Nikki Mitchell FACCPH

- Introduced meticulous, robust monitoring systems and diversity & inclusion programs to ensure the wellbeing and needs of all students are met. - Served as the designated COVID-19 team leader for the school and provided guidance setting up testing sites while planning activities that would stimulate language, social, and motor skills growth. - Liaised with peripatetic staff (including Art and music therapists and responsible for arranging meetings, organising visits, providing cover, writing reports, tracking ongoing therapies, meeting provisions set out in the EHC Plans, updating therapy plans, and disseminating programs to relevant staff.

- Provided regular training to staff regarding SCERTS (an approach to Autism Education), phonics, and Google Classroom while leading Annual Review meetings for all students. - Kept individual files of each child's assessment and development, observing and recording behavior and progress. - Included parents in the process of a child's ongoing assessment and held monthly parent meetings.

- Developed and implemented appropriate and multi-cultural curriculum for children and executed various activities for promoting students' physical, social, emotional, and intellectual growth. - Implemented state, federal, and local health and safety procedures and policies while planning, preparing, teaching, marking, assessing, and allocating PScales and National Curriculum levels to work in all subjects taught. - Liaisoned with multi-agencies (physiotherapists, speech and language and occupational therapists, educational psychologists to ensure individual needs were met and oversaw medical protocols and manual handling protocols.

- Helped in devising a viable and accurate assessment model for formative assessment across the school by incorporating the national curriculum. - Spearheaded leadership responsibilities by organizing and arranging timetabling, planning, assessment, moderation, evaluation of planning, and carrying out lesson observations. - Carried out lesson observations, arranged peer observations, and chaired Annual Review meetings, multi-agency meetings, and class team meetings.

- Skillfully wrote reports and chaired Annual Review meetings while communicating with children's parents or guardians about daily activities, behaviors, and related issues. - Supported children's emotional and social development, encouraging understanding of others and positive self-concepts. - Identified signs of emotional or developmental problems in children and notified parents' or guardians' attention.

- Taught classes with all subjects according to the National Curriculum and each student’s specific Statement. - Communicated with children's parents or guardians about daily activities, behaviors, and related issues. - Kept records on individual children, including daily observations and information about activities, meals served, and medications administered.

- Supported children's emotional and social development, encouraging understanding of others and positive self-concepts. - Identified signs of emotional or developmental problems in children and brought them to parents' or guardians' attention. - Created developmentally appropriate lesson plans and performed general administrative tasks, such as taking attendance, editing internal paperwork, and making phone calls.

I hold a Postgraduate Certificate in Educational Leadership from the UCL Institute of Education (IOE), a globally recognised centre for excellence in education. This qualification has equipped me with advanced knowledge and practical expertise in strategic leadership, school improvement, organisational management, and evidence-based decision-making. Through this programme, I developed the skills to lead teams, drive inclusive practices, and implement sustainable change within educational settings. It has strengthened my ability to analyse complex challenges, influence policy and practice, and create learning environments that prioritise equity, collaboration, and student achievement.