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PHILIP LARKIN

PHILIP LARKIN

Dubailand, دبي
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اجتماعي


حول PHILIP LARKIN:

Since starting my career as a Religious Education Teacher, I moved quickly into the field of Behaviour Management and Special Education. I am currently Deputy Head Teacher at Vernus International School, Dubai. Prior to this, I have held other positions of responsibility from Head Teacher to Teacher in charge of Learning Support to class teacher of pupils with a wide range of difficulties and abilities. I have the wide ranging experience and skill set needed to ensure success. I am a keen sportsman and have played Football, Cricket and Rugby League to a good standard and am currently working towards reducing my Golf Handicap to single figures. I am currently completing my NPQH with Wolverhampton University and will be submitting my findings in September.

تجربة

 Whole school responsibility for Covid management
 Led whole school CPD for all Teaching and Learning staff coaching programme to raise performance of Teachers and Learning Support Assistants including Registered Behaviour Therapist training
 Led data management in relation to the assessment and progress of all pupils and quarterly reporting to parents
 Created School Development Plan and co-created Self Evaluation Form
 Led individual student reporting process and created reports on progress to parents, teachers, Head of School, colleagues on SMT and Board members
 Overall responsibility for the cultivation and development of policy and procedure for Inclusion, SEND, G&T, Behaviour Management, Admissions, Risk Assessment, Safeguarding and Teaching and Learning
 Led Makaton Level One training for parents, staff and pupils
 Created Emerati Pupil Profiles for all Emerati students and Pupil Profiles for all others on baseline data, cognitive reasoning data, SMARTS and other learning preferences in lieu of ILP’s, IEP’s, IBP’s, transition and emergency evacuation plans Whole school responsibility for Teaching, Learning and Curriculum and data analysis
 Led whole school Performance Management and CPD for all Teaching and Learning staff
 Led staff coaching programme to raise performance of Teachers and Learning Support Assistants
 Data management in relation to the assessment of all pupils in class and in Therapy
 Augmented School Development Plan to meet changing needs within school and implemented policies and practices for the curriculum area(s) which reflects the school’s commitment to high achievement
 Led individual student reporting process and created reports on progress to parents, teachers, Head of School, colleagues on SMT and Board members
 Overall responsibility for the cultivation and development of Behaviour Policy and Procedures
 Drafted curriculum, staffing, budget and projection reports for the Board of Governors. Whole school responsibility for all SEN including EAL issues for pupils aged between 3-18 years
 Introduction of CAT 4 Assessments Monitored and supported the overall progress and development of students
 Introduction of SMARTS Curriculum which provided students with the opportunity to achieve their potential
 Whole school responsibility for SEN including assessment of need(s), policy and procedure cultivation, tracking of progress, report writing including IEP’s, ILP’s and IBP’s for students with wide ranging difficulties, liaised with parents, teachers and outside professionals and provided one-to-one and small group support
 Data management in relation to the assessment of SEN pupil progress and SEN pupil cause for concern progress.
 Implemented differentiated curriculum for low achieving, SEN and second language students.
 Raised standards of student attainment as an SENDCO and teacher.
 Liaised with class teachers and the Learning Support team and specialist professionals from external agencies to regularly to support the identification process and needs of all students.
 Report on progress to parents, teachers, Head of School, colleagues on SMT and Board members.
 Established and led the Inclusive Education Action Team.

التعليم

2020-21 NPQH Wolverhampton University 

2021 Designated Safeguarding Lead Level 3 

2018-19 Postgraduate certificate in SLC-N Angela Ruskin University (KHDA Approved) PASS 

2018 SpLD Psychometric Testing AAA PATOSS PASS 

2003-2004 University of Leeds, York St. John PGCE (QTS) Religious Education PASS 

1999-2002 University of Leeds, TASC B.A. Hons in Theology and Media 2:2

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