, taking responsibility for duties including authorisation and printing of orders along with support staff performance management interviews.The school's main items of data were record in the following areas:• Pupil data (5000 records per year) - attendance, assessment (along with external examination), timetable, behaviour, personal and contact information• Staff data (300 records per year) - attendance, timetable, personal, contract and salary information• Financial records (relating to the administration of each of the school's 14 sites) - creditors, orders, deliveries and invoices

Worked in the second level of Serco Learning’s National support team developed my specific knowledge of the Facility Administration management system and the web based access tool Facility ePortal. I was promoted into the second level team two months after starting at Serco. • Main responsibility was working with customers to resolve their product issues. • Available for first line support trouble-shooting; acting as knowledge base for other team members. • Took responsibility for business critical ‘Special jobs’ where customer contracts were at stake. • Resolved issues with and advised on the creation of assessment models and reports. • Broad knowledge of the whole of the Facility product. • Knowledge of timetabling (both within Facility Administration and the Facility Scheduler program) and cover, attendance, examinations, maintenance of staff and pupil data (including census returns) and all sections of Facility ePortal (including remote access for parents).

A role where I provided support for all ICT problems encountered within the school. Working in a community of teachers, support staff and pupils. • Implemented a successful, tried and tested fault reporting system (which was continuously developed in line with the Becta FITS* program) and resolved issues that were causing the networks to fail to backup. • Created both the whole-school strategic ICT improvement plan and the support department ICT improvement plans with objectives to be achieved over the next five years. • Managed the roll-out of a new web-based feature used to access the school management system’s information. • Supervised the two Support ICT Technicians, providing the majority of their training myself. • Carried out quarterly reviews with my staff to assess their abilities and requirements for further training. • Promoted a positive team atmosphere; this was done by addressing the historically poor relationship between the Support ICT Technicians through altering their work environment and having a team huddle each morning.

A single site based role at a large successful Staffordshire High School. • The main contact for all the school’s ICT support and development. • Managed four support staff: two temporary ICT technicians and two technology technicians. • Provided the training for the ICT technicians myself and sourced external training for the technology technicians. • Managed ongoing staff evaluation, carrying out twice yearly appraisals on each of the. • Purchased new hardware, allocated funds and improved the way the budget was controlled. • Created inventories on arrival at the school. • Implemented new strategies and systems to improve the way in which problems and tasks were logged and actioned in conjunction with Becta FITS* procedures. • Prioritised workload, motivated and encouraged technicians to work more independently, taking more ownership of their work. One of my major achievements in this role was to manage the implementation of a network upgrade, the initial deadline for this task was Easter 2006 however, I structured the upgrade so that it was completed in July 2005.

A field based role making one-off and regular visits to schools requiring technical ICT support, dependant on the contract in place. • Attended regular meetings to evaluate performance, discuss problems and share best practise. • Assisted other engineers where necessary. • Personally dealt with approximately fifteen school contracts varying from one full day per week to half a day per month.