As a middle Manager my role was varied; primarily I was accountable for Customer Services, Health and Safety, Duty Managing Front of House, overseeing set policies, procedures and adhering to all licensing.Secondary, I was responsible for access, scheduling specialist services for making visiting productions accessible for disabled patrons; such Touch Tours, Audio Description, Captioning, BSL interpretation and Relaxed Performances. I negotiate the dates, costings and timings for suppling necessary resources with visiting companies, collaborate with colleagues, volunteers and freelancers to arrange the successful advertisement, appropriate training and delivery of the services; to ensure that all customers receive maximum enjoyment from their experience at TRP.My roles also included managing charitable donation requests, budget forecasting and up until Dec 2018 the staffing of The Production and Learning Centre (TR2) customer facing reception desk.I was an Incident Controller/First aider (as required) and successfully ensured the safety of all in an emergency; by coordinating patrons and staff during evacuation procedures, which involved a capacity of up to 1,600 people. Recruitment, conducting interviews and managing and implementing training were also part of my role; along with conducting and the administration of appraisals for all staff and volunteers, including their welfare.Finally, in addition to my customer service responsibilities, I work across all the departments within the theatre by championing and chairing the Access Project Committee; which strove to improve access throughout the organisation.

During my time at Randstad I have had a range of different day to day and short term placements as a teacher and teaching assistant; in Primary and Secondary Mainstream and SEND establishments. This has given me the opportunity to expand on my professional practice by working with students and staff in a variety of different key stages and settings. Working as a supply teacher/ TA I successfully demonstrated my ability to be extremely flexible, adaptable and proactive; meeting the needs of new students and colleagues effectively in new environments. My ability to swiftly familiarise myself with specific policies, procedures and key student information was particularly paramount to ensure the safety and well being of the young people which i worked with.I also exhibited skills in following areas; implementing pre-set planning, differentiating where necessary, effectively writing my own short and long term planning in line with school requirements; actively resourcing lessons at short notice; devising weekly timetables, evidencing progress, managing support staff and setting up a new class and room for a teacher who was off on long term sickness.

My role required me to devise, organize, staff, resource and teach a full time functional life skills curriculum to four distinctive learning groups for Post 16 students, regarded as having either physical and/or medical conditions with associated learning difficulties, working between P Levels (sensory) and National Curriculum levels. Subjects included Read Write Inc. Literacy, Numeracy, PHSE, Self-Care skills, ITC, Enterprise, catering, creativity and gardening. General teaching responsibilities also included supporting the use of high and low tech augmentative and alternative communication aids and specialist computer programs for recording work and improving communication; regularly marking students work and evidencing progress; managing a budget and ordering stock; arranging educational visits and extracurricular activities; tracking pupil progress on a weekly, termly and annual basis and recording results in school performance tables. As Head of Department I managed and strove to build upon and raise standards within a relatively new sixth form department. My duties required me to liaised regularly with outside agencies and provided support to parents; I worked with Plymouth Council on their transition into adulthood pathway; wrote and evaluated Educational Health Care Plans which included personalised target setting; Risk assessed students' needs, teaching rooms and activities; advised on strategies to enable students to access their curriculum; worked with TAs on managing performance management through Blue Sky and conducted appraisals; liaised and fed back weekly reports to SLT; documented and reported on students termly progress for governors and parents; wrote elements of the SEF; the administration of qualifications and moderation; built and recorded students records of achievements; devised and implemented interventions; planned and implemented staff training; and worked with a team of colleagues on developing a new whole school curriculum.

Due to changes to the National Curriculum, my role as an Art, Design and Technology teacher was reduced and as of September 2014 I became a class based Post 16 teacher. My new role l required me to plan schemes of work, deliver and assess Phonics, Entry Level Literacy, Entry Level Functional Mathematics, Asdan Bronze Award as well as other none accredited subjects: Communication, ICT, Current Affairs and Fashion. The students which I taught continued to remain the same as in previous years and were regarded as having either physical and/or medical conditions which inhibited their learning in a range of different ways. As I embarked on this new journey, I still remained involved in the application of Art and Design by being the whole school curriculum adviser, working with colleagues to ensure students receive a broad and balanced creative arts curriculum.This position gave be a valuable opportunity in developing skills in teaching core subjects and thus inc leased my teaching capacity.

As a teacher in a special school I followed the National Standards' as well as a variety of other up to date strategies', frameworks' and school policies' which ensured the overall effectiveness of the education and the safety of young people within my care. My responsibilities' as a Head of Department for Art, Design and Technology included: planning schemes of work which met the National Curriculum programs of study and accredited course specifications' such as GCSE, ELC, Asdan and Trinity College Arts Award; delivering appropriately challenging, differentiated lessons to KS3, KS4 and Post 16 students regarded as having either physical and/or medical conditions; which inhibit learning in a range of different ways; regularly marking student's work and evidencing progress; managing a limited budget and ordering stock; arranging educational visits and tracking pupil progress on a termly basis with the aim of challenging individuals accordingly. While in this position I successfully mentored several trainee Art teachers' from MMU sharing specialised SEN expertise and advising on how to enhance current practice.As a pastoral teacher I was responsible for a small group of students'. I set and track individual targets; celebrated and recorded individual achievements; ensure all colleagues' were familiar with students’ specific needs, which were identified within individual statements; attended Annual Reviews and communicated effectively with parents', carers' and other professionals' including out-side agencies as well as providing for individuals' social and emotional welfare. My teaching and learning responsibilities evolved annually over the 3 years in which I held a TLR, originally I was appointed as the Lead Teacher of Creative Art and Media, this developed into curriculum manager and then to researching and evidencing the impact of extra-curricular activities throughout the all age, residential establishment.