SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504

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1 JOB DESCRIPTION Job Title: School: Pay Range: Responsible to: Responsible for: Behaviour Support Manager Woodlands Primary SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 Inclusion Leader and Headteacher Behaviour management in school Role: To complement the professional work of teachers by ensuring that the behaviour related policies of the school are carried out and provision for children with behaviour needs is of a good quality. To implement agreed work programmes with individuals or groups, in and out of the classroom. To support teachers and support staff in addressing the needs of all pupils but especially those pupils who need particular help to overcome barriers to learning. Establishing and maintaining productive working relationships with pupils, acting as a role model and mentor. All the duties outlined are carried out under the general direction of the Inclusion Leader. Main Duties: 1. Take a role in further supporting the provision for behaviour management throughout the school. 2. To assess the needs of pupils and use detailed knowledge and specialist skills to support pupils learning and positive behaviour development. 3. Lead and implement intervention work in relation to behaviour in conjunction with senior leaders. 4. Work closely with Headteacher, Senior Leadership Team, Inclusion Leader and Teachers to ensure continuity of behaviour provision throughout the school. 5. Undertake support for Behaviour Support Workers working with individual pupil support. 6. Provide levels of individual pastoral support to pupils including those with special needs. 7. Receive and supervise pupils excluded from, or otherwise not working to a normal timetable. 8. Attend to pupils personal needs and provide advice to assist in their social care, health and hygiene development. 9. Participate in the comprehensive assessment of pupils to determine those in need of particular help. 10. Develop and implement individual Education/ Behavioural/ Support/ Mentoring plans and behaviour management strategies. 1

2 11. Lead one to one mentoring arrangements with pupils and provide support for distressed pupils. 12. Promote the speedy and effective transfer of pupils across phases and the integration of those who have been absent. 13. Provide information and advice to enable pupils to make choices about their own learning/behaviour/attendance. 14. Work closely with teachers and support staff offering support, advice and strategies to classroom behaviour. 15. Challenge and motivate pupils, promoting and reinforcing self-esteem. 16. Provide feedback to pupils in relation to progress, achievement, behaviour and attendance. 17. Liaise with feeder schools and other relevant bodies to gather pupil information and compile necessary reports. 18. Responsible for all statutory statistical returns to the Local Authority, Ofsted and DFE. 19. Support pupils access to learning using appropriate strategies and resources. 20. Liaise with other staff in planning, evaluating and adjusting learning activities as appropriate. 21. Monitor and evaluate pupil s responses and progress against action plans through observation and planned recording. 22. Provide objective and accurate feedback and reports to other staff on pupil s achievement, progress and other matters as requested. 23. Responsible for keeping and updating records as agreed, contributing to review systems/records as requested. 24. Establish constructive relationships with parents and carers including the exchanging of information and facilitating their support for their child s attendance. 25. Manage appropriate clerical/administration support e.g. phones calls; dealing with correspondence and the compilation of data/information on attendance and exclusions. 26. Implement agreed learning activities/teaching programmes, adjusting activities according to pupil responses/needs. 27. Take a role in assessing a range of activities, courses, organisations and individuals available to provide support for pupils to broaden and enrich their learning. 28. Prepare and use specialist equipment, plans and resources to support pupils. 29. Supervise pupils on visits, trips and out of school activities as required. 2

3 30. Implement supervision of pupils out of school hours as required. 27. Lead constructive relationships and communicate with other agencies/professionals, in liaison with the classroom teacher, to support achievement and progress of pupils. 28. Ensure consistent compliance of policies and procedures relating to child protection, health, safety, confidentiality and data protection throughout the setting, reporting all concerns to the appropriate person. 29. Be aware and support differences and ensure all pupils have equal access to opportunities to learn and develop. Any Special Conditions of Service: Term time working. There may be a need to occasionally work outside of school hours and off school premises, as required by the school. The school has a no smoking policy. The Appointment is subject to a satisfactory enhanced CRB, Health declaration and satisfactory references. Woodlands Primary is committed to safeguarding and promoting the wellbeing of all children, and expects all staff and volunteers to share this commitment. 3

4 PERSON SPECIFICATION Job Title: School: Pay Range: Behaviour Support Manager Woodlands Primary SO1 Essential Criteria How Identified Desirable Criteria How identified SKILLS An ability to review policy and procedures Very good numeracy/literacy skills Ability to plan effective actions for pupils at risk of underachieving Ability to self-evaluate learning needs and actively seek learning opportunities Have a good understanding of the implications of the wider community of school life Able to communicate effectively with all stakeholders e.g. parents/carers, children, staff and outside agencies. Able to relate well to children and adults Ability to work constructively as part of a team and use own initiative KNOWLEDGE UNDERSTANDING Full understanding of the range of support services/providers Understand the aspects of what the trigger points are to poor behaviour and able to quickly implement strategies to support and promote improved behaviour. A knowledge of national curriculum and other relevant learning programmes A good understanding of principles of child development and learning es and in particular, barriers to learning A good understanding classroom roles and responsibilities and your own position within these Experience working with children of relevant age Have experience of working in a primary setting Experience of working with pupils with additional needs QUALIFICATIONS/ TRAINING NVQ or equivalent qualification or experience Safeguarding A good understanding of safeguarding policies and procedures. Certificate Awareness of child protection 4

5 policies and procedures Sensitivity to child and family needs Well developed sense of empathy An understanding of the context of the community the school serves Well developed communication skills to be proactive in the protection of children with reference to safeguarding procedures and adherence to child protection, children in need and CAF protocols 5

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