Sarah Tatham

Sarah has responsibilities for programme managing the Children, Young People and Families Practitioner Apprenticeship, where she works closely with individual apprentices and their employer. Sarah teaches across the year groups on the Children, School's and Families programme, with particular expertise in children’s service and systems, professional practice in the children and young people’s work sector and examining the risks factors that impact on children and young people in both education and social care, and the ways in which education and social care practice can promote and build well-being and resilience. Sarah has experience of teaching, module leadership and course leadership at undergraduate level and supervising dissertations at both BA and MA.

Sarah is an experienced teacher educator, having taught and managed all sectors of education. Sarah has taught undergraduate programmes within University of Central Lancashire’s partner colleges since 2012 and at Preston since 2018, when she joined the School of Social work, Care and Community team as a Lecturer. Before moving to teach full-time at University of Central Lancashire’s in 2018, Sarah worked initially as a primary teacher, deputy and headteacher within the primary school sector, before moving into post 16 education, where she was Learning Services Manager, with responsibilities for managing SEND, Looked After Children and well-being provision across the college, in addition to Programme leading the BA( Hons) Children, Schools and Families Top up. This multi-professional and inter-agency industry experience, compliments the modules Sarah teaches upon, enabling her to draw upon a wealth of theoretical and practical knowledge and skills. Whilst working in education, Sarah has been involved in national research projects on strategies and interventions to promote student engagement, examining the risks children and young people face and the ways in which parents, teachers and schools can remove barriers to learning, through promoting and building well-being and resilience. Her current research is focused upon the development of trauma-informed practice in education, with particular interest in those children and young people who are at risk of exclusion from educational provision