Thomas Stockdale, Alternative Provision Lead, Career Profile
My name is Thomas Stockdale, and I am pleased to present an overview of my professional journey, highlighting the various roles I have undertaken over the years and the skills I have developed throughout my career. This report outlines my educational background, early employment experiences, and my progression within the field of education and support services.
My career began in a rather conventional manner for someone of my age; my first job was as a barman in a local pub. This role, whilst seemingly basic, provided me with invaluable experience in customer service and taught me the importance of effective communication and teamwork. I enjoyed the hustle and bustle of working in a social environment, where I interacted with diverse patrons, honed my conflict resolution skills, and understood the significance of creating a welcoming atmosphere. It was during this formative job that I realised the power of connection within a community—a concept that would shape my later career path.
At the age of eighteen, I transitioned from the hospitality sector to manual labour—an experience that further shaped my work ethic. Working as a manual laborer exposed me to the importance of resilience and the physical demands of various tasks. It was a period marked by hard work and a deep appreciation for the labour that goes into maintaining our communities and infrastructures. Although this phase of my career was not directly related to my eventual pathway in education, it instilled in me a sense of pride in hard work and reinforced the idea of dedication and commitment.
Recognising the desire to pursue a more creative path, I applied to the Liverpool University of Performing Arts. This institution provided the foundation for my artistic and academic growth. I graduated with a diploma in vocal studies and performing arts, which allowed me to delve into an area I was deeply passionate about. This period of my life was remarkable, filled with opportunities for self-expression, collaboration, and pushing the boundaries of performance. The skills I acquired during my studies—such as critical thinking, creativity, and adaptability—proved to be beneficial not only in artistic endeavours but also in my later roles within education.
Upon completing my diploma, I took a position as a one-to-one teaching assistant at Grappenhall Hall School in Warrington. This experience marked my initial foray into the educational sector. I spent two years working closely with students, fostering their individual learning needs, and adapting teaching techniques to accommodate various learning styles. This role reinforced my belief in the profound impact of personalised support in education. By working directly with students, I was able to witness their growth and development, which further ignited my passion for teaching and mentoring.
My journey in education continued to evolve as I progressed to the role of a pastoral worker at Woolston Brook, where I dedicated six years of my career. In this position, I focused on the overall wellbeing of students, addressing both academic anxieties and personal challenges. This role demanded not only an understanding of educational methodologies but also the ability to empathise and build trust with students. It became increasingly evident to me that education extends beyond the classroom; it is about nurturing the whole child. By creating a support system for students, I aimed to provide them with the tools they needed to thrive, both academically and personally.
After my time as a pastoral worker, I transitioned into the role of a Behaviour and Learning Mentor. In this capacity, I was able to devise strategies tailored to assist students who faced significant challenges in their educational journey. My responsibilities included developing Individual Education Plans (IEPs), implementing behavioural strategies, and liaising with teachers and parents to create a holistic approach to support. My experiences in this role have honed my abilities in behavioural management, advocacy, and collaborative problem-solving.
Devoting my career to education has always been a priority for me, but I recognised the need for further academic development to enhance my professional skills. Therefore, I enrolled at the Open University, where I recently graduated with a Bachelor of Arts (Hons) in Art and Humanities. This academic achievement not only supplemented my practical experience but also provided me with a broader context in which to understand the arts and humanities in relation to education. I studied various subjects that enriched my knowledge base and explored themes that resonate deeply in contemporary education, such as social justice and cultural appreciation.
Currently, I serve as the Alternative Provision Lead at Woolston Brook School, a role I began in September 2024. This position allows me to build upon my previous experiences and to lead initiatives that support students who may require alternative educational pathways due to various challenges. I have the unique opportunity to create tailored programmes that foster engagement and promote a sense of belonging for vulnerable learners. This role has reaffirmed my commitment to providing inclusive and accessible educational experiences, ensuring that all students are afforded the opportunity to succeed.
Throughout my career, I have been guided by a profound belief in the transformative power of education. The journey from my initial role as a barman to an Alternative Provision Lead has been filled with learning, growth, and a deepening understanding of the complexities of educational support. I take pride in the fact that, at each stage, I have embraced opportunities for development and change, continually striving to make a positive impact on the lives of the students I support.
In summary, my career to this point has been characterised by a deep commitment to education, community, and personal growth. From my early days in hospitality to my current role in alternative provision, I have been dedicated to making a difference in the lives of young individuals. As I look to the future, I remain hopeful and excited about the possibilities that lie ahead in the realm of education and support services, and I am eager to continue fostering an inclusive educational environment where every student can thrive.