Sara Opemipo Oyekanmi

• Coordinated daily administration of Infant and Grade School, working with sectional heads to ensure policies and processes were adhered to for safety of students and staff, and satisfaction of parents.
• Improved communication between school authority and parents by establishing a school domain mail address and dedicated phone lines, enabling parents to share information, report concerns and receive quick response
• Established functional front desk office and created detailed database of students, parents and staff that allowed for seamless e-mail communication by grade, and quick access to contact parents, staff and next of kin
• Collaborated with senior leadership team to sustain excellent practice in learning through peer-peer classroom observation and exchange of best practices, creating a supportive working atmosphere for teachers and improving professional abilities
• Managed a financial and personnel crisis by negotiating with junior staff to accept payment in percentages and introduced lunch voucher for staff as % payout from outstanding wages
• Designated and equipped the music room with instruments recommended by music team to create opportunities for students to develop musical talents and express interest in music, leading to reinstatement of school choir
• Implemented and monitored after-school program as a value-added service for parents who required after-school care and generated additional income for the school, which helped with operational expenses while the school navigated a financial crisis.

• Organized workshops and bi-monthly training with established educators and school directors as facilitators for teachers from six-geo political zones of Nigeria
• Coordinated member school visits among partner schools to encourage shared practice and build networks
• Developed and implemented ASDEN partner school program to generate income for operational expenses
• Developed ASDEN “transform a public school model” as a community involvement tool to improve public education by transferring resources from partner schools to public school at the end of each school year

Deputy Head of School Aug – Sept 2016
• Collaborated with sectional heads to develop school improvement plan, implementing feedback collated from parents and teachers at the end of previous school year.
• Monitored and evaluated quality of teaching strategies to identify gaps in teachers’ knowledge and practice, and addressed these with peer-peer observation and training by line managers, external facilitators, exchange of school visits and external training.
• Reviewed student achievement using set target and benchmark assessments in the British curriculum, and traced these to learning content, lesson plan and delivery. Subject/class level meeting is held to discuss progress plan and implementation of plan.

Sectional Head: Early Years July 2015 – Aug 2016
• Cultivated an inclusive learning environment following the principles of Early Years Foundation Stage (EYFS) to enable the development of healthy relationships among staff, parents and learners
• Coordinated the provision, distribution and maintenance of resources to meet learning needs of pupils while creating an environment that fostered independence
• Assessed progression of learning to identify learners who required early intervention and provided required intervention
• Implemented administrative processes as detailed in whole school plan to ensure accurate documentation of learner’s record and uphold confidentiality
• Liaised with Key Stage 1 Coordinators to ensure learners transition followed the of end of EYFS report and learners progressed on individual ability
• Contributed to school improvement plan
• Managed the development portfolio of each child to have updated information to share with parents

Key Stage One Coordinator July 2014 – Aug 2016
• Led the implementation of Letters and Sounds reading program, Ros Wilson criteria for creative writing to improve literacy skills in early years, key stage one and lower key stage two. At the end of the school year, 80% of learners moved up a reading level
• Collaborated with teachers to ensure curriculum continuity and learning progression with a focus on closing identified learning gaps every Friday
• Taught support groups in EYFS and Key Stage One to improve learning ability and outcome for pupils who required intervention

• Prepared weekly lesson plans and learning materials to create positive learning experiences for pupils and deliver curriculum content
• Facilitated learning process for pupils using differentiated learning instruction for individual and group exercises
• Created and organized learning materials to accommodate varying learning styles, encourage independent learning and reflect an inclusive learning environment.
• Organized field trips to extend outdoor learning approaches, exposure pupils to nature, how things are made and how the community functions.
• Assessed pupils understanding of lesson objectives and closed learning gaps on Fridays
• Supervised after school service to engage children in extracurricular activities and completion of homework. This provided value added services for parents and additional stream of income to the school.
• Observed and documented each pupils learning journey to make informed decisions on progression and share this report with parents
• Attended in- school and external trainings to learn best practices and improve my skills
• Attended staff meetings and contributed ideas to implement in school improvement plan
• Initiated and coordinated staff welfare program to develop healthy sense of belonging in the workplace, improve productivity and staff retention. This led to longer tenure for nurses, janitors, drivers, and teaching assistants.
• Coordinated the Family Funfair Project May 2009 and established a 1st time record of breaking even. This was achieved by seeking sponsorship for major cost items e.g free advertisement on Inspiration FM Radio, free venue from local council, free meal vouchers from Chicken Republic.
• Coordinated summer school program by developing program content and schedule, organizing flyer distribution, recruiting external facilitators, supervising external trips to ensure children had memorable activities and developed lifelong skills.
• Coordinated graduation ceremony and Christmas concerts as events that give wholistic learning experience to pupils. It created avenue for pupils to discover their interests, develop potentials and learn people skills.