I primarily work on the Department for Education funded DBOT (Delivering Better Outcomes Together) programme, providing facilitation and training to a range of professionals at the local authority and regional levels to improve the processes which underpin outcomes for disabled children and young people. This includes bespoke consultancy work for local authorities, as well as regional events which draw together and share best practice.

The main body of my work is in the Making Participation Work programme, funded by the Department for Education and run in collaboration with Kids. The two main strands of this work are supporting disabled children and young people to influence government policy, and developing resources and training to promote good practice amongst local authority staff and other professionals. I lead on our direct engagement with young people, which involves planning and facilitating accessible, fun activities for the bi-monthly FLARE group meeting, as well as supporting the young people to engage digitally via social media and blogs. In addition, I lead on our wider engagement through developing the Hot Topics; these are issues which have been identified by young people as priorities, which I then use to design suggested discussion questions and session plans for use with other groups. I am also responsible for working in co-production with FLARE to develop social media campaigns which raise awareness of best practice around issues such as pastoral care and inclusive education. For professionals, I have developed a series of participation resources (available from the Council for Disabled Children website), which cover a range of subjects related to participation, including overcoming common barriers faced by young people. I also contribute to regional workshops by giving presentations, facilitating discussions and liaising with professionals from local authorities and other organisations in order to build skills and understanding around engaging with young disabled people.

I facilitated a group of young people with disabilities who act as a focus group for Havering Council's consultations. Using my background in child participation and working with disabled children and young people, I led skills-building exercises in self-advocacy and participatory data collection with the Young Advisers so that they could then collect the views and opinions of their peers. We collaboratively created reports in a variety of accessible formats and pass them up to the Council in order to inform their decision making. The project has the secondary objective of building self-advocacy skills, including confidence, team work and communication skills. I also managed this project, and have made a commitment to increase the group's impact by expanding its network. The Young Advisers have presented at the London Youth Participation Forum (City Hall), and we are looking to attend the international Children as Actors Transforming Society (CATS) conference in 2017.

As Project Officer, I provide administrative and logistical support to a Children's Rights Capacity Development Project with 60 NFP organisations across Eastern Europe and East Africa. A large element of this has been a series of training workshops, run in Sofia, Bulgaria and Entebbe, Uganda, for which I made logistical arrangements, as well as contributing to budgeting and participating in the workshop itself. Aside from the workshops, I support the development and management of the online training platform for this project, along with being the main point of contact for our participants. I have recently taken the lead role in a Languages task group, managing translations of materials. I performed this role as Project Intern from September until May, and am now Project Officer.

Throughout my Higher Education, I have worked as an Early Years Assistant/ Teaching Assistant with Headline, providing staff cover in a wide variety of schools and nurseries. This has given me contact with hundreds of different children, from 8 months to secondary school age, as well as exposure to a range of different teaching and learning methodologies, including in SEN-focused schools. The main highlight of this role was as a one-on-one TA, supporting a Year One child with Autism in a mainstream primary school. My task was not only to facilitate his engagement with and enjoyment of the class activities, but also to support him and his peers in their social interaction. Together, my involvement in these elements of his schooling enabled him to remain in his peer group and move up into Year 2, rather than repeating Year 1 (as had been suggested).

Private Tutor in French, Spanish and History. Fun, relevant and effective classes for all ages. References can be found at http://pwattstuition.weebly.com/references.html

As S.A.O, it was my responsibility to plan and execute social activities for foreign children learning English. These range from drama classes to day trips to other UK cities, discos and sporting events.

During my Erasmus year in Poitiers, France, I worked as an Assistante de Langue in two primary schools. My intended role was to be a classroom assistant, providing a native speakers perspective and skills, but the members of staff were so impressed with my skills that I was entrusted with planning and executing my own activities outside of the classroom.