• Re-establish teaching & learning, including behaviour strategy and processes• Introduction of a T&L policy• Line management of the SLT team to drive school improvement• Meeting with parents/careers/governors• Meeting with union representatives to reorganise curriculum delivery• Lead the school as a result of Head Teacher illness• Build strategy, system and process for the safe management of staff and students during COVID closure• Develop robust intention, implementation and tracking of online learning platforms• Oversee the development of a Recovery Curriculum which ensures a successful, phased return of students

• Pastoral and Behaviour Team management• Revised behaviour system implementation - focus on behaviour change through understanding ofidentity/community• Alternative Provision both internal and external• Child Protection and Safeguarding• Counselling, PREVENT Agenda• On-Call and Reflection• Managed Moves• Planner• SEND• Inclusion• Multi Agency Coordination• Attendance Team management, attendance fines, court proceedings• Personal development and well-being

• Creation of a happy/safe and respectful learning environment• Curriculum Mapping – Expeditionary Learning. Introduction of systems, processes, and staff CPD• Delivery of whole Trust Teaching and Learning standards/strategy • Timetabling - made more effective and purposeful. Are we helping ourselves become better each day?• Planning CPD sessions in line with the whole school development plan• Leading interviewing and recruitment processes• Coaching & Mentoring staff at all levels• Examination & Scheduling – including preparation of students with additional needs• HMI inspection and monitoring – Conducting learning walks with inspectors & preparing staff• Reporting and evidencing whole school development to the academy improvement board• Data development/recording mechanisms – streamlining for ease of access and purpose• Tracking and Monitoring, feedback to all stakeholders including students• Staff Performance managementComment from Charlie Taylor (Chair of the Youth Justice Board) after I joined him on a Learning Walk“I was particularly struck by the calm hardworking atmosphere, the precision teaching, and the dedication, innovation, and dynamism”.Extract: email sent to me by Mark Vickers CEP Olive Academy Trust. 7/12/ 2018“I wanted to place on record my huge thanks to you for all of your amazing efforts in Thurrock. It is no exaggeration to say that there is absolutely no way that the Ofsted outcome could have remotely happened without your wonderful contribution. You lead with great skill and integrity and the impact of that work is so clear for all to see. I am sure that you shared my great pride when hearing HMI talk in such a positive manner about the quality of learning taking place across the Academy. So much of that is due to you and your work”.

OIAM took students from the deprived areas of Bradford. I was recruited to the school in its second year. Initially to focus on Outdoor Education & PE, later promoted to Director of Teaching and Learning • Monitoring and assessment of QTLA (quality of teaching, learning, and assessment)• Directional focus for QTLA • CPD • Engagement with Youth Sports trust across Bradford Head Of PE / ITT coordinator• Curriculum development • Monitoring/Evaluation of trainee teachers across the school • Engagement with Youth Sport Trust across Bradford

• Worked as part of the pastoral team, assisting in leading the PE department and solely responsible for Outdoor Education within the school. Lead tutor for ASDAN course.• Responsible for all residential courses in varying durations including; planning, budgeting, training, and execution. Produced a successful bid for an additional residential program for a new school, which I have also been able to use as a platform to prove the effect that tailor-made outdoor experiences have on increasing student self-determination and motivation. This was published in PE Matters, spring 2014. During this time, I was solely responsible for 8 external providers and 14 internal staff, and their collaboration, to provide a safe and innovative program.• Strategic development of programs of work and processes to support the delivery of fulfilling courses that integrate with the National Curriculum.• Development of a core team of instructors and supporters, including training and motivation. Management of a further rolling team of support, which is adapted annually.• Provide pastoral care and counseling within the school for other members of staff including life coaching and mentoring of students through teaching placements.• Produce presentations to staff on core subjects such as safeguarding and coaching.• Implementation of new strategies to map and signpost student development through their education; for example, through data-driven planning and forecasting.