Suzanne Jackson

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Name: Suzanne Jackson

School: Chiltern Hills Academy

Position held: Director of Learning Support – SENDCo and Attendance

SLE area of expertise:

Inclusion – Leadership and management of SEN

Behaviour and any aspects of pastoral support and student well-being

Attendance

Current responsibilities:

  • Strategic lead for SEND and the lead SENDCo within the school
  • Responsibility for over 40 students with an EHC and the maintenance of the SEN register
  • Line management of over 20 Learning support assistants
  • Training of all staff on areas of SEN and support within the classroom in being inclusive and successful differentiation
  • Strategic lead for attendance
  • Lead for Early Intervention and support for behaviour management across the school
  • Track interventions and student progress through data
  • Transition support for Year 6 into 7
  • Liaison with a large number of external agencies
  • Membership of the Senior Leadership team
  • Represent the school at the Fair Access Board

 

Previous career history:

  • 18 years teaching in mainstream schools in Buckinghamshire, where I was lucky enough, at different times, to have the following responsibilities
  • Head of Year for a variety of year groups for 9 years and line manager of a pastoral team
  • Coach and mentor to new Heads of Year
  • Transition support for KS3 into 4 and KS4 into 5.
  • Head of Social Sciences – psychology and sociology
  • Teacher of Psychology, sociology, RS and history
  • Head of PSHE and Citizenship.

 

What you hope to achieve as an SLE:

I am passionate about improving the quality of student development in pastoral care and SEN. I want to share best practise and for all staff to be equipped with the tools to ensure the progress of all students. To work with schools to help develop capability and sustainability in these areas.

 

Specific areas of expertise and how you might be able to help other schools:

  • Mentoring of new SENDCo’s and the leadership of learning support assistants.
  • Analysis of systems within school to support inclusive ethos within school
  • Staff training on SEN and behaviour and NQT support in differentiation strategies in the classroom
  • Working with attendance leads to review current strategies to improve attendance and reduce persistent absences