Local Impact Team Area Team Member (AAO) (Social, Behaviour and Emotional Wellbeing) 2 posts

JOB DESCRIPTION

DEPARTMENT: Children and Young Peoples Service
RESPONSIBLE TO: Area Manager

JOB PURPOSE

• To work with other members of the Local Impact Teams in developing and implementing programmes of training and support for educational setting and parents related to social behavioural emotional and wellbeing needs;

• To support senior leadership teams and teachers who are seeking advice and practical strategies to assist pupils with Social Behavioural and Emotional Wellbeing needs by delivery of training and consultation with schools as well as policy and practice development;

• To work in a multidisciplinary capacity with schools to maintain pupil placement support pupil wellbeing and ensure best outcomes for all young people;

• To promote inclusive practice and work across schools and services to reduce the number of young people suspended or expelled from school;

• To be an expert in areas that impact on the social behaviour and emotional wellbeing of young people;

• To liaise closely with internal Education Authority services and other professionals in Health and Social Services & other associated agencies;

• To be responsible for the management of staff working directly with young people.
  
  MAIN DUTIES AND RESPONSIBILITIES

1. Leadership:

• Support the Area managers and LIT Mangers on all matters relating to social behavioural emotional and wellbeing difficulties in schools;

• Contribute to the Service Development Planning of the Service to target setting and to meeting the objectives of the Service;

• Provide leadership in relation to the development of policies and practice related to social behavioural emotional and wellbeing needs in compliance with duties outlined in the SEND Act (Northern Ireland) 2016.

2. Ethos:

• Empower schools to confidently develop and nurture a positive culture and ethos of behaviour management and support;

• Advise on Positive Behaviour Policies and practice in all schools;

3. Training:

• Contribute to the Local Impact Team Regional Training Programme by leading and supporting a range of training sessions for schools and EOTAS Centres as required;

• Consult with schools to tailor training and support packages that meet their specific needs in supporting the SBEW needs of young people;

• Disseminate examples of best practice to a range of school based staff as required;

• Liaise with other EA Services to develop training packages that support the modern/contemporary needs and challenges experienced by schools;

• Regularly develop a range of resources that can be accessed online and support schools with an improved culture of inclusion for pupils with SBEW;

• Monitor and evaluate the impact of training on school/service development and improvement;

4. Management:

• Effectively manage the allocation of support staff to meet the needs of schools and pupils;

• Manage support staff to perform to their potential promote their development give support and provide supervision;

• Set clear standards expectations and challenges to ensure mutual understanding and achievement of goals;

5. Intervention:

• Provide support to schools in implementing strategies to address the needs of children with SBEW;

• Devise and assist with the implementation of an individualised behavioural programme for pupils with SBEW;

• Manage the delivery of a range of interventions that are deemed to appropriately reflect best practice to meet the needs of the individual pupil (e.g. nurture Trauma Informed Practice);

• Maintain reports of involvement assessment and progress for school and each child receiving advice and support.

6. Relationships:

• Develop positive relationships with school leadership and staff;

• Act as a supportive challenge function to all schools;

• Support schools to ensure that they are meeting their legislative duty through adherence to policy and procedures;

• Capability build with schools to support a system of inclusion;

• Engage and contribute to multidisciplinary working groups that support the needs of schools and pupils related to SBEW;

• Provide advice and guidance to schools through face to face meetings via telephone advice and by email.

7. Provision:

• Contribute to the provision of a consultancy to schools to facilitate the processing of individual referrals;

• Advise school management on good practice in relation to discipline and behaviour in schools;

• Work collaboratively with other members of the team in devising appropriate resources and materials for pupils with SBEW difficulties;

• Provide advice to schools to facilitate teachers addressing the particular learning social communication and developmental needs of pupil with SBEW;

• Work closely with school staff to develop effective strategies and interventions in relation to individual pupils with SBEW;

• Encourage a coordinated approach in addressing a pupils SBEW needs;

• Monitor assess and review a pupils progress and the appropriateness of provision and provide reports at regular intervals.(RRAP PLPs etc).

8. Promote Parental Involvement by:

• Liaise with parents encouraging a holistic approach to progress and success at school;

• Encourage liaison between home and school setting to maximise consistency in relation to effective strategies that are being implemented to meet the needs of the young person.

9. Provide Advice to the Education Agencies as appropriate:

• Submit additional educational advice in respect of pupils with SBEW under the terms of the Education and Libraries (NI) Order 1986.

• Contribute to annual reviews of statements of Special Educational Needs as required.

10. Liaise with Education Authority Services and other Agencies:

• Work collaboratively with other Services and agencies to support the improved provision and successes of all pupils with SBEW;

• Promote a coordinated multi-disciplinary approach in relation to addressing the needs of children with SBEW;

• Engage in multi-disciplinary meetings as appropriate to meet the needs of individual pupils with coordinated planning.

11. Participate in Programmes of Continuing Professional Development:

• Keep informed of current approaches teaching strategies innovations and resources relevant to pupils with SBEW so that appropriate interventions can be applied in educational contexts.

12. Any Other Duties:

• Promote EA values and comply with Education Authority policies and procedures in relation to the duties and responsibilities of the post;

• Maintain at all times confidentiality of information received;

• Undertake any other related duties as required by the Education Authority.

This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

In accordance with Section 75 of the Northern Ireland Act (1998) the post-holder is expected to promote good relations equality of opportunity and pay due regard for equality legislation at all times.