Working across a consortium of schools, providing data analysis and monitoring the data exchange mechanisms. Beginning the role as the sole data analyst, a small team has been built up, allowing me to concentrate more on the creative components of implementing structures, models and processes. My reports consistently receive praise by the heads and by external bodies, for the level of data analysis involved and the efficient turn around in production. For example, an assessment report containing a range of performance indicators, generated within 3 days – whereas previously the data was submitted to an outside organization, thereby taking weeks – allowing for instant intervention based on the outcomes.Elements of the role include:- Responsible for analysing results and progress (both at GCSE and A-Level) throughout the year; including subgroup performance analysis.- Led the overhaul of the process for generating student targets, bringing in a more flexible and dynamic system.- Revolutionised the generating of student profiles, creating a template to automatically print overnight, saving a week of collating each time.- Designed and implemented a quick, efficient and user friendly database using MS Access.- Forecasting future funding figures.- Involved in the process of creating the curriculum timetable.- Regularly requested to interpret the data, offering guidance and recommendations. Plus advise external bodies linked to the schools.- Responsible for maintaining SIMS (School Information Management System) and its ancillary modules, such as Partnership Xchange (designed for transferring student data between the schools).- Trouble shooting any technical issues and liaising with the software/schools technical support teams in resolving cases and implementing upgrades.- Also requested to train and advise staff on all SIMS modules, expanding its application as an essential tool in supporting teachers and raising student attainment.

Held the responsibility of leading the examinations; this included organising and preparing the examination halls, training and supervising other invigilators and making the exam announcements to the candidates.

This role was offered due to previous volunteer work at the school. Originally employed as a teaching assistant, the role was adapted to working specifically as a student's 1:1 support. Working in a school for students with special educational needs necessitated adept communication, interpersonal and leadership skills.