My role at Poole General Hospital has given me the opportunity to provide a central point of contact for the Children's Oncology services and University Hospitals Dorset (UHD), ensuring all patients on the cancer pathway are validated.Other aspects of my role are to;- Liaise with patients/parent carers regarding appointments and next steps within their pathway.- Provide support to the Children’s Oncology team as required.- Identify, manage and maintain systematic processes for accurate, timely data collectionand data production.- Prepare straightforward responses and requests for the Consultant and designated clinical staff as appropriate.- Be the focal point of contact for patients, relatives, GP’s, hospital staff and otherprofessional bodies for written and telephone enquiries on behalf of the Children’s Oncologyteam, exercising discretion to ensure this contact is sensitive and effective.- Provide a regular weekly update to Service managers on any pathway delays or potentialbreaches- Liaise with clinical and medical staff both internal and external to the Trust to ensurepatients diagnostic examinations are appointed and reported within the nationally agreedwaiting time targets and/or to maintain a timely patient pathway.- Liaise with clinical/diagnostic teams to ensure that all diagnostic appointments are bookedwithin an approximate timescale and results are available- Ensure the prompt return of all tests and reports required in support of consultantcorrespondence and if necessary, expedite with relevant departments.- Track progress of cancer patients through care pathways.

My role at Royal Bournemouth Hospital is to act as the discharge key worker for Gastroenterology. I co-ordinate safe & timely discharges, focusing on patients requiring additional input from community addiction services & support teams. This ensures that all patients have an up to date discharge plan commenced on admission, allowing an optimum time to achieve discharge taking actions to reduce any potential delays. I also manage a caseload as the 'Alcohol Recovery Discharge Co-ordinator' for Ward 1 supporting acutely unwell patients who need support to access addiction services.Other aspects of my role are to;- Identify patients with cognitive impairment & highlight need for mental capacity assessments to support discharge planning process.- Identify need for social services referral & complete with appropriate member of the MDT.- Identify need for CHC checklist & ensure that CHC coordinator supports ward staff.- Ensure discharge are facilitated at the earliest opportunity each day with robust plans in place to try to prevent readmissions to hospital.- Update discharge tracking systems & escalate any issues delaying discharge.- Act as an advocate to patients when appropriate to ensure their discharge is safe & effective.- Be aware of both national & local issues related to Discharge Planning and admissionavoidance ie. The National Service Frameworks, Single Assessment Process, Continuing Health Care & Mental Capacity Act.I also attend daily board rounds ensuring the following actions are achieved on a daily basis:- The commencement of discharge planning discussions with MDT from day one of admission.- To ensure that Estimated Date of Discharge is reviewed daily & accurately recorded on appropriate systems, indicating medically fit for discharge & planned discharge dates in line with optimum EDDs related to specific conditions.- Identify next of kin and / or significant family member to support patients discharge plans.

As a Cover Supervisor I;- Supervise classes or tutor groups of teachers who are absent.- Explain clearly to students the work set and help students with their organisation of resources.- Ensure a prompt and orderly start to the lesson and follow school policies.- Collect and set homework when required.- Act as a role model and set high expectations of conduct to ensure that good behaviour is maintained and the classroom environment is conducive to high standards of learning.- Ensure that the behaviour management policy and school practices are followed, including applying rewards and sanctions.- Liase closely with Faculty Leaders, Leadership Team Members and the the Cover Coordinator, alongside the teachers being covered. - Support other activities around the school.

Supporting the AEN Team;- Deputising for the SENCo when they are off site, teaching or in meetings.- Leading AEN meetings if the SENCo is off site by communicating information to staff & coordinating resulting actions.- Undertaking specific duties within the AEN team; Having a focus on ADD, ADHD, SEMH and Dyslexia, supporting with LASS testing, teaching small groups SEND, EAL, KS3 & KS4.- Working with the SENCo to write and monitor individual support plans for students & that they are used to set specific targets for progress across their subjects.- Providing guidance to the AEN team & teaching staff on the choice of appropriate teaching & learning methods to meet the needs of individual pupils.- Supporting the SENCo to ensure that the SEN Register is kept accurate, up to date & that staff are kept informed.- Supporting the SENCo in the devising, implementation & updating of the AEN team strategies which reflect the school’s commitment to high achievement, effective teaching & learning. - Supporting the SENCo with SEND Year 6 to Year 7 transition from primary to secondary school.- Leading on the annual SEND transition day – communication with internal staff, primary schools & outside organisations.- Making decisions and advising other members of the AEN team when the SENCo is teaching or off site.- Creating AEN exam timetables & re-arranging the timetable in case of staff absence.- Delivering AEN training to teaching staff/supporting the SENCo with staff briefings.- Communication with other teams on behalf of the AEN team such as CPD development.- Using data effectively to identify students who are underachieving & where necessary, creating & implementing effective plans of action to support those students. - Ensuring that accurate & detailed records are kept.- Monitoring with the SENCo, day-to-day management of the Support Hub work areas; creating a safe, effective & stimulating environment.

My role as Head of House left me responsible for a team of 10 Tutors related to Itchen House and to ensure that every student achieves their potential whilst under the House system. As a Head of House I;- Co-ordinate, alongside the Senior Leadership Team, the development of the House System within the school community.- Review the process of the House system in in conjunction with the rest of the pastoral teams.- Contribute to school-wide planning activities.- Lead the process of monitoring the House in line with agreed school policies and implement modification and improvement where required.- Run internal QA systems within House and in conjunction with other HOH, HOY and SLT.- Meet with SLT to formally feedback on progress and key issues in the House.- Celebrate student attainment and achievement in all aspects of school life.- Promote the general progress and well-being of individual students and the House as a whole.- Monitor and lead the response to problems experienced by students and, where relevant, alertappropriate staff at a senior level.- Support the Tutor Team effectively to oversee consistent and fair application of the school behaviour policy during Tutor Time. - Promote a positive attitude to learning and celebrate student success, ensuring high achievement,regular attendance, excellent behaviour, good punctuality and good personal organisation.- Run House and detentions once a week for students who miss detentions set by individual staff inthe House.- Apply and develop rewards and sanctions systems in conjunction with SLT.- To pro-actively ensure that students in the house follow the school policy regarding uniform and taking appropriate action.- Communicate the importance of attendance in conversations with students, their parents and the House during Assemblies.- Support sanctions for lateness and support Tutors to raise the profile of the importance of attendance with individual students and Tutor groups.

My role as Lead HeadStart Co-ordinator has enabled Cantell School to take part in the Big Lottery Fund’s project across England to test different interventions and set up new ways of working.My role is to ensure that through HeadStart, Cantell's students are equipped with support and skills to cope with adversity and to do well in school and life. For some young people, mental health problems increase in adolescence; half of all cases of mental ill health start by the age of 14.I have been able to pull the strands of HeadStart together to provide our students with the support they need such as, No Limits counselling, NHS Solent Emotional First Aid and the Saints Foundation Community Champion Programme.After the success of our pilot 'Step Up for Secondary' Transition programme for Year 6 to Year 7, I will continue to lead HeadStart at Cantell.The Programme focuses on;Attendance: supporting students to understand the importance of good attendance and the programme will ensure that they start year 7 with clear expectations around attendance.Social Skills: supporting students to develop the social skills needed to interact positively with other students and staff members.Emotional Resilience: supporting students to be emotionally resilient and equip them with the skills and strategies that they need to become independent and responsible learners.Through HeadStart, I also have an Emotional First Aid Trainer license under the Solent NHS Trust which is directed at anyone working with young people between the ages of 11-25 years old. The course is designed to;- Promote Positive Emotional Health- Provide Support & Reassurance- Aid in accessing appropriate services- Undertake risk assessment to help prevent harm to self or to/from others- Create a partnership with the young person: find strategies (Getting through this together)- Assist in early detection and intervention- Increase knowledge, reduce stigma and increase skill base

My role as a Care Ambassador with Hampshire County Council has given me the opportunity to work with both the organisation and its partners; emphasising some of the necessary qualities to enable me to be successful in a professional working environment; efficiency and the importance of communication, to name a few.- Providing a ‘peer mentor-ship’ to Children Looked After and Care Leavers. - Keeping to commitments and meeting deadlines i.e. reviewing documents. - Giving young people a voice regarding the level of care they receive and making sure they are heard when decisions are made that affect them. - Helping Children’s Services to understand how to further engage with a wider group of young people and feedback ways to do this to senior managers. - Making presentations to senior management and communicate effectively. - Challenge ideas without being disagreeable. - Engaging directly with young people to help them achieve a greater satisfaction with the services they receive.