Harriet Kass

As part of the SLT team in an independent school whilst studying my NPQSL and being accepted and starting my NPQH; I was in the privileged position to distribute and justify spending in the school in the best interests of the investors, students, faculty, LA, parents and carers; learning how to effectively maximise efficient use of resources was a challenge but vitally important in the running of an SEN/ SEMH independent educational setting.

In October 2023 in my most recent school we invested into a SIP and we were graded at a 4; with this information and analysis I was able to be an integral part of the development of an inadequate establishment and started to implement strategies to overcome this hurdle. I took personal advantage in this to learn and develop in my own CPD and I can proudly say that our most recent Ofsted inspection was graded a 2. However, it was, firstly, more important to me that my staff members felt they were part of a school which took education seriously but secondly it was vital to me that our cohort were receiving the best education and positive schooling experience possible. I took great pride in the vision and implementation of this and I proudly nourished the learning experienced set upon me. 

Originally specialising in FE during my PGCE and continuing my career in AP/ SEND and SEMH education I continue to take joy in putting those final efforts into students who are disengaged or unable to be a part of mainstream education and strive to make it meaningful. My pedagogy from teacher training; what feels like a life time ago, hasn’t changed much which could arguably go against me, however, I proudly have the same morals and drive to do everything possible, to give all I can to support those I have the honour of being around. 

Later in my career I have found a love for mentoring and management in education, I in particular enjoy supporting staff members who qualify under the Equality Act 2010 in which I have personal investment in. I truly believe that effective running of education cannot happen without investment into our vital staff team. I have led of a range of CPD but I am most proud of my non accredited training where I was able to discuss dyspraxia and the history and theory, noting how it may influence our student’s way of thinking with my staff team. 

As seen in my CV I continue to learn and develop but I take most value in working with a company in which I can learn from and make positive impact on, where I can be the supportive person behind the ethos and vision, values and implementation. I value the tribulations of the current climate and take into account legislation, money, politics etc. It has been enjoyable making sure policy, procedure and vision is met whilst having the ultimate goal of giving our students and meaningful, safe and secure educational experience. 

I have had a lot of experience of being a part of meetings and developing professional relationships with different sectors of the community during PEP’s, CIN’s, EHCP reviews, etc. and I have been privileged enough to have an influence and voice on many of these meetings, the most memorable one for me was joining an EHCP review knowing a TAF was imminent and noticing how upset the student’s mother was. I am very evidenced based, fair and prepared for such important meetings but this one displaced me. I recognised the student’s mother was so prepared for negativity, I identified in this instance it was important to make the connection and pause for a second to comfort and support the mother. It is great knowing and being prepared for meetings but it is more important to me to remember the human, the investment and life changing effects this may have upon a family. Supporting the family is just as important as supporting the student. 

I leave and finish this unconventionally with, I believe you can teach many things and learn and develop but you cannot teach unquestioned passion and drive.

• Curriculum development
• Complex and behavioural needs 
• De-escalation and physical intervention trained. 
• 2024 Ofsted inspection – good 
• Implementing independent school standards for Ofsted. 
• Policy writing and development 
• Mentoring and supervising staff
• SLT 
• Designated Safeguarding Lead trained and experienced.
• Head of Curriculum and assessment
• Head of 14 – 19 at school experience
• Experienced in managing staff and following policy for sickness, career development and disciplinary procedures.
• Experienced in PEP’s, TAF’s, EHCP and LAC reviews.
• Highly experienced in Autism and SEND education.
• 100% positive destination data as Head of Sixth Form during whole time in role.
• Experience as Head of House of SEN school. 
• Trauma informed education experienced and managed. 
• Experienced Learning Lead
• Experience writing and implementing actions plans for Ofsted criteria and independent school frameworks, including SDP’s
• Experienced with working with SEND/ SEMH/ EBD learners including prison education settings, residential schools, AP schools and autism specialist schools.
• Experienced in multi-agency communications and partnerships 
• Timetable development and employing bespoke learning for all young people in line with their SEND criteria and needs
• Versatile approach teaching 
• Invention strategies for behaviour, EHCP targets and attendance support
• Confidently work with and manage challenging learners of all needs
• Development and writing of SOW’s for familiar and unfamiliar subjects 
• In addition to core (Maths and English) and PSHE, I am able to plan and deliver a range of performance, drama and media disciplines to suit the needs of the curriculum and learners.
• Experienced in managing and leading Maths and English functional skills team and responsibility for results and have receive spot inspection from examination board and was given a 100% pass for the standards
• Prediction of grades based on work provided by students during Covid19 with a 100% accuracy
• Managing staff and student data, putting in place interventions for both staff and students including, implementing CPD’s, conducting and advising on interventions for subjects, personal development, behaviour and attendance
• Therapeutic approach to education and development 
• Managing staff and conducting performance management reviews
• Finance and school budgeting 
• Delivering and developing CPD for staff 

SEND and mental health specific diagnosis knowledge and experienced in are dyslexia, dyspraxia, ADHD, ADD, Autism, sensory profiles, Irlen’s nonverbal, speech and language difficulties, cognitive and neurodevelopment disorders, PTSD, eating disorders and demand avoidance

NPQ Senior Leadership and NPQ Headship