June Fisher

Job Role: Principal (June Fisher)

Introduction

June Fisher, a transformative leader, is the Principal at the British Creative Institute (BCI). In this pivotal role, she oversees and shapes BCI’s educational strategies, organisational policies, and overall culture, leaving a lasting impact on the BCI community. Her significant focus on post-16 Special Educational Needs and Disabilities (SEND) learners ensures they receive accessible, high-quality education and training. June Fisher’s core responsibilities include developing inclusive curricula, managing staff training, collaborating with external partners, and maintaining compliance with statutory guidelines to meet the diverse needs of all learners.

Key Responsibilities

Strategic Leadership and Vision

Setting Objectives:

June Fisher, a collaborative leader, works with senior leaders, faculty, and stakeholders to develop short-term and long-term objectives that drive the institute forward. Her strategic vision, built on the collective wisdom of the BCI community, ensures BCI remains at the forefront of providing a welcoming, inclusive environment for post-16 SEND students, instilling confidence in the audience about the institution’s future.

Continuous Improvement:

She actively reviews current practices, implements change management strategies where needed, and fosters a culture of continuous improvement for teaching and learning, ensuring the highest quality of education at BCI.

Curriculum Development and Implementation

• • Inclusive Curriculum:
  • June ensures the curriculum is accessible and tailored to meet various learning styles and needs. This includes promoting differentiated instruction, providing assistive technologies, and integrating practical life skills.
  • Resource Allocation:
  • She strategically allocates budget and resources, ensuring each department has the necessary tools to deliver practical and inclusive lessons.
  • Curriculum Evaluation:
  • She regularly assesses and revises syllabi and collaborates with teaching staff to ensure course materials remain relevant, up-to-date, and aligned with best practices for SEND learners.

Staff Development and Management

• • Recruitment and Retention:
  • June is responsible for recruiting high-quality staff who share the institute’s vision. She fosters a positive work environment that encourages professional development and recognises outstanding performance.

Training and Professional Growth:

• • She orchestrates training sessions, workshops, and seminars on emerging research, innovative teaching methods, and specialised strategies for supporting SEND learners.

Performance Management:

• • Through appraisals and reviews, June provides constructive feedback to guide staff towards continuous teaching and student engagement improvement.

Compliance and Governance

Legislative Compliance:

• • A key aspect of June’s role is to ensure the institute complies with all relevant UK legislation and statutory requirements regarding SEND provision. Her coordination with the governing body keeps policies updated, providing a secure legal framework for education at BCI.

Quality Assurance:

• • She oversees internal and external inspections, accreditation visits, and evaluations, ensuring the institute maintains high standards for teaching, assessment, and learner wellbeing.

Policy Development:

• • Working with legal advisors and the board of directors, June updates or introduces new policies to adapt to changes in the educational landscape.

Student Welfare and Pastoral Care

Holistic Support:

• • June ensures learners access well-rounded support, including mental health services, counselling, and mentoring. She emphasises that support staff, learning mentors, and teaching assistants are equipped to address all learners’ emotional, social, and academic needs, particularly those with SEND.

Safe Learning Environment:

• • She promotes safeguarding procedures and fosters a culture of respect, ensuring all students feel valued and secure.

Collaboration and Community Engagement

• • External Partnerships:
  • June forges relationships with local authorities, industry partners, charities, and community organisations. These partnerships open up work experience opportunities, internships, and placements for post-16 SEND students, giving them hands-on experiences that enrich their learning.
  • Family and Carer Engagement:
  • Recognising the importance of family and carers in a learner’s journey, June hosts regular meetings, workshops, and open days to keep them informed and involved in each student’s progress.
  • Promoting Inclusion:
  • As an advocate for inclusive education, June engages in local and national forums, contributes to professional networks, and participates in conferences to share best practices.

Financial Oversight

Funding Opportunities:

• • She actively pursues grants and additional funding streams, which help expand or enhance services for post-16 SEND learners, such as specialised equipment or adaptive technology.

Fulfilment of the Role for Post-16 SEND Learners

Tailored Learning Pathways

1. June Fisher’s leadership fosters a flexible academic framework, allowing post-16 learners with SEND to follow individualised study plans. These plans account for varying levels of academic ability, learning styles, and progression aims, whether a student’s aspiration is further education, employment, or skills for independent living.

Effective Transition Support

Bridge from Secondary to Further Education:

• • Recognising the challenges SEND learners may face when transitioning from secondary to further education, June has established a transition programme. This includes informative sessions, peer mentoring, and direct communication with local authorities or prior educational settings to ensure a seamless shift.

Preparation for Adulthood:

• • June emphasises life and employability skills. She ensures the curriculum includes practical components such as budgeting, time management, interview skills, and social communication, providing a valuable foundation for adulthood.

Dedicated Support Services

• • Specialist Staff and Resources:
  • Under June’s directive, BCI employs specialist staff, including learning support assistants, educational psychologists, speech and language therapists, and occupational therapists. These experts collaborate to design interventions aligned with each learner’s unique requirements.
  • Assistive Technology:
  • June invests in a range of assistive technologies to reduce barriers to learning. From screen readers to speech-to-text software, these tools help students gain independence and participate fully in lessons.

Inclusive Learning Environment

• • Differentiated Instruction:
  • June advocates for differentiation across all subject areas. Teachers vary content, presentation, and expected outcomes to ensure students work towards achievable goals that challenge them academically.

Universal Design for Learning (UDL):

• • She promotes the UDL framework, encouraging multiple means of representation, engagement, and expression. This benefits students with SEND and enriches the overall learning experience for all.
  • Positive Behaviour Support:
  • Under June’s guidance, staff adopt strategies that preempt and address behaviour constructively, helping learners remain engaged and confident.

Robust Monitoring and Reporting

• • Individual Progress Monitoring:
  • June integrates formative and summative assessment methods, ensuring teachers, learners, and families regularly review progress. Personalised targets are set and revised frequently to maintain academic and personal growth.
  • Data-Driven Decision-Making:
  • She encourages systematically collecting data on student engagement, attendance, attainment, and wellbeing. This evidence-based approach allows for timely interventions or alterations to the learning plan if necessary.

Staff Empowerment and Training

• • Professional Learning Communities (PLCs):
  • June endorses PLCs where teachers and support staff collaborate, share expertise, and analyse student data, leading to consistent practice improvement.
  • Continuous Professional Development (CPD):
  • Through frequent CPD events, June ensures that staff are up-to-date with the latest pedagogical research, innovative technology, and best practices in inclusive education. These sessions focus on autism awareness, differentiated teaching, positive behavioural support, and emotional literacy.
  • Mentorship Programmes:
  • She also pairs experienced teachers or supports staff with newer colleagues to foster a supportive environment where fresh ideas emerge, and best practices are shared.

Parent and Carer Engagement

• • Regular Communication:
  • Understanding families’ vital role, June organises regular feedback sessions, updates on the student’s progress, and more informal occasions to build relationships.
  • Workshops and Webinars:
  • She facilitates workshops on relevant topics—such as strategies for at-home learning support, navigating post-college transitions, or understanding the legal framework for SEND—empowering families to assist learners better.

External Stakeholder Collaboration

• • Industry and Community Links:
  • June nurtures partnerships with businesses, community organisations, and public services to create meaningful work experiences and volunteering opportunities for SEND learners.
  • Multi-Agency Approach:
  • Where students require multidisciplinary support, she works with local authority caseworkers, healthcare professionals, and social services to coordinate a cohesive support plan.

Personalised Pastoral Systems

• • Wellbeing Initiatives:
  • Aware of the emotional challenges many SEND learners experience, June implements mental health and wellbeing programmes that include counselling, peer support groups, and mindfulness sessions.
  • Mentoring Schemes:
  • She establishes mentoring relationships, pairing experienced staff or peers with SEND students for regular, one-to-one check-ins. These relationships provide students with consistent encouragement and academic guidance.

Achievements and Impact

• • Improved Retention and Completion Rates:
  • Under June’s leadership, BCI has seen better retention of SEND learners, with more students completing their chosen programmes successfully.
  • Enhanced Student Confidence:
  • Students benefit from an inclusive environment, which leads to heightened confidence, communication skills, and readiness for the next stage of life—higher education, vocational training, or employment.
  • Recognition for Best Practices:
  • BCI often receives positive feedback from inspectors, citing the robust support structures, innovative programmes, and dedicated specialist teams as exemplary for SEND provision.

Conclusion

As Principal of the British Creative Institute, June Fisher demonstrates a steadfast commitment to the educational and personal growth of post-16 SEND learners. Through visionary leadership, strategic collaboration, and unwavering dedication to inclusive education, she has transformed BCI into a nurturing environment where every individual can flourish. From refining the curriculum to championing staff development and fostering community connections, June ensures that BCI’s programmes meet diverse needs while maintaining high standards of academic excellence.

Her efforts go beyond educational achievement; they also focus on preparing SEND learners for the realities of adult life. By integrating independent living skills, offering specialised support services, and establishing supportive pastoral systems, June Fisher empowers students to navigate challenges confidently and to pursue their aspirations. Her work is a testament to the positive outcomes that arise when effective leadership, compassionate staff and equitable policies unite around the shared goal of inclusive success.