Mandy Monaghan Email & Phone Number

Nottingham, Gb

County Hall, Nottingham

Nottingham, England, United Kingdom

Nottingham, England, United Kingdom

This year, I predominantly worked with additional needs children. I am fluent in taking the time and patience to form attachments, understanding and managing triggers, as well as finding ways to limit sensory overload within busy KS2 setting. Able to read emotions and mood, and use this to help untangle feelings; using these skills to realise when the right time is to encourage and foster learning, whilst at other more difficult times supporting with care, understanding and reassurance.Planning and teaching Phase 5 phonics to KS1 children; impacting on children’s progression to next phase. Using teacher’s assessment of progress, to pinpoint weak areas, I planned and implement focus areas during lessons. Planning fun sessions within revise, teach, practise, apply framework, using games and activities working to short time frames.A team worker, able to slot between various stakeholders, to feed back on emotional up and downs, enabling formation of appropriate emotional interventions and behaviour management techniques, implementing these effectively, in setting.Running intervention activities including P-Levels as well as spelling and writing. Supporting Maths groups.

Nottingham, United Kingdom

Quickly adapting to new classroom environments, I have received positive classroom feedback. Staff have been able to tell that I have worked with FS2 and KS1, showing the ability to adapt my language and apply knowledge of the curriculum to support children. I have quickly gained the trust of the children I work with, by being approachable and chatty, forming as many bonds as I can within a short period of time. I have been told by staff, that the way I continuously offer my help and ask what support the teacher wants, throughout assignment, is an invaluable source of support. I often make suggestions, such as offering to take children, for one to one support, when I notice they need additional support. Teachers are often very relieved and thankful for this type of help. I have also been informed that it is invaluable the way in which I immerse myself into these roles.I also worked with two year 6 boys recently; my first time with this age group. One was dyslexic and the other behind in ARE. Whilst supporting them with their SAT’s Literacy paper, I found that providing constructive feedback, moral encouragement and exam strategies came naturally to me. I suggested ideas such as, “remember to look for the evidence” and “remember the answers are in the text”. I supported with reading the texts as well as encouraging re-reading to help answer questions. This ensured that I didn’t give away answers whilst nurturing the confidence to complete the paper.

Nottingham, United Kingdom

Successfully forming close and supportive relationships with children in order to facilitate effective learning. Thinking carefully about how barriers might affect learning and collaborating with teacher, to assist in taking steps to overcome these. Rotating with teacher weekly, to support varying ability groups of children during Maths and Literacy tasks. Working towards boosting children’s belief in their ability to achieve set tasks as well as promoting independence and perseverance. Working with group and independent readers to advance blending skills as well as to advance through reading levels. Prepping classrooms materials, listening carefully to class teachers instructions in order to accurately support children according to curricular requirements.

Nottingham, United Kingdom

I am a freshly qualified but mature teaching assistant, qualified to level 3 in Specialist Support for Teaching and Learning. I trained initially with year 2 children and then reception year children. I work to various classroom provisions in accordance with teachers’ directions and/or lesson plans. I carefully consider planning objectives, when supporting children, to ensure I work to meet programme outcomes alongside teachers.I also work independently such as running intervention groups including handwriting, Socially Speaking and other types of catch-up. I continuously monitor childrens’ progress to move them forward, re-assessing and re-adapting my approach as relevant, as well as using motivational tools such as positive re-inforcement, differentiation, school mantras and constructive feedback to maintain progress. I have worked with children with additional needs such as those with Autism, attachment disorders and EAL. I think carefully about the various types of barriers or triggers, working alongside school strategies to overcome these. This might for example involve helping children to understand the impact of their actions on others and taking a more kinaesthetic approach to suit cognitive thinking ability.I am both patient and caring as well as warm and nurturing, always thinking carefully about ways in which I can form bonds with the variety of characters at school. I give children the time to talk to me and to listen to them sensitively. I believe this makes me an approachable member of the school and children regularly approach me to talk about their feelings. Building this type of relationship with children, is a way of overcoming potential barriers to learning. Furthermore, I take very seriously safeguarding issues, and the need to report to safeguarding officers or authorities factors impacting on a child’s welfare or safety.

Nottingham, Nottinghamshire, United Kingdom

Facilitated a group designed to help mums with Perinatal illness to take steps and build confidence in moving forward in their recovery. Maintained confidentiality, applied natural listening and non judgemental skills in order to make mums to feel at ease. Developed skill to record notes objectively. Safeguarding of children and domestic abuse trained. Also modelled positive social and emotional interactive behaviour with babies through interactive play. Began to work on and develop these skills further in a home setting, to help parents develop independence in order to move on and develop good social, emotional and educational development of child. Contacted various stakeholders as part of multi-agency organisation, from Health Visitors to Maternity unit staff, as part of research of support group.

Scotland

One to one help, including games and activities to develop learning of basic phonics sounds. Connecting with child to help overcome barriers to learning, to inspire enjoyment of learning, improving executive functioning and staying on task.

Kent, England, United Kingdom

Royal School Military Engineering

Raising works repairs for maintenance of buildings across large works Estate; ensuring paperwork contractually compliant and networked between stakeholders; timely completion of paperwork to avoid delay to works resulting in seamless transitions between stakeholders and colleagues.

Chatham, Kent, United Kingdom

Working for a Strategy Manager, I designed a database and used this to process and formulate research information; developed research tables and then wrote up and presented the research. I interacted and liaised with various NHS stakeholders, including those who had filled in questionnaires to those in the steering groups, in order to disseminate as well as to collect results for surveys, and to book and set up meetings. I also organised a large scale event for the Project Manager to present the results of the requirements for Intermediate Care gathered from the research findings. The results of these findings which had been gathered and collated by myself were published in the local press, and used by my management to illustrate and emphasis the need for intermediate care of the elderly.

Kent

Altering and maintaining Purchase and Sales Orders and accurately creating codes for equipment using the company database system; compiling and collating weekly information reports using MS Excel.

Germany

Providing welfare and tourist information to the local military community as well as signposting to legal literature such as pet passports; management of library and database; administration of expenses; listening to families with difficulties and referring to appropriate welfare agencies; supervising volunteers.

Germany

Researched magazine content, covered public events, interviewed subjects and met monthly deadlines. I also maintained links between different stations, the magazine and army families in terms of content and communications.

Germany

Maintaining charges to bills on a monthly basis using double entry bookkeeping system (Paxton); calculating formulas using Excel to balance stocks with sales.

Customer service provision delivered in polite, affable and friendly manner/diplomatic and calm when handling complaints; maintaining stock rooms; democratic team representative – I lead discussion of partnership topics at department level feeding up to store level, for review at national partnership meetings. Restocking shelves, stock checks and audits as well as maintaining co-operative and communicative relations with other partners.

Bachelor Of Arts - Ba, German Language And History

Ba Honours German Language And History