About Mike

I am experienced, passionate and knowledgeable Pastoral Manager, with teaching experience. During my 20 years of working with children and young people, I have observed the development and progress of students academically, socially, emotionally and morally. I believe that the social development and well-being of a child is pertinent towards a student reaching their academic capabilities, and when given measured consideration, ensure students participate in learning, school life and make significant progress. I strive to nurture these qualities; developing relationships, raising aspirations, and ensuring students achieve their true potential. To do this effectively, we need to help pupils build resilience and tolerance; to develop real-life problem-solving strategies, be socially competent; I believe it is important for pupils to find their sense of purpose and future.  

At one the schools I have worked at as a Pastoral Manager, I led the improvement of behaviour and attendance throughout the years 7 to 11. Whilst pupil numbers increased, low level behaviour reduced by 33% and high level by 45%. This was done by making use of the school tracking systems, and by having regular meetings with teachers, heads of departments, the SENCO and SLT, looking at data to ensure that the students in my care were partaking and making progress in all curriculum areas and that their emotional needs were met. I was then able to target specific pupils’ behaviours, isolating catalysts, developing personalised strategies (including the implementation of IBPs including exit passes, peer mentoring and alternative timetables) that drastically reduced referrals, enabling students to take responsibility for their learning, actions and emotions. 

Over the years I have worked with pupils who have been struggling with bullying, relationships with family and friends, anxiety, sexuality, medical issues, being in care and with young carers amongst other matters; or they just needed someone to chat to.

As a result of my work in schools I have be able to work with parents and professionals, including Governors, Educational Psychologists, CAMHS, School Nurses and Social Workers to facilitate appropriate action for students and their families through participating in or chairing CAF/TAF, PEP, PP, CP and mediation meetings. 

I build relationships with pupils by nurturing them with high standards and expectations whilst being compassionate, consistent, trustworthy, open and, vitally, by being respectful and expecting respect. I believe, in these roles, it is important to be genuine and authentic. My belief is children respond more positively to this and see that ultimately, I am there because I genuinely care. 

I relish the opportunity to work with vulnerable pupils one to one, following up on their progress, behaviour and emotional wellbeing, looking at their strengths and sharing techniques that can help them achieve their targets. I have been influenced with the likes of Stephen Peters book ‘The Chimp Paradox’, to help children visualise their emotions, thus finding a way to handle them. 

I believe to gain a positive and enduring outlook, pupils need to be motivated, engaged and encouraged to embrace all experiences and aspects of academic and extra-curricular activity, ensuring they develop the self-confidence, self-worth and sense of purpose which raise their aspirations. Positive reinforcement of behaviours has been a fundamental part of my approach when addressing behaviour, underachievement and low attendance. I recognise low self-esteem, confidence and reluctance as major factors affecting success. Regular recognition of efforts, praise and encouragement is vital to build on pupils’ confidence and pride.​

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Furthermore, my experience in these diverse schools, with a complete range of abilities and needs, has enabled me to expand upon my existing skill set and I will be able to mimic the ethos of your successful and continuously improving school. I have often gone above and beyond my outlined job description and I enthusiastically welcome CPD opportunities and take time to reflect on my practice to enable me to continuously improve and build on my existing knowledge and experience. I am particularly keen in focusing on well-being and mindfulness techniques.

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My recent role of Keyworker within the Employability Team gave me the opportunity to make the move from Lancashire to the Highlands. In this role I am working with adults, 16+, to develop their aspirations whilst finding opportunities to remove any barriers holding back their progress. In addition, the Employability team offers a mentoring service. I have worked with S1 – S6 care experienced pupils in a mentoring role, eventually matching to a volunteer mentor and over seeing this relationship. The role has required me to work collaboratively with the partners within Moray Pathways, including SDS, UHI Moray and Enable.

I feel the combining of all my experience and CPD gives me a sufficient base to transfer my skills to various roles and needs children/young people, families and schools may have. I am always keen and looking for opportunities to further build on my knowledge and skills.