Gemma Finch-Leslie

Over the past nine years, I have thoroughly enjoyed working in a few local secondary schools, one of which is a multicultural thriving mainstream school and most recently, I have gained four years of experience working at a Pupil Referral Unit which operates to provide alternative provision to a wide range of students from across Buckinghamshire. Throughout my time at both establishments, I have realised that my passion lies in helping students with additional needs.

Over the past five years at the High Wycombe Pupil Referral Unit, I have had the opportunity to work as an Unqualified Teacher leading the delivery of the following three subjects: PSHE (Personal, Social, Health and Economics), ASDAN (Award Scheme Development Accreditation Network) and PE including Health & Fitness to KS3, KS4 and KS5 students. My primary duties included being responsible for managing groups of students, both in a classroom setting, as well as off-site. I planned and delivered lessons tailored to the curriculum and meet specialised needs. From my past roles, I am experienced in supporting a range of students with responsibility in supporting students identified with complex special educational needs and students currently supported with Education and Health Care Plans (EHCP). Areas of need for these students include significant Social, Emotional, Mental Health (SEMH), Speech and Language Therapy, Cognition and Learning, together with additional safeguarding issues. As well as the above, over the last few years, I have also been fortunate enough to work with several specialist medical conditions such as Global Delay, Cerebral Palsy, hearing impairments and visual impairments, including Albinism, which has allowed me to grow in confidence and thoroughly prepared me to move onto a new challenging role. Furthermore, I have had some experience supporting high-functioning students but require additional support and encouragement to allow them to be successful throughout the school year.

Most recently, within my behaviour and teaching assistant role at Aspire, I proudly have been selected to be part of a team working on a new project called "Finding My Voice", which allows staff chosen to focus on what will genuinely improve the direction of young people's lives. With communication needs, behavioural difficulties and school exclusion so closely intertwined, this presents us with the opportunity to do something that will profoundly affect the lives of the young people we serve. Within this model, I specifically have been responsible for designing and resourcing a 12-week programme focusing on specific individual needs, blended lessons and targeted interventions to assist each individual in accessing the help and education that will enable them to succeed.

Whilst working, I can interact well with students across the curriculum and a large part of my role is behaviour management and managing the safeguarding and well-being/nurturing of all students. I can create positive relationships to improve students' engagement and learning within the classroom and during social times. I have worked closely with the school SENCO, Safeguarding Officers, Behavioural Team, Interventions Team, Senior Leadership, and external agencies throughout my roles at both schools. When working with the above, I have fully embraced supporting high levels of needs and I am confident when faced with increasingly complex challenges. I can communicate with many members of staff when preparing for meetings such as annual reviews, parental engagement reviews and attendance meetings; however, I thoroughly enjoy working independently with students when leading 1-1 sessions, support group mentoring activities and individual student contract meetings. Although I am confident in working alone, I have a natural awareness to seek guidance from other staff at the appropriate juncture.

Additionally, over the years, I have also attended many different training courses, which have taught me that a child's well-being is fundamental in encouraging them to attain academically. My experiences within my role have allowed me to maintain strong relationships with staff, children, and parents, making me successful and reliable.

In my next role, I am keen to develop a greater understanding of student support, and compassion. In particular, I would love to have the opportunity to help support and guide students into achieving within their last compulsory years of education and leave college with a positive attitude and outlook towards their lives.

Relevant Training Qualifications: 
Team Teach: Positive Behaviour Training Level 2 (12 Hour) - July 2023
NCSCT Vaping Children and Young People - May 2023
Brooks Come Correct - April 2023
JCQ Invigilator Training and Assessment - January 2022
Wellbeing in Sexual Health (WISH) Refresher - January 2022
Online Designated Safeguarding Lead (DSL) - December 2021
Coronavirus (COVID-19) Awareness Training - November 2021
Wellbeing in Sexual Health (WISH)Child Exploitation and Online Protection (CEOP) - September 2021
Emergency First Aid at Work – September 2021
Wellbeing in Sexual Health (WISH) Identity Awareness – June 2021
Exploring Equality and Equity in Education – June 2021
NSPCC Learning Child Protection – April 2021
Award Scheme Development and Accreditation Network (ASDAN) – February 2021
Wellbeing in Sexual Health (WISH) Tier 2 – January 2021
Wellbeing in Sexual Health (WISH) Tier 1 – January 2021
Listening to young children: Supporting transition - September 2020
Careers Education and Guidance – September 2020
Teaching for Good Behaviour – September 2020
Learning with Coaching and Mentoring – March 2020
Understanding Autism – March 2020
Supporting Children and Young People’s Wellbeing – March 2020