Rhona Milan





Throughout my career I have worked with children who cannot cope with a
mainstream setting; as a class teacher, advisor and Assistant Head Teacher. This
involved working and teaching children of all ages. I have worked closely with parents and professionals providing excellent support for children in my care, including reporting, assessments and attending multi-agency meetings. Following a break during 2015-2016, I spent time enhancing my qualifications. Since then I have worked in a children’s home, with ReThink adult mental health and currently working with Fresh Start.

Jan 2020 To Date: Fresh Start in Education - MAPA Training, Online training including child neglect, FGM, mental wellbeing in children and young adults, prevent duty, child protection, online safety, domestic abuse, substance misuse, serious youth violence, trafficking and modern slavery.

Sept 2018 To Date: ReThink - Group Facilitator for Adults with mental health issues.

Training has included art therapy, distress therapy, living with Psychosis, compassion focus therapy and first aid.

Sept 2018 To Date: Youth Offending Team Training to be appropriate adult mentor and panel member for restorative justice

Aug 2018 To Date: PDWRA Pug Dog Welfare Rescue Association Charity fund raiser and housing inspector for rescue dogs

Nov 2017 CAMBIAN Classroom Training:
Safe Guarding, Pillars, First Aid, Medication Administration

Dec 2017 CAMBIAN On-Line Training: Including Missing Children, Fire Regulation,
Food Hygiene, Equality & Diversity, Healthy & Safety

2017 Child Counselling Diploma 96.4% with distinction
CIPD Accredited - with highest distinction:
Advanced Cognitive Behaviour Therapy;
Relationship and Family Counselling; Social Care and Mental Health
Eating Disorder Understanding and Awareness; Criminal Psychology
16 Genesis Green, Ashland, Milton Keynes, MK6 4AX 07891295991 rhonamilan@aol.com
2008-2014 Romansfield Residential BESD School
Assistant Headteacher / Residential Responsibility
Courses Attended in 2014:
Leading and Inclusion certificate of NPQH module participation
Madness, Mindfulness & Me - Psychology of everyday life
1999-2008 Romansfield Residential BESD School
Class Teacher / School Governor / Residential Duty
1996-1999 Barnet Behavioural Advisory Team
Advisory Role / Teaching / Outreach Worker
1994-1996 Romansfield Residential BESD School
Class Teacher / Residential Duty
1989-1994 Springfield Middle School
Classroom Teacher/Yr 4

1985-1989 Christ and Notre Dame College, Liverpool 2:1 BEd (Hons) English/Drama
Teacher Registration Number: 8836769
1983 - 1985 Bicester Community College, Bicester 2 x A Levels: English & Economics
1978 - 1983 Cooper School, Bicester 8 x O Levels incl English & Maths

I started my teaching career in a mainstream school and taught Y4 and Yr7. In my final year I became area coordinator with responsibility for four classes. I was headhunted by Romansfield and was seconded there September 1994.

During my time with the Barnet team my role was multi faceted. I did part time
teaching at the PRU in Edgware, I ran infant nature groups, I delivered Behaviour Management INSET to mainstream schools, I lectured to NQT’s, provided training for secondary support staff, promoted Circle Time having been trained by Jenny Mosely, provided detailed observations of children and suggested strategies for pupils, staff and parents, I attended Panel, I worked with multi-agency services, wrote advice for formal procedure as legislated in the Code of Practice, monitored appraisals of
support staff in link schools and reviewed behaviour policies in link schools.
I taught in the age range 4-13 years old at Romansfield BESD School which supports children with ADHD, Autism, ODD and complex behavioural/learning needs. I held responsibility for Music & Drama and was responsible for evening activity/boarding children one evening per week. This included assisting and supporting the residential Co-Ordinator through the week. I also gave support to the Key Stage One PRU on site when children were displaying challenging behaviour and introduced new initiatives regarding work with parents and outside agencies. I led whole school sessions on dance and singing and this also evolved the PRU. During 1999 to 2005 I was also School Governor to represent the teaching staff.

As Assistant Headteacher and member of the senior leadership team, my main role was to coordinate the strategic direction, development and provision of inclusive education within the school. This involved developing and writing the SEF and School Improvement plan and developing assessment for Pupil Progress Programme (APP). I was also responsible for informing the Governing Board the progress  development of issues relating to the learning of pupils.
This involved supporting all staff when a pupil was displaying challenging behaviour and monitoring children in isolation. I spent time in classes with children in order to provide reassurance and positive reinforcement and covered for absent teachers. I supported pupils with transition into mainstream and home visited new pupils as part of an integrated program I initiated. I led meetings and worked closely with multiagency services and parents to provide relevant information and give advice. I introduced SEAL groups in the school which provided major pastoral nurturing support to children who had experienced/were experiencing trauma.
I was responsible for the management of staff and was involved in shortlisting and interviewing of new staff. It was important to lead by example and provide
professional advice and support. I participated in arrangements for the appraisals of teachers and support staff and monitored progress.

Since my career break I have been exploring other training opportunities to up-skill my experience outside of a classroom setting. Working at ReThink has demonstrated how mental health extends through to adult life. My time at Rethink has enabled me to gain knowledge of psychosis, schizophrenia, bi-polar, agoraphobia and I have worked directly with adults experiencing anxiety, depression, suicidal thoughts sometimes resulting in self harm and self isolation.


I am currently working with Fresh Start and students across the age range who are out of or struggling with education. This includes students who are at risk of exclusion, have already been temporarily or excluded, school refusers, young offenders, those with emotional
behaviour difficulties, SEN, SEMH, serious health issues and those who are generally disengaged in education.