# data[].attributes.body
The academy where Lisa works has a firm understanding that not all students’ have a supportive and comfortable home life.  Shouting or raising voices in the classroom is not permitted!  Academy X has a great facility where there are a fantastic team of SEN(D) support.  It can be used by appointment but also as a drop in if a student needs immediate support for any purpose.  The SEN(D) team has grown over the past three years and have appointed another two support staff in this last academic year.

# data[].attributes.body
Name: Lisa
Age: 43
Job Title: Cover Supervisor (6 years)
Type of school: Secondary Academy, part of a large trust.

# data[].attributes.body
During her career Lisa was a supply teacher in a Primary setting before she was appointed the Cover Supervisor role.  She worked in reception and year two supporting teachers as a Teaching Assistant in th classroom.
Having experienced working in EYFS and Key Stage 1 and now working in a secondary school environment, she prefers working with the students in secondary as she feels she is able to relate to them more.

# data[].attributes.body
Lisa expressed that her childhood was not great and lived through her parents arguing. When Lisa started secondary school her parents split up , she felt thatshe did not have any support from anyone in  her school.

Lisa struggled with her behaviour and whilst teachers stated that they liked her as a person, she was seen as funny young person with a great personality and character. But, she believed they hated teaching her because she was a nightmare in the classroom.

Authority is something Lisa has hated and being told what to do was not something she liked. Lisa feels that she changed when she had children and thet she 'grew up'.

# data[].attributes.body
Lisa has an addictive personality , she likes crafts just like me, she will get everything that she needs to do that craft but I also get very bored easily and move onto another craft…I do exactly the same

# data[].attributes.body
Lisa is an unqualified teacher, but like may of us the pay does not match to our roles.  Lisa expressed the love for her role but feels thatCover Supervisors are relatively new to teaching in general, therefore, they do not fall under the bracket of ‘teacher’ or ‘support staff’. When she attends training days in her setting she feels like a spare part and does not fit into any other department bracket. This i can relate to within my new job role.

# data[].attributes.body
In the past, Lisa did not have job satisfaction and felt that she could do something that made a difference. School was not an area of interest to her and understood that other children feel the same and require that level of support to help them succeed. Lisa has a child with SEN herself and hopes that he has someone who is as compassionate and understanding (not necessarily a teaching role) to encourage him to learn in school and to help him face and overcome any barriers to learning so that he can succeed.

# data[].attributes.body
There are 1200 students across Key Stages 3 and 4(pupils aged between 11 and 18years old)

# data[].attributes.body
In 10 years time Lisa hopes to have gained a degree. She aims to support young adults in a mentoring/counselling/pastoral role.

# data[].attributes.body
The academy represents unity and respect.  Lisa describes is as there is no ‘us’ and ‘them’. She continues to describe it as an Inclusive, diverse, collaborative, respectful, engaging, fulfilling and accessible school.

There is NO staffroom and all teachers on PPA or having breakfast and lunch sit together in the restaurant. Members of staff are to show the students what a professional working environment looks like with a view to encourage them to do the same and respect each other.

# data[].attributes.body
Ofsted have awarded Academy X as an outstanding school.  Lisa feels privileged to work there and be a part of a great work force.

# data[].attributes.body
The immediate aim for the school currently is to focus on getting back to the wayit was pre-Covid-19.  Naturally, behaviours, attendance and attitudes of students have slipped so, the focus is to get the academy where it needs to be so they can focus on the academies prior ethos of creating students who are ready for learning and achieving in the classroom and beyond.

# data[].attributes.body
Lisa feels supported because she can seek support with students’ behaviour or seek advice to find specific information out regarding the school. They have supported her however she feels as she does not fit into a specific work force and feels a bit out of place. Lisa does feel valued in her current setting.

Whilst Lisa worked in a primary school setting she was made to feel like a 'glorified babysitter'.

# data[].attributes.body
A recent change in their whole school, Wednesday’s, the whole school has an elective lesson.  It has been reported that staff and students should have some time learning off the curriculum and learn a skill that they are interested in.  Teachers that have hobbies or craft or sport for example have been given an allocated time with funding to allow students to choose out of a variety of off curriculum ‘lessons’ such as pottery, football golf, micro-bit mechanics.  This has only been running for two weeks but so far it has been very well received and the students are excited to change their elective each term to have a broad knowledge and skill focus each term.

# data[].attributes.body
The academy is very supportive on progressing their teachers, since Lisa has been going to university she has been allocated a new line manager and he seems very productive in terms of progression.