Emily Louise Harris

As Head of School at Sprogs I have:

• Created and successfully implemented strategic action plans in alignment with Sprogs long-term vision.
• Maintained and promoted school culture and ethos
• Ensured high quality of Teaching and Learning
• Crafted tailored curriculum focusing on individual needs, while employing innovative assessment techniques
• Spearheaded the development and implementation of behaviour policies, establishing high expectations for staff in managing student behavior.
• Dedicated, diligent Special Needs Coordinator for Sprogs
• Established robust frameworks to support the continuous development of staff members
• Managed overall organization of the school
• Identified and proposed school improvements
• Built constructive and positive relationships within the school community
• Ensured efficient and effective operation of Sprogs within regulatory frameworks, fulfilling safeguarding and wellbeing duties.

Further experience in my role has been:

Leadership Development Undertook extensive CPD in leadership.
Applied leadership skills by planning and delivering CPD sessions for staff.
Inclusion

Focused on CPD related to inclusion.
Promoted inclusive practices within Sprogs.

Early Intervention

Engaged in CPD related to early intervention strategies.
Implemented early intervention techniques to support student learning and development.
Expert Teaching

Continued to develop teaching expertise through targeted CPD.
Shared expert teaching practices with colleagues.

• Workshop Planning and Delivery Planned and delivered my own workshops and CPD sessions for staff.
  Ensured these sessions were informative, engaging, and impactful.
  
• Collaboration with Experts Collaborated with experts within the field, both locally and internationally.
  Leveraged these collaborations to enhance my own knowledge and bring new insights to my team of staff.
  

These achievements highlight my dedication to professional growth and your commitment to improving educational practices within Sprogs.

• Maintained up-to-date knowledge of EYFS professional duties and statutory framework.
• Maintained a strong understanding of Early Development principles, specifically identifying additional learning needs.
• Maintained outstanding level of child protection policies (DSL) by leading staff in adhering to relevant, up-to-date safeguarding procedures.
• Demonstrated dedication towards enhancing teaching practices while leading the Foundation team at Nottingham High School
• Ensuring requirements of Early Years Foundation Profile are met, including assessment and moderation arrangements and providing opportunities for children to achieve or exceed a Good Level of Development.
• Monitored and evaluated teaching quality, learning standards, and pupil achievement in EYFS
• Partnered with staff members to plan an exciting and stimulating curriculum for all children in the Foundation Stage, supporting various learning styles while encouraging independence
• Consistently prioritized a student-centered approach in the classroom
• Facilitating personalized learning opportunities with an engaging teaching practice, facilitating optimal academic development for all students
• Established and upheld an appropriate and enriching learning environment.
• Contributed to a positive ethos that provided all pupils with access to a broad, balanced, and relevant curriculum tailored to their individual needs
• Participated in Nottingham High School team to conduct self-assessment activities for enhancing self-evaluation and improvement planning processes.
• Participating in the performance and development review process, taking personal responsibility for identification of learning, development, and training opportunities in discussions with SLT
• Aided in identifying and providing support for students with SEN, actively engaging with families and relevant gatekeepers to promote greater understanding of needs and expand educational support.
• Continually tracked student development through Nottingham High Data systems
• Collected, recorded, and analyzed pupil progress data to guide effective intervention planning and resource allocation for optimal achievement of EYFS students.
• Regularly participated in internal and external EYFS meetings, delivering impactful ideas and data presentations.
• Achieved exceptional results in teaching reception aged student through utilization of the updated EYFS National Curriculum and revised supporting documents.
• Provided exceptional pastoral care and support to children in a safe learning environment
• Contributed to the coordination of appraisals and assumed responsibility for personal professional advancement
• Evaluated children's entry baseline data through comprehensive assessments using the Reception Baseline Assessment
• Demonstrated leadership by serving as DSL and School Council leader while also taking on responsibilities as EYFS Literacy Coordinator and championing the value of reading for pleasure.
• Actively involved in regular teaching staff CPD sessions, seeking continuous improvement of practice and making meaningful contributions towards school development
• Kept abreast of relevant research in the field by attending EYFS CPD opportunities
• Planned school trips each half term and executed corresponding risk assessments
• Delivered concise, informative parent bulletins across multiple social media outlets
• Prepared and presented informative reports and meetings for parents and relevant stakeholders

• Enhanced the quality of the EYFS setting by transforming it from 'Good' to 'Excellent'
• Maintaining current and effective safeguarding procedures
• Contributed to a positive ethos that provided all students with access to a diverse curriculum tailored to their needs.
• Committed to fostering the achievement of Early Learning Goals for all students.
• Exhibited a strong commitment to staying informed about EYFS teacher duties and statutory guidelines.
• Contributed to self-assessment initiatives as a member of the Ark Academy team, facilitating improvement planning.
• Maintained compliance with protocols for Child Protection, Health and Safety, Security, Equal Opportunities, and confidentiality.
• Demonstrated competency in implementing various teaching, learning, and behavior management strategies aligned with school behavior policy.
• Participated in performance and development reviews while taking personal responsibility for identifying learning, development, and training opportunities through discussions with SLT.
• Met requirements of Early Years Foundation Profile, including assessment/moderation arrangements and fostering optimal conditions for children to achieve or surpass Good Level of Development.
• Utilized this information to formulate ambitious and achievable targets for improvement.
• Led and collaborated with staff to develop an engaging, innovative, and inclusive curriculum for children in the Foundation Stage that caters to various learning styles and fosters independence
• Ensured the establishment and upkeep of a conducive internal and external learning environments.
• Implemented effective teaching methods to actively engage students and cater to different learning styles, resulting in enhanced academic performance
• Assisted with the identification and provision of resources for students with special educational needs or considered to be at a disadvantage
• Monitored pupil progress using Ark Academy's systems
• Collected, recorded, and analyzed pupil progress data to inform strategic intervention planning for EYFS students.
• Regularly contributed to both internal and external EYFS leadership meetings, offering valuable ideas and evidence of success
• Achieved exceptional standards in teaching a class of 30 reception aged pupils through the effective implementation of the updated EYFS National Curriculum and supporting documents.
• Facilitated effective communication through regular team meetings
• Provided exceptional levels of pastoral care and support to children in a safe educational setting
• Implemented successful Home Visits and established valuable relationships with nearby Nursery settings
• Designed and implemented diverse extracurricular opportunities, such as weekly Forest School sessions and visits to local parks.
• Working closely with SENCO to apply for and uphold relevant EIP's
• Assessing children on entry baseline data using the Reception Baseline Assessment
• Playing an active part in the wider school community - these have included becoming Music and Arts lead, Well-being Manager & SENco Assistant
• Planning and teaching daily mindfulness activities including the 'daily mile'
• Attending weekly teaching staff CPD sessions to develop practice and contribute to school development
• Attending EYFS CPD opportunities and keeping up to date with relevant research in the field
• Planning school trips each half term and carrying out the relevant risk assessments
• Writing weekly parent newsletters and publishing on social media platforms
• Preparing and presenting informative reports and meetings for parents and relevant stakeholders
• Managing and supporting the development of Staff effectively
• Leading by example, providing creativity, inspiration, and motivation to all staff in the EYFS team, having high expectations of staff and of pupils sustaining own motivation and that of others in the team
• Participating in arrangements for Appraisal and take responsibility for own professional development
• Being responsible for Appraisal of other staff within the school, ensuring that all staff are accountable for their meeting short, medium, and long-term objectives and these fit into the schools' improvement plan, securing the educational success of all pupils and working

• Collaborated with pupils, parents, teachers, and the school to establish a supportive and nurturing EYFS learning environment resulting in accelerated academic progress for children and the development of a culture of excellence.
• Provided classroom support for both internal and external learning
• Promoted personal and social development in both classroom and playground settings.
• Taught learners in targeted groups to bridge attainment gaps
• Providing effective feedback to teachers, SENco, parents, and external agencies regarding pupils' progress.
• Nurtured children's abilities to take ownership of their own learning process, while cultivating positive self-esteem
• Delivered targeted interventions to support individual early learning development and collaborated with class teacher and/or SENCo.
• Provided targeted support based on each student's Education Health and Care Plan.
• Taught phonics classes using RWI Phonics Scheme in both Reception and Nursery
• Planned and facilitated EYFS intervention groups
• Observed and accurately recorded pupil performance data
• Created curriculum materials and display boards
• Assisted with whole class teaching in both Reception and Nursery classrooms
• Assisted in managing behavior both within and outside of the classroom
• Advocated for the integration and support of all students in the school community, regardless of their abilities.
• Collaborated with educators to evaluate the requirements of each student
• Assisted in the development of tailored educational materials for pupils facing various obstacles such as English as an additional language, learning difficulties, communication and interaction limitations, alongside social-emotional issues impacting their academic progress and interpersonal connections.
• Supervised students in various settings, including playgrounds and lunchrooms
• Provided support in implementing various related services like speech/language therapy and occupational therapy, while working closely with the SENco.
• Providing assistance for individual healthcare plans, including intimate care and medical needs, in collaboration with specialists like diabetes nurses, occupational therapists, and school nurses
• Collaborated with class teachers to enhance communication between families of children in the EYFS and conducted Home Visits
• Regularly engaged in meetings and trainings at school, local authority, and the Ark Network
• Actively took part in organizing and participating in school excursions
• Ensured compliance with current safeguarding and Health and Safety protocols.

• Inspired student autonomy in learning while nurturing a strong sense of self-confidence
• Directing and executing specific interventions under the guidance of the class teacher and SENCo to foster individual growth in early learning
• Providing assistance in accordance with a student's individual Education Health and Care Plan
• Assumed teaching duties for a class of 30 children three times weekly during teacher's PPA time.
• Facilitated effective teaching for KS1 intervention groups
• Observed, recorded, and provided feedback on pupil performance
• Created curriculum delivery and display board materials
• Contributed to effective behaviour management strategies for students
• Worked closely with teaching staff to identify individual children's needs
• Collaborated with the SENco and class teacher to create resources for diverse pupils including those with English as an additional language, learning difficulties, communication and interaction challenges, as well as social, emotional, and mental health needs affecting their learning or relationships.
• Supervised pupils in various settings such as playgrounds and lunchrooms.
• Supported the implementation and coordination of various related services like speech/language therapy and occupational therapy with direction from the SENco
• Assisted in meeting the intimate care or medical needs of individuals according to their healthcare plan, under the supervision and guidance of specialists from the school's healthcare team, including diabetes nurse, occupational therapist, and school nurse.
• Established strong relationships with families of children in the KS1 cohort through effective collaboration with the class teacher
• Attended regular meetings and trainings as required within school and local authority.
• Engaged in numerous trips and visits
• Ensured adherence to up-to-date safeguarding and Health and Safety protocols