Job responsibilities
Job title
Positive Behaviour Support (PBS) Practitioner
Hours
37.5 hours per week worked over 43 weeks per year (41 weeks + 165
hours undirected time)
Contract
Permanent
Role profile and grade
TCS25 Grade 2, Point 4
Salary
Pro-rated starting salary £24,410.62 with bi-annual increments
Full time equivalent salary is £25,546.00 per year
Location
Bridge College, Openshaw, Manchester
Reports to
Positive Behaviour Support Team Lead
Type of DBS required
Full enhanced
DBS (We will apply for this on your behalf.)
Job purpose
The PBS Practitioner will work as part of the PBS team, under the
supervision of the PBS Team Lead within Bridge College to develop and
support school wide PBS and individualised PBS packages.
The PBS
Practitioner will work as part of a multi-disciplinary therapeutic team to
assess the needs of students, support transitions into, within, and out of
the College, develop support staff to implement a variety of function-based
interventions and skill teaching plans.
Updated: 8 September 2023 2
The strategic priorities of this role include providing high quality functional
behavioural assessments, improving and monitoring quality of life
outcomes via key performance indicators, and providing proactive
interventions based on the values and principals of PBS and PROACTSCIPr. The PBS Practitioner will work under the guidance of the PBS lead
to monitoring the use of restrictive practices and ensuring that they are
always proportionate to the level of risk, and the least restrictive.
Safeguarding children and vulnerable people is a priority for all
employees.
Nature of the post
Bridge Colleges guiding principles are that students come first and are at
the centre of what we do. We strive to constantly improve and innovate,
and we are responsible for ensuring the success of Bridge College and its
students. We educate young people aged 16-25 years with a broad range
of learning support needs, physical disabilities and /or autism. Multi disciplinary input is integral to facilitating students engagement and
removing barriers to learning. Students follow individualised learning
programmes with personalised goals.
Some students present with
behaviours that may be seen as challenging to the service and may
require support to enable them to participate in college life. The service
upholds a positive approach to managing behaviours, taking into account
the young persons current abilities and support needs, delivering
interventions that are based on an understanding of why the behaviours
occur. Our aim is to risk assess people into the community, not out of it.
As part of the Together Trusts Education Services, the post holder will be
expected to work collaboratively with a multi-disciplinary therapy team,
teaching and support staff, the senior leadership team, and external
professions to support the ethos of the Together Trust and Bridge College.
In respect of the general responsibilities as an employee of Together
Trust, the post holder will be required to:
Promote a positive image of the service and the Together Trust at
all times.
Be aware of and follow the relevant policies and procedures.
Maintain confidentiality for all areas of the post.
Co-operate with all Together Trust staff in maintaining harmonious
interpersonal relations.
Updated: 8 September 2023 3
Perform any duties as may reasonably be required by the Together
Trust, or as requested by the post holders line manager and other
senior managers.
The post holder will be based in Openshaw, Manchester but will be
required to complete home and school visits in the course of their duties,
and also attend training and meetings at the Together Trust headquarters
in Cheadle.
Key responsibilities
Ensure that the students are treated with dignity and respect at all
times.
Work within the guiding principles of the Mental Capacity Act (2005)
and seek student consent and to ensure that people are responded
to in a manner that promotes their best interests.
Communicate in a manner which promotes partnership working by
respecting a persons need for information, level of understanding,
background, and preferred communication style.
Develop partnerships with other health, social care, and educational
professionals to ensure effective and efficient collaborative working.
Provide practice leadership to a variety of staff and professionals
involved in supporting people who may present behaviours of
concern.
Support the day-to-day delivery of the positive behaviour support
service at Bridge College under the guidance of the PBS Team
Lead.
Support the development of and review in house protocols and
training in relation to managing the needs of young people who can
require additional support to manage their behaviour.
Maintain clear and comprehensive clinical records detailing work
with students and other relevant stakeholders.
Monitor and evaluate the effectiveness of PBS interventions by
ensuring data is recorded against key performance indicators under
the support and guidance of the PBS Team Lead.
Updated: 8 September 2023 4
Ensure all behaviour support plans are reviewed in a timely manner,
balancing the need to respond quickly to changes in presentation
with the need to ensure all students have their plan reviewed on a
regular basis.
Contribute to collaborative risk assessment/management
processes in relation to young people with complex support needs.
Contribute to functional assessment of behaviours that are
impacting on young peoples learning experience or psychological
well-being using the principles of Applied Behaviour Analysis.
Contribute to the design, implement, evaluate, and adapt individual
recording systems according to the needs of an individual young
person.
Contribute to the admissions process by collecting information
about applicants who may require additional support to manage
their behaviours, collating information about the intensity, frequency
and duration of known behaviours and how these may impact on
their learning opportunities. With support of the PBS Lead, analyse
this information in relation to the suitability of the college to meet the
young persons support needs. To provide clear and detailed written
reports based on these findings.
With the support of the PBS Lead, write individual behaviour plans
using the results of assessments, and update these periodically as
new information becomes known. To write initial plans to support
the transition of new students to the college setting.
Complete written reports regarding the progress of young people
and the impact of their behaviour on the learning at regular intervals
and when requested.
Contribute to person centred planning processes, presenting
summaries of historical information and collaborating with other
members of Bridge College to ensure future plans promote the
individuals well-being and are based on sound behavioural
principles.
Updated: 8 September 2023 5
Contribute to the development of a system of integrated target
setting based on the results of functional assessment and work
collaboratively with the multi-disciplinary team and teaching staff to
develop in house capability to support students to meet these
targets.
Contribute to the development and monitoring of in house debrief
procedures following significant behavioural incidents.
Access regular professional supervision and work within
professional boundaries.
Keep up to date and accurate records of work completed using
agreed recording systems.
Liaise closely with the Curriculum, Student Support and Clinical
Lead roles regarding roles and responsibilities.
Contribute to the development of protocols and information storage
systems used by all staff working with young people who require
support with their behaviour or emotional well-being.
Contribute to the administration of outcome measures, clinical audit,
activity and service evaluations as appropriate.
Provide mandatory training on PBS and PROACT-SCIPr.
Compete PROACT- SCIPr-UK instructor training and to attend
PROACT- SCIPr-UK meetings when required.
Complete the relevant PBS qualification within 12 months of starting
the post.
Support the development of bespoke packages of training relating
to PBS and related themes such as Active Support, Skill Teaching,
Task Analysis, and the Prompt Hierarchy.
Be involved in strategic planning groups where appropriate, to
consult on issues relating to PBS.
Take responsibility for ones own professional development.
Provide coaching and training opportunities to enable others to
develop their knowledge and skills that are based on best practice.
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Keep up to date with national best practice about provisions for
people with learning disabilities, neurodiversity, restrictive practices,
and challenging behaviour. To use this information as evidence to
guide local service developments.
Manage caseload and waitlist in a manner that ensures efficient and
effective use of resources.
To have an awareness of budgetary issues that relate to PBS
services.
Attend and facilitate staff and wider therapy meetings as
appropriate.
Take positive steps to reduce risk whilst maximising student
opportunities to gain broad life experiences
