Job summary
We are looking for an experienced qualified teacher with a commitment to inclusion and supporting pupils with social, emotional and mental health (SEMH) needs. In this role, you will work closely with schools to help staff manage behaviour effectively and create positive learning environments that prevent exclusion.
Main duties of the job
You will provide intensive support within schools through advice, modelling, coaching and training to headteachers, SENCos, teachers and support staff in primary schools, enabling them to include pupils with SEMH needs successfully. Your work will involve assessing whole-school and individual behaviour, developing approaches and programmes, and promoting a whole-school approach to behaviour management alongside the school's named SEMH inclusion advisory teacher. You will also collaborate with other specialist services and provide written reports to schools and professionals.
The ideal candidate will have strong knowledge of behaviour strategies, excellent communication skills and the ability to influence practice across different contexts. You should be confident using ICT, able to prioritise your workload and committed to continuous improvement. Experience of working with pupils with SEMH needs and a sound understanding of current legislation regarding SEND, suspensions/exclusion from school and child development are essential.
This is a rewarding opportunity to make a real difference by supporting schools to create inclusive environments where every child can thrive.
About us
Wiltshire Council is a friendly, welcoming place to work, with a 'One Council' ethos. That's why we focus on getting the things that matter to our people right
Job description
Job responsibilities
The role of the School and Family Support Team Leader is to effectively support complex families to achieve positive outcomes, supervise, manage, and ensure the continuous development of case-holding School and Family Help Practitioners (developing management skills)and to enable and promote local frontline collaborative working.
Specific duties and responsibilities include:
Line manage the School and Family Supportteam effectively by over seeing the case-holding School and Family Support Practitioners within the agreed supervision practice framework including sharing knowledge, skills and expertise with them to enhance their professional development ,identifying and filling training and development needs and assuring the quality of practice.
This will requireexpertunderstanding(and application of that understanding) across allpracticeareasand workflow and of the factors which affect the ability to manage them effectively. Analysis and insights will inform proposed solutions which the post holder will present to management for decision.Using extensive and proven professionalexpertiseand evidence-based intensive interventions to deliver effective support to complex families, particularly for those that are difficult to engage.
Beingthe lead case worker for complex,difficultEarly Helpcases(i.e. those that haveachildProtection history, have greater potential to escalate quickly toFamily Keyworker orChild in Need or likely to have crisis events requiring a fast and intensive response [includingsome occasionalout of hours].Case workpracticeincorporates:
Preparing comprehensive,analytical,andgood qualitychild and familyEarly Support Assessmentsfor complex and/or high need families (in the home andclearlyreflectingthe voice of the child and the family).
Working with school to setchild and family defined goals and desired outcomes and action plan; coordinating the planwith the schoolprofessionals,tracking and ensuring all contributors are effectively delivering on time; leading and facilitating complex and challenging Team Around the Child/Family meetings,andrecording relevant actions, events and decisions in accordance with case management principles.
Facilitating parental understanding of a child and young person's needs; delivering programmes whichdevelop parenting confidence,independence,andconsistency;andenablesparents toprovidean appropriate environmentin which children and young people feelsafe,and which encouragespositiveself-esteem and resilience.
Supportingcomplex, high needfamilies to become involved in their local community and to access wider opportunities in education, play, work,leisure,and volunteering.
Working directly with children, and schools, listening to their voices toprovideappropriateand tailored support to address a range of developmental needs including disruptive and challengingbehaviour.Deliver programmes of trauma informed training to schools, modelling attachment, trauma informed practice with school staff to addressneeds.
Workingclosely with local partners, especially schools, early years settings and health servicesto ensure that local families receiveappropriate,collaborativeand coordinated support;makinga positive contribution to local multi-agency partnerships and local networks that support parentingand the needs of children and young people.This will be achieved by using their relationship-building and networking skills and actively and constructively contributing to collaborative discussions and decisions on integrated working.
Regularly reflect on performance andidentifyopportunities for improvementthrough thecollection and analysis of data. Share this with the Extended Duties Managerto develop further strategic directionforthe team to improve outcomes for children,youngpeople,and their families.
Work with key partners (Safeguarding Vulnerable People Partnership (SVPP), IFD, Special Educational Needs & Disabilities (SEND)etc.) to develop impactful training and co-deliver linked to the Early Support Assessment process.
Job description
Job responsibilities
The role of the School and Family Support Team Leader is to effectively support complex families to achieve positive outcomes, supervise, manage, and ensure the continuous development of case-holding School and Family Help Practitioners (developing management skills)and to enable and promote local frontline collaborative working.
Specific duties and responsibilities include:
Line manage the School and Family Supportteam effectively by over seeing the case-holding School and Family Support Practitioners within the agreed supervision practice framework including sharing knowledge, skills and expertise with them to enhance their professional development ,identifying and filling training and development needs and assuring the quality of practice.
This will requireexpertunderstanding(and application of that understanding) across allpracticeareasand workflow and of the factors which affect the ability to manage them effectively. Analysis and insights will inform proposed solutions which the post holder will present to management for decision.Using extensive and proven professionalexpertiseand evidence-based intensive interventions to deliver effective support to complex families, particularly for those that are difficult to engage.
Beingthe lead case worker for complex,difficultEarly Helpcases(i.e. those that haveachildProtection history, have greater potential to escalate quickly toFamily Keyworker orChild in Need or likely to have crisis events requiring a fast and intensive response [includingsome occasionalout of hours].Case workpracticeincorporates:
Preparing comprehensive,analytical,andgood qualitychild and familyEarly Support Assessmentsfor complex and/or high need families (in the home andclearlyreflectingthe voice of the child and the family).
Working with school to setchild and family defined goals and desired outcomes and action plan; coordinating the planwith the schoolprofessionals,tracking and ensuring all contributors are effectively delivering on time; leading and facilitating complex and challenging Team Around the Child/Family meetings,andrecording relevant actions, events and decisions in accordance with case management principles.
Facilitating parental understanding of a child and young person's needs; delivering programmes whichdevelop parenting confidence,independence,andconsistency;andenablesparents toprovidean appropriate environmentin which children and young people feelsafe,and which encouragespositiveself-esteem and resilience.
Supportingcomplex, high needfamilies to become involved in their local community and to access wider opportunities in education, play, work,leisure,and volunteering.
Working directly with children, and schools, listening to their voices toprovideappropriateand tailored support to address a range of developmental needs including disruptive and challengingbehaviour.Deliver programmes of trauma informed training to schools, modelling attachment, trauma informed practice with school staff to addressneeds.
Workingclosely with local partners, especially schools, early years settings and health servicesto ensure that local families receiveappropriate,collaborativeand coordinated support;makinga positive contribution to local multi-agency partnerships and local networks that support parentingand the needs of children and young people.This will be achieved by using their relationship-building and networking skills and actively and constructively contributing to collaborative discussions and decisions on integrated working.
Regularly reflect on performance andidentifyopportunities for improvementthrough thecollection and analysis of data. Share this with the Extended Duties Managerto develop further strategic directionforthe team to improve outcomes for children,youngpeople,and their families.
Work with key partners (Safeguarding Vulnerable People Partnership (SVPP), IFD, Special Educational Needs & Disabilities (SEND)etc.) to develop impactful training and co-deliver linked to the Early Support Assessment process.
Person Specification
Experience
Essential
- Team player with a flexible attitude.
- Knowledge of a variety of strategies for behaviour and its implications for schools
- Experienced primary school teacher.
- Experience of working with pupils and young people with SEMH needs over time.
- Ability to work independently, while working as part of the primary Behaviour Support
- Service.
- Good verbal and written communication skills
Person Specification
Experience
Essential
- Team player with a flexible attitude.
- Knowledge of a variety of strategies for behaviour and its implications for schools
- Experienced primary school teacher.
- Experience of working with pupils and young people with SEMH needs over time.
- Ability to work independently, while working as part of the primary Behaviour Support
- Service.
- Good verbal and written communication skills
Disclosure and Barring Service Check
This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions.
