I was fortunate to have had the responsibility for increasingly challenging areas within school settings during my career, continually challenging myself and developing expertise, allowing me to grow and positively affect the life chances of students in my care with each new challenge. Such as developing strategies for and leading Inclusion in different settings, developing links with external agencies and businesses that supported students in school to achieve success. Perhaps the most challenging role and one that was a constant during my 36 years in education has been my role in behaviour management and a drive and enthusiasm to improve students behaviour, attitudes to learning and hence their life chances. Part of this process was the necessity to change not only student but Staff attitudes. Providing a consistent framework for students and staff to adhere to and high level relevant CPD for staff including NPSLBA as a Local Lead for Halton LA running the National programme for Specialist Leaders in Behaviour and Attendance for individual and full-staff behaviour management INSETs delivered over a sustained period of time. During 32 years teaching in Runcorn as Assistant Head-teacher I was the Lead Behaviour Professional within the school, attended regional National Strategy meetings representing Halton, was a member of the Halton Project Board, overseeing the Locality Working Pilot group bringing together external services in key areas of Halton to support vulnerable students and families, I was a Governor at The Bridge Pupil referral Unit for many years, I held Strategic responsibility for the school SEF and SIP and I was a Teaching Awards North West finalist in 2006 for Enterprise .One of the key issues many schools face is addressing the social context of the students – deprivation, disaffection and demotivation. I developed a holistic approach to dealing with young people using the ECM model. By unifying the disparate areas of school into one Inclusion team and ensuring that students were nurtured and guided rather than using a wholly punitive model allowed students to succeed in their often difficult journey through school from nursery to sixteen and beyond. Ensuring that the all staff provided daily support to the most vulnerable student’s often encompassing complex needs such as social, emotional, behavioural and mental health issues that previously would have seen them excluded from school and lessons. This was achieved by ensuring that every student existed in a culture of equality, support and nurture building in self -worth and self-esteem while developing their emotional intelligence.

I believe that everyone should be treated equally and with respect, from the student who is causing issues to the parent and or colleague who has issues, looking beyond these issues/conflicts to the potential that always lies beyond. Partnerships with students, colleagues, parents and others is essential in ensuring that young people are successful and given the opportunities they deserve. I believe in setting high personal standards for myself and expecting the same from others including student’s colleagues and parents. Partnerships with parents’ are fundamental to successful outcomes for young people. All young people should be given the opportunity to achieve their full potential in an atmosphere of mutual respect and taught to respect staff and peers while also challenging stereotypes. I believe that when working with people, especially young people adults need to be approachable and have credibility with them, with staff and with parents. I have always been an enthusiastic self-confident teacher that enabled a rapport to be built effectively with students and colleagues allowing them to engage effectively in their learning. This continues to be the case as an IQM Assessor working in different educational settings.

Sandra Sefer has been supporting children and families with Special Educational Needs and Disabilities within Enfield Local Authority for almost thirty years. She is passionate about inclusion and takes great pleasure working with professionals constantly striving towards best possible outcomes for all children. She currently works as SENCo / LAC coordinator and Designated Safeguarding Lead at an outstanding Primary School holding the Flagship IQM award and Initial Teacher Training Status.

For the last three years Sandra has also worked as a SEND consultant within the Local Authority supporting professionals embedding the SEND reforms. This takes her into a range of settings including pre-schools, PVIs, mainstream schools, special schools, academies and colleges.

Sandra also delivers bespoke training in inclusive practice, policy and legislation through an outstanding National Teaching School.

I am a highly experienced Education Consultant. My career has involved working with schools in challenging circumstances and those that are highly successful. I have delivered training to Governing Bodies, mentored and coached Senior Leadership Teams, including the appraisal of teachers and Headteachers. I have developed and delivered a range of in-service training including assessment for learning, whole school inclusion, Multiple Intelligences, the Inspection Framework, interpretation of Raiseonline, Growth Mindset and Moving from Good to Outstanding. I have also led courses for governors focusing on self-evaluation and the role of the governor. I have a reputation as an experienced Headteacher and supportive School Improvement Partner. Throughout my career my commitment has been to improving the quality of teaching and learning and providing the support and challenge necessary to make fundamental school improvements. In celebration of my achievements I was invited by HRH Queen Elizabeth II to attend a Garden Party at Buckingham Palace recognising my success in schools and was invited by HRH Prince Charles to attend his home, Highgrove, in recognition of an Outstanding Ofsted Inspection.In an ever-changing environment, I have a strategic view of working towards the achievement of goals and the need to provide a framework for this which involves working in partnership with all stakeholders. I have a vision of education which provides quality and breadth to ensure a balanced and outstanding education for all children. I have completed a MA in Education at Anglia Ruskin University in Chelmsford where I achieved a distinction. I am a governor of a Chelmsford school and I also lecture part time in primary education at Anglia Ruskin University. I have been an IQM Assessor for eight years.