Anthony

I am a highly accomplished Senior Leader and fully qualified teacher (QTS) with over 15 years of strategic leadership experience and 21 years of classroom practice. Holding a master’s degree and the National Award for SEN Coordination, my career includes executive roles as an Interim Principal, Senior Vice Principal, and Deputy Headteacher for Inclusion. Across five diverse educational settings, I have developed an extensive track record in designing, delivering, and evaluating high-quality SEND provision that closes learning gaps in core curriculum areas, ensures robust safeguarding, and raises academic standards.

My leadership directly includes the successful oversight and establishment of specialist provisions for vulnerable learners. I have line-managed a specialist Additional Resourced Provision (ARP) catering to secondary-aged students with complex Communication and Interactional difficulties, primarily SEMH and autism (ASD). Additionally, my recent experience includes deputising for the head of an Alternative Provision, supporting primary and secondary aged students with Education, Health, and Care Plans (EHCPs) who were otherwise unable to access mainstream education. These roles have sharpened my ability to build provisions from the ground up and manage complex structural frameworks.

As a specialist practitioner, I possess deep expertise in identifying, assessing, and supporting a wide spectrum of needs, including autism (ASD), ADHD, dyslexia, SEMH, pathological demand avoidance (PDA), and dyspraxia. I understand the critical role educators play in supporting students with severe SEN, and I use data-informed practice to monitor progress closely and step in rapidly when a learner is making less than expected progress. Central to this is my extensive experience developing, implementing, and reviewing Individualised Education Plans (IEPs) and statutory EHCP outcomes.

My classroom practice is rooted in empathy, compassion, and a commitment to creating safe, inclusive learning environments. Drawing on my 21-year background as an English Language and Literature specialist, I excel at adapting complex teaching techniques, restructuring classroom environments, and tailoring resources so that students of all abilities can access learning meaningfully and confidently. I bring immense patience and resilience to learners who struggle or require sustained encouragement, using creativity to overcome deep-seated barriers to learning.

Finally, effective communication and rigorous organisation form the backbone of my professional approach. I maintain highly organised, detailed oversight of student assignments, strict statutory deadlines, and tailored interventions so that every learner receives precise help at the exact moment they need it. I work in close, transparent collaboration with parents, carers, colleagues, and external agencies to establish shared, consistent expectations. Furthermore, I remain dedicated to continuous professional development, regularly undertaking SEN-specific training to ensure my practice remains current, evidence-focused, and highly impactful.