JOB DESCRIPTION. Headteacher/SENCO

Transcription

1 JOB DESCRIPTION TITLE: Behaviour support co-ordinator SCHOOL: Surrey Street Primary School RESPONSIBLE TO: GRADE: Headteacher/SENCO L6 PURPOSE OF POST: Under overall direction, provide a lead role in training and developing the skills of the School s Support Team, Teaching Assistants and other staff to address the personal, social and educational needs of pupils who are excluded from school, or at risk of exclusion including coaching and representing the Behaviour Assistant team. ORGANISATION CHART: Headteacher/SENCO Behaviour support co-ordinator PRINCIPAL RESPONSIBILITIES: % 1. Support/liaise with SENCO, class teachers and teaching assistants to ensure that vulnerable pupils are provided with learning opportunities that enable them to participate effectively in their education. 2. Work with other staff to develop appropriate short, medium and long term plans for managing pupils and evaluating and adjusting learning activities as appropriate. This will include pastoral support plans and/or IEPs in conjunction with the SENCO. 3. In the classroom situation, work with and direct individual, and small groups of pupils. Respond appropriately to pupils to encourage and motivate as necessary in order to keep pupils on task and ensure that the behaviour is consistent with the behaviour management policies and strategies of the school. Promote a calm and ordered learning environment maintaining an awareness of the whole class situation, and using initiative to ensure pupil behaviour does not interfere with other pupil learning. 4. Contribute to the on-going assessment and manage the system of recording of pupil development and achievement. Contribute to the discussions on progress with other staff members, pupils and parents/carers. c:\users\deloughreyl\appdata\local\microsoft\windows\temporary internet files\content.outlook\945jj8x0\bst co-ord jd.doc 1

2 5. Take a lead role in managing and delivering pastoral support and nurture, through one to one mentoring and small group work, according to personal strengths, ensuring that their personal needs are recognised. Provide advice to assist in their social, health and hygiene development. Manage the supervision of pupils excluded from, or otherwise not working to, a normal timetable. 6. Work with the SENCO and class teachers to ensure the effective transfer of vulnerable pupils across phases/integration into mainstream education. 7. Take a lead role in the development and implementation of appropriate behaviour management strategies and in the development and monitoring of systems relating to attendance and integration. Undertake continuous professional development to ensure a full awareness of such strategies and systems. 8. Represent the school at meetings, internal and external, where pupil behaviour is a major part of the discussion. Liaise with parents to overcome any barriers to pupil learning and participation. 9 Organise/lead play activities during the lunch break to develop social skills. Liaise with and advise lunchtime supervisory staff in using preventative measures to avoid any difficulties with pupil behaviour and suggest ways in which to deal with any difficult behaviour if it occurs. DIMENSIONS: Financial Resources: Physical Resources: Other: N/A Classroom materials, equipment and resources CONTEXT: All support staff are part of a whole school team. They are required to support the values and ethos of the school and school priorities as defined in the School Improvement Plan. This will mean focussing on the needs of colleagues, parents and pupils and being flexible in a busy pressurised environment. Because of the nature of this job, it will be necessary for the appropriate level of criminal record disclosure to be undertaken. Therefore, it is essential in making your application you disclose whether you have any pending charges, convictions, bind-overs or cautions and, if so, for which offences. This post will be exempt from the provisions of Section 4 (2) of the Rehabilitation of Offenders 1974 (Exemptions) (Amendments) Order Therefore, applicants are not entitled to withhold information about convictions which for other purposes are spent under the provision of the Act, and, in the event of the employment being taken up; any failure to disclose such convictions will result in dismissal or disciplinary action by the Authority. The fact that a pending charge, conviction, bind-over or caution has been recorded against you will not necessarily debar you from consideration for this appointment. c:\users\deloughreyl\appdata\local\microsoft\windows\temporary internet files\content.outlook\945jj8x0\bst co-ord jd.doc 2

3 Disclosures are handled in accordance with the CRB Code of Practice which can be accessed from the Children and Learning Department, HR Division, or on Behaviour Assistants might be found in any school, sometimes within a Learning Support Unit. They will be the specialists on behaviour management in the school. In some settings the Behaviour Assistant (2) will be involved in the supervision of other staff. In others their role will not involve supervision, but they will be the resident expert and lead on behaviour management. The children they will deal with will include those with specific conditions (e.g. Aspergers, Attention Deficit and Hyperactivity Disorder), statemented pupils and pupils with particular behavioural problems. Physical Effort: The job is likely to involve some lifting of children and equipment on a regular basis. Training will be provided. The role will also involve, as necessary, dealing with violence and restraining children. Working Environment: There could be a frequent requirement to deal with vomit and bodily fluids when children are unwell. c:\users\deloughreyl\appdata\local\microsoft\windows\temporary internet files\content.outlook\945jj8x0\bst co-ord jd.doc 3

4 Person Specification This acts as selection criteria and gives an outline of the types of person and the characteristics required to do the job. Essential (E):- without which candidate would be rejected Desirable (D):- useful for choosing between two good candidates. Please make sure, when completing your application form, you give clear examples Of how you meet the essential and desirable criteria. Attributes Essential How Measure d Desirable Experience Skills/Abilities Equality Issues Substantial experience of working with pupils with social and behavioural needs. Demonstrable experience in working with parents to support their child s development. Able to motivate disaffected pupils and able to respond positively in emotionally demanding situations. Able to contribute constructively to the work of a team. Able to build and maintain constructive relationships with colleagues, pupils and parents/carers. Literacy skills able to read, understand and differentiate written material within relevant curriculum; able to draft policies and guidance. Numeracy skills able to add, subtract, multiply and divide to support pupils in accessing relevant curriculum Able to co-ordinate, motivate, develop and lead a small team. Able to recognise and act upon discrimination Some experience of supporting learning of disaffected pupils in an educational environment. Some experience of providing counselling/pastoral care. How Measure d Specialist Knowledge Demonstrable knowledge of relevant policies and codes of practice and awareness of relevant legislation, strategies and intervention systems Demonstrable knowledge of national curriculum at appropriate key stage. c:\users\deloughreyl\appdata\local\microsoft\windows\temporary internet files\content.outlook\945jj8x0\bst co-ord jd.doc 4

5 Education and Training Other Requirements Sense of Humour. Good attendance record in current employment. Willing and able to operate a flexible, frequently changing timetable Meet higher level teaching assistant standards (NVQ level 4) or equivalent qualification or equivalent experience. Some experience mentoring colleagues.,4 ( 1 = Application Form 2 = Interview 3 = Test 4 = Proof of Qualification 5 = Practical Exercise ) We will consider any reasonable adjustments under the terms of the Disability Discrimination Act (1995), to enable an applicant with a disability (as defined under the Act) to meet the requirements of the post. The Job-holder will ensure that Luton Borough Council s policies are reflected in all aspects of his/her work, in particular those relating to; (i) Equal Opportunities (ii) Health and Safety (iii) Data Protection Act (1984 & 1998) c:\users\deloughreyl\appdata\local\microsoft\windows\temporary internet files\content.outlook\945jj8x0\bst co-ord jd.doc 5