Monday
On my way to Deeplish Community Primary School in Rochdale, I drop off my daughter at my mother-in-law's house. I have four children aged between one-and-a-half and 17 years and I enjoy mixing with families and children from different communities.
My desk is an array of Post-it notes and my 'to do' list is as long as my arm. I put the kettle on and set about prioritising my work when the phone rings. It's the headteacher, asking if I can attend a parent meeting this afternoon - he needs me to translate from English into Urdu. I write it down in my diary.
At 10am, I head over to a classroom to discuss the dwindling attendance of one of the pupils. The teacher asks me to make a home visit to speak to the parents about the child's absenteeism.
I then speak to a child who says she's late because she was locked out of the house. She says she had to climb through the window to get to school. I call her parents and discover that the child was telling a white lie because she was afraid of being told off by her teacher for being late.
After the home visit, I collect my daughter from my mother-in-law's only to discover that she has turned the house upside down.
Tuesday
Today I spend the morning at the school and the afternoon at the Sure Start centre. As soon as I arrive, there's a queue of parents waiting at the reception area. Some want to buy school jumpers; others want to hand over dinner money. I help the receptionist reduce the crowd by translating their requests into English.
When the mad rush is over, I receive a phone call to say I have a meeting.
I need to take my performance indicator list and a list of parents who have completed the Family Literacy Course - those who will be receiving their certificates at the Town Hall next week.
After lunch, I rush next door and put on my Sure Start hat. Eight parents are eagerly waiting for me at my Open Learning class - this is where I teach English as a second language to Asian and Arabic females. Through role play, I teach them how to make dentist and doctor appointments and how to ask for items at the supermarket. Most of them just want to build up their confidence in English language to help them with practical, day-to-day living.
Wednesday
Another day at the school. Parents are rushing in to drop off their children in the nursery and picking up timetables of what's on in the Sure Start centre. I'm running between the two buildings trying to accommodate them.
Parents often enquire about courses. These include 'Weight wize', where a nutritionist visits the centre to discuss healthy eating regimes; 'Chatterbox', where a speech and language therapist encourages parents to speak to children in English; and 'Messy play', where children and parents play with mud and paints. The courses are very popular and most of them have a bilingual translator to communicate to the Asian population.
Thursday
Today I run a Parent Forum group, which meets once a month to discuss what's going on in the centre and to welcome new members.
We're trying to encourage more males to use the centre and we're working on ideas of how to integrate them into the community. One idea we have is to invite them - along with their wives - to a workshop day where they can meet other fathers and make a craft item. Food will be provided, so that might be an incentive.
Friday
I spend the day sorting out arrangements for the Town Hall conference, a day of celebration for all Sure Start parents and children who attend the centre. This will include workshops, art activities, storytelling sessions and face painting.
I also get in contact with the Daycare Trust and inform them of the number of parents willing to go to London for the consultation day.
It's Friday. I can't wait to spend some time with my family. I am looking forward to chilling out, putting my feet up and recharging my batteries for the week ahead. NW
