Roxanne Malleson Email & Phone Number

Newcastle Upon Tyne, Gb

The role of Independent End-point Assessors is to assess apprentices against industry-specific competences.It is designed to be an objective and impartial assessment of an apprentice's knowledge, skills and behaviours.

Newcastle Upon Tyne, England, United Kingdom

I am responsible for monitoring the activities of assessors within Tynemet college, I ensure that all the assessments are conducted fairly. I Check that assessors meet the requirement for their rolePlan and prepare monitoring activitiesWork alongside assessors, trainers and employers to ensure the standardisation of assessment practice. I provide constructive feedback, support to trainers and assessors Sampling assessment records and decisions.

Newcastle Upon Tyne, England, United Kingdom

Classroom life for a SEN teaching assistant revolves around supporting one, or several pupils, to develop their understanding of the subjects being taught.They may have complicated behavioural and learning challenges which need to be overcome and an assistant will provide valuable help to the main classroom teacher to minimise disruption and maximise learning.In addition, the role is also about creating a suitable learning environment which recognises any difficulties that SEN pupils may face and which attempts to make it as comfortable as possible.

United Kingdom

Durharm Uk

Newcastle Upon Tyne, England, United Kingdom

United Kingdom

This is voluntary work. “to help and support people to manage their own learning in order to maximise their potential, develop their skills, improve their performance, and become the person they want to be”.I support learning and experimentation and help individuals develop their potential through guidance and support.A mentoring relationship is one where both mentor and mentee recognise the need for personal development. Successful mentoring is based upon trust and confidentiality. Many people will experience mentoring either personally or professionally and the impact it has can be significant. The role of a mentor is to encourage the personal and professional development of their mentee through the sharing of knowledge, expertise, and experience. Being part of a mentoring relationship, as a mentor or mentee, can increase engagement at work.

Newcastle Upon Tyne, United Kingdom

United Kingdom

Temporary position, duties and responsibilities To provide support t0 students in order to achieve their aspirational targets and full potential.To have 1-2-1 meetings with students to ensure they are making the necessary progress to help them achieve their targets and full potential.To help students make informed choices about next steps and future career options and equip them with necessary employability skills.To cover key areas of personal development sessions such s as equality, diversity and inclusion (EDI), fundamental British values (FBV), county lines, digital literacy, careers, enterprise and staying safe which are vital in keeping students safe.To develop "Work Ready Skills" and prepare students for life and future employment in Modern Britain.To help develop confidence, resilience and well-being and provide strategies to protect mental health.Personal Development cover sessions on age-appropriate relationships, help students to recognise and avoid sexual exploitation.To support students explore volunteering opportunities, social action/community projects, skills competitions and work-related activities.To help students develop into a responsible, respectful and active citizens which will assist them with their future life goals and future career plans.To develop the knowledge, skills, attitudes and behaviours that students need to deal with the opportunities and challenges that they will encounter, help students to make safer, healthier and happier choices.

England, United Kingdom

my main duties:Train, assess, motivate and support Residential Childcare learners on programmes towards achieving Residential Childcare Apprenticeship qualificationsMaximise the use of Smart Assessor package and using a variety of assessment methods to ensure learners have the chance to evidence their knowledge in a variety of ways.Support, develop, implement and evaluate approved Residential Childcare training materials, promoting standardisation, use approved training methods to develop the learner and utilise every opportunity to supporting them to achieving their qualification in a timely manner.Ensure the highest standards of learner completions are met and to monitor candidates progress, including carrying out regular progression reviews/additional support reviews.

Newcastle Upon Tyne

I design and deliver the following:• Children and Young people (up to level 6)• Health and Social Care (up to level 6)• Team Lead and Management (up to level 6)• Early Years• Equality and Diversity• Dignity and Safeguarding. Youth and community (up to level 6)

Newcastle Upon Tyne

I am a friendly, approachable and down-to-earth fully qualified counsellor who aims to provide a caring and supportive environment where issues can be discussed and explored in confidence. In addition to my Counselling experience, I have 25 years of experience in Community and Youth, helping children / young people and families. My clients are men, women, children and teenagers with a variety of issues such as anxiety, depression, despair over relationship breakdown, parenting trouble teenagers, parents of gay / lesbian children, sexuality or gender issues, anger,divorce, separation ,loss, bereavement, work stress and discrimination, low self-esteem / lack of confidence, loss of direction / life change. Approaching a counsellor for the first time can be difficult or daunting. I can guarantee that you will be treated with care and I will provide a safe and comfortable environment for counselling. Website: www.roxymalleson.com

Stoke-On-Trent, England

Newcastle Upon Tyne

North East Uk

Newcastle Upon Tyne, United Kingdom

We are part of a global movement for change, empowering people to create a future that is secure, just, and free from poverty. People have a right to life and security; to a sustainable livelihood; to be heard; to have an identity; and to have access to basic social services. We subscribe to all international covenants on rights, and to the Universal Declaration of Human Rights.In poverty, people have little power and are denied an effective voice. Poverty means little income, too few assets, lack of access to basic services and opportunities, deep inequalities, ongoing insecurity and little opportunity for development.o voluntary work for Oxfam.

South Shields

I supported learning and personal development, through an individual coaching plan provide a range of knowledge and strategies that will motivate, stretch and empower learners to make positive changes and exceed learning expectations. Also through a range of methods and by engaging with the employer and key organisations and external agencies and families where applicable I ensured learners achieve their key objectives and targets to obtain their qualification and gain relevant skills and knowledge and experience which they needed to be competent worker.I developed, agreed and implemented a time bound action plan with learners and employers based on a comprehensive assessment of strengths and needs and maintained accurate records of work for each identified learner.I provided information, advice and guidance and agreed support interventions. I tailored support plans and interventions for learners through a range of methods.Recently I have started IQA course and will be qualified in 2018 as an IQA.

Newcastle Upon Tyne, United Kingdom

I was responsible for the assessment, training and delivery of learning required for learners to successfully achieve their qualifications.I participated as a course team member and I made use of appropriate classroom/workshop techniques and strategies in delivering learning. I prepared schemes of work for workshop programmes and prepare lesson plans for all sessions delivered.I liaised with the Head of Department to plan and develop the subject specific components of Apprentice Frameworks and specifications.

Newcastle Upon Tyne, United Kingdom

Little Big Butterfly aims to empower communities and wider society through drama, film and digital arts projects. Using honest and credible research, intervention and creative facilitation Little Big Butterfly can work with individuals and groups to enable them to reach their full potential.Creative facilitation uses drama and media techniques to provide an exciting and memorable experience.Engaging with the voluntary, public and private sectors with varying groups and individuals on a range of issues, Little Big Butterfly works alongside managers, staff and services users including children and young people, to establish and deliver valuable resources, policies, training and participative practice.www.littlebigbutterfly.org

Newcastle Upon Tyne, United Kingdom

I served as a Governor and relished the opportunity to contribute to Heaton Manor School, as I believe supporting our children and young people’s education is one of the most important parenting roles.Governors make decisions which are in the best interests of the children and young people. Keeping the decision making as close as possible to those that are affected by the decisions makes for sound and efficient leadership and governance.The Role of the Governing Body The governing body is responsible for the conduct of its school, and must promote high standards of educational achievement at the school. It is the school’s accountable body and as such: • provides a strategic view of the school by establishing a vision and setting the purpose and aims of the school within an agreed policy framework. It appoints and performance manages the headteacher, agreeing the school improvement strategy which includes setting statutory targets with supporting budgets and staffing structures; • monitors and evaluates the work of the school by reviewing the performance of the headteacher, the effectiveness of the policy framework, progress towards targets, and the effectiveness of the school improvement strategy; • signs off the self evaluation process and responds to school improvement service and Ofsted reports as necessary. In addition it holds the headteacher to account for the performance of the school and ensures that parents are involved, consulted and informed as app

Newcastle Upon Tyne, United Kingdom

I planed, delivered, evaluated and assessed and marked Health and Social Care + Children and Young People students, degree level. I marked for different subjects such as social policy and research method.

South Tyneside College

I was a part time lecturer for Health and Social Care and Youth Work. I prepared resources, did planning and delivered lectures. I was one of the Internal Verifier. I did obsservation and assessment of work placement.

Newcastle Upon Tyne

I designed and delivered training courses and created a learning environment, to give learners various ways of acquiring information and knowledge about specific topics e.g. employability. I provided learners alternatives for demonstrating what they know about the topics, at the same time teach the trainees self-management strategies to better manage their learning. The courses were 100% successful and all learners achieved their qualification / certificates.

Derwentside

"We strive to provide good quality mental health services, which reflect the needs of individuals within DERWENTSIDE"Our Aims:Empowering people to recognise their needs and aspirations, promoting personal control and independence.Provides services which, by raising public awareness, work positively in combating stigma and prejudice.Provides flexible, open-door, accessible and informal services which respect and value individuals' needs and experiences.Enables people experiencing emotional distress to lead an improved quality of life in the community.Promotes social inclusion and works towards achieving a shift in attitude of the business and social communities.

Newcastle Upon Tyne, United Kingdom

I designed and delivered lectures.

North Tyneside Council

I was responsible for planning, assisting with coordinating and delivering youth service provision. I managed a team of youth workers. We worked to identify and meet the needs of young people in our area through a range of services. I had initiated and implemented a number of projects. I was also one of the Moderators for Youth Achievement Awards, and supported Council’s LSCB by delivering training for professionals and taking part in their regular associates meetings. I was ULR and ‘maths champion’. I led Inclusion and diversity within service and set up Bangladeshi young women group which integrated with white English young women (the only integrated youth provision in the borough). I developed work with disabled young people, this was the only youth provision of its kind in the borough.One of my success stories is that I secured funding for the girls group to make a short film ‘Zara’ that was shown at the Tyneside Cinema. The project explored the girls’ views regarding their futures and their ambitions; they were encouraged to consider careers in non-traditional environments. The girls gained many skills by producing the film such as how to develop characters, scripts, storyboards, film technique, shooting a film, editing and finally screening your film They were supported by a female only crew. Celebrities such as Tina Gharavi (BAFTA nominated 2013) and Charlie Hardwick visited The group during the filming. In February 2013 an Evening Chronicle reporter visited the group and wrote an article about the work. The film was shown on Monday 1st July at the Tyneside Cinema and afterwards the girls were presented with certificates that recognise their hard work, skills and partnership working throughout the project.

Newcastle Upon Tyne, United Kingdom

I was Chair Person of the management Committee, set policies, finances and strategic direction of the club.

Newcastle Upon Tyne, United Kingdom

Managed North West and North East area youth team and senior workers, developed different projects and provided strategic direction.

Newcastle Upon Tyne, United Kingdom

I was one of Directors, provided advice and strategic direction for fund allocaiton for young people.

Newcastle Upon Tyne, United Kingdom

Impact Objective 1: Participation Poverty (UNCRC Article 4;12;13) I worked with Family Health Community Project and Montagu Community Full Service School to develop and promote structures and processes which involved children and young people in decision making and consultation exercises within the developing framework of the initiative. I was involve in development of school council and pupils led initiatives. I worked with the Key Fund Federation to promote children and Young people’s access to resources in order to promote their involvement in anti-poverty initiatives.Impact Objective 2: Service Poverty (UNCRC Article 15;31) I monitored the impact of the Montagu Community Full Service School in terms of promotion of service and service uptake on the part of the poorest groups.Impact Objective 3: Income Poverty (UNCRC Article 27)I undertook initial development process and scoped out a research and advocacy initiative in relation to income poverty as it affected young asylum seekers and their families in North East region. My proposal for this development work met the global profile of Save the Children.

Newcastle Upon Tyne, United Kingdom

I was a casual interpreter for health authorities, social Services and various solicitors.This has brought me into contact with family groups who were experiencing health, social and legal difficulties. I was able to utilise my counselling skills of listening and observing in order to help and support them through their problems.

Newcastle Upon Tyne, United Kingdom

I was a Project Worker for Young refugees and asylum Seekers aged between 10-25. I listen and work with them to Make settling easier. I did that through advocacy and outreach work, worked with mainstream youth projects, and drop-in sessions. I also set up two youth clubs inWest End of Newcastle. I Co-ordinated both clubs, and supervised the volunteers and sessional workers during club sessions. I was responsible for writing frame works and guidelines for different areas e.g. Home visits, volunteers etc. I have contributed to the business planning for the project, and risk assessment guideline. I was responsible for report writing on different issues e.g. youth clubs and activities.

Newcastle Upon Tyne, United Kingdom

I conducted both qualitative and Quantitative research interviews.

Newcastle Centre For Family Studies, Newcastle University , Uk

I was a relief assistant working within the Family Justice Programme. I conducted research Relating to the implementation of the Family Law Act 1996, by holding interviews with a variety of people across the UK who were affected by this Act. I assisted in the setting up of a system for coding questionnaires, and I was responsible for its subsequent administration. In addition to above role From Jan 98 to Sep 99 I became, team leader, leading a team of 25 interviewers. My duties involved training interviewers, dealing with their queries and training needs and also making sure interviewers understood the importance of confidentiality to the project. I was also responsible for the weekly work rota and for verifying the hours worked by each interviewer. I attended seminars and staff meetings and contributed to the group discussions.

Master'S Degree, Professional Qualification Youth And Community Studies, Internationally-Recognised Expertise

Activities and Societies: •Uses of research in social welfare policy and practice •Approaches and ethical issues in social research.

Ba (Hons) Degree 2:1, Social Sciences, (2.1)

My degree included social policy, sociology; social psychology; politics and economics,health and social care. I studied core modules.

Level 4, Counselling

I am specialist in humanistic therapy, but I tend to use Integrative counselling which is drawing on and blending specific types.

Post Graduate Certificate In Education (Pgce) Post Compulsory Education And Training (Pcet), Teaching

Activities and Societies: Member of Society for Education and Training Member of Workers' Education AssociationSessional Lecturer.

Level 4, Triple P (Positive Parenting Programme)

Triple P is one of the only evidence-based parenting programs available worldwide, founded on over 30 years of clinical and empirical.

Certificate Level 3 / Diploma, Team Leader Supervisory Management Programme

This study provide both employers and employees with the inspirational information they need in order to understand the attributes.

Level 1 Reiki

Reiki, meaning "universal life force energy", aims to improve health and enhance the quality of life. It treats the whole person including.

Level 3 / Diploma, A1 Assessors

Develop plans for assessing competence with candidates Judge evidence against criteria to make assessment decisions Provide feedback.

Diploma, Language Interpretation And Translation

Activities and Societies: Sessional Translator and Interpreter for the past 20 years.

Level 2, Indian Head Masage

Indian head massage originated in India over 1000 years ago and began as a way of keeping the hair in good condition. It is based.

Level 4 Award In Internal Quality Assurance, Of Assessment Processes And Practice (Rqf)