CAREERS - MOVING TO TOP OF CLASS

Marian Simmons was looking for more responsibility when she saw her next role advertised in LGC, says Suzanne Simmo...

Marian Simmons was looking for more responsibility when she saw her next role advertised in LGC, says Suzanne Simmons-Lewis Marian Simmons Head of achievement and inclusion (education/schools), Redcar & Cleveland BC Advertised June 2006 Started work March 2007 Qualifications Masters degree in curriculum studies and law and administration Degree in education Qualified teacher Experience Assistant chief education officer, Manchester City Council Primary and special needs inspector, Ofsted Registered inspector (secondary), Ofsted Inspector/adviser, Cumbria Education Authority Assistant headteacher, Cartmel Priory School Teacher, Lakes School Best part of the role "I have been extremely impressed with the commitment and hard work people I work with put in." Biggest challenge "Raising standards of achievement and improving the life chances and aspirations of young people in the borough." What is your job? Head of achievement and inclusion (education/schools) at Redcar & Cleveland BC. Describe your main responsibilities? I lead and manage the school effectiveness and inclusion services as part of school improvement. The services include raising standards in schools; monitoring and support; advice for schools; supporting schools in challenging circumstances and tackling failing and coasting schools to raise standards. The inclusion service includes adult education and supports young people with special educational needs. It also provides intervention and support for schools with pupils who have behaviour, emotional and learning difficulties and provides welfare and attendance support. I oversee 300 staff and 15 senior officers report directly to me. What attracted you to the job? I have significant experience in the areas this role covers and wanted the challenge of strategically leading and managing to make a difference. I am also passionate about improving the life chances of young people and helping them to develop and achieve. Why do you think you got the job at Redcar & Cleveland? Because of my skills, experience, commitment and dedication to education and young people. Describe a typical day Monitoring and visiting secondary, primary and special schools, attending departmental management team meetings, dealing with parents' concerns and meetings with achievement and inclusion managers. What's best about the job and what are the biggest challenges? The people are the best part of the job. I have been extremely impressed by the commitment and hard work people put in. The other best thing is visiting and working with schools. The biggest challenge is raising achievement and improving the life chances and aspirations of young people. Tell us what has gone well and what could have gone better? Developing partnerships with schools across a number of services and planning developments for the Building Schools for the Future programme have gone well. I have had to adapt to unexpected changes in my role and responsibilities. What one thing would help you to do your job better? Services and schools working more closely together to tackle common needs and goals. There is a need to establish a shared vision that will help young people have healthy, positive lifestyles. Do you have advice for someone looking for a similar role? Gather and find out as much as you can about the job and the needs of the authority you will be working for. Identify good practice and expertise that you can draw upon and introduce to help make changes. How will your type of role develop in the future? There are many government changes and initiatives being introduced that will impact on my role. For example implementing the children's services agenda, new relationships with schools, the Education and Inspections Act (2006) and the 14-19 agenda will all change the way we work. If you found your role through LGC and want to be profiled email: adam.mitchell@emap.com Finance & Corporate