Designated Safeguarding Support Officer

The Telford Park School
Telford, Shropshire
Scale 6 SCP 18-22- £17,500 -18,942 per annum (actual salary).
10 Sep 2021
08 Oct 2021
Penny Jolley
Contract Type
Working Pattern
Part Time

Job Description




POST:                                  Designated Safeguarding Support Officer    




RESPONSIBLE TO:                    Deputy Headteacher - Relationships




SALARY:                                NJC Scale 6 (18-22) £24,982 - £27,041 (Pro-rata £17,500.30 – £18,942.66)




LOCATION:                           The Telford Park School




WORKING PATTERN:                30 hours, (Term Time plus 1 week) 




DISCLOSURE LEVEL:                 Enhanced




KEY RELATIONSHIPS:               Strategic Leadership Team, Heads of Year, Student Support Officers, Teachers, External Agencies, Parents and Pupils




RESPONSIBLE FOR:                 N/A 






The post holder will support the development of safeguarding and child protection policies, training and procedures and guidance for the school and to assist in the coordination of referrals, arranging action and reviewing services for children and families. The post holder will enable Early Help and Support Intervention within the school, ensuring targeted support is in place for identified key families. Under the direction of the DSL, the post holder will assist with the creation and promotion of a culture of vigilance within the school, enable whole school CPD sessions on a range of safeguarding issues and how best to safeguard our students.





Main Duties and Specific responsibilities

  • To safeguard and promote the welfare of our pupils
  • To be a point of contact for all staff and volunteers to go to for advice if they have any concerns about a child  
  • To deal accordingly with any urgent child protection issues that may arise
  • To enable the day to day running of safeguarding issues including attendance at all relevant meetings including external multi-agency
  • To support the DSL with referrals to social services and the writing of reports
  • To assist the DSL with the early help and support process, coordinating and leading on early help assessments and early help support plan meetings as required by the DSL
  • To receive and coordinate referrals, arranging action and reviewing services for children and families
  • To maintain accurate, confidential and up to date documentation on all cases of safeguarding and child protection. Ensuring that all records are forwarded to relevant agencies that may need these
  • Work directly with children in need and their families in the community in order to promote, strengthen and develop the potential of parents/carers and their children in order to prevent children becoming looked after and or suffering significant harm
  • Support the care of children where their living arrangements are at risk of breakdown (including LA placements)
  • Conduct ‘home visits’ where appropriate, keeping a record of these visits
  • Provide support and guidance to parents and carers and provide planned interventions as part of agreed plans for children
  • Ensure that students who are victims of abuse are supported appropriately and sensitively and that all actions assigned by setting from planning and intervention meetings are successfully carried out and monitored
  • Liaise with the Headteacher and Deputy Headteacher – Relationships, to inform them of any issues especially ongoing enquires under Section 47 of the Children Act 1989 and police investigations
  • Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies
  • Encourage a culture of listening to children and taking into account their wishes and feelings on any measure the school might have taken to protect them
  • Work closely with commissioning Children and Families Social Workers along with developing links with and utilising resources of the community as part of agreed plans for children
  • Establish productive working relationships with students, acting as a positive role model
  • Challenge and motivate students, promote and reinforce self-esteem
  • To liaise and coordinate with colleagues within own setting and outside organisations regarding the Common Assessment Framework and to coordinate and monitor all referrals and recommendations within the setting
  • Identify vulnerable children within school and ensure this is communicated properly with all staff
  • Understand the local picture in terms of youth violence, child sexual exploitation, child criminal exploitation, FGM and PREVENT



General Responsibilities

  • Comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person
  • Be aware of and support difference and equal opportunities for all
  • Contribute to the overall ethos/work/aims of the school
  • Establish constructive relationships and communicate with other    

      agencies / professionals

  • Attend and participate in regular meetings
  • Participate in training and other learning activities and performance

development as required






















Safeguarding Children




The trust is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks.




The above responsibilities are subject to the general duties and responsibilities contained in the Statement of Conditions of Employment. The duties of this post may vary from time to time without changing the general character of the post or level of responsibility entailed.




The person undertaking this role is expected to work within the policies, ethos and aims of the Trust and to carry out such other duties as may reasonably be assigned by the Line Manager.  The post holder will be expected to have an agreed flexible working pattern to ensure that all relevant functions are fulfilled through direct dialogue with employees, contractors and community members.




English Duty




This role is covered under part 7 of the Immigration Act 2016 and therefore the ability to speak fluent spoken English is an essential requirement for this role.




Person Specification 




Our Values and Vision




These are our values. They can be thought of as our ‘non-negotiables’ – beliefs, expectations and standards that underpin how we work with the young people in our care, and the community we serve. We believe that if we work in the context of these values, students will achieve more than they ever thought possible. They are also values that have evolved following a sustained period of success for our school.




Our Young People




We value three main types of achievement for our young people, and the vision for our school is that we ensure our students are empowered to achieve to a consistently outstanding level.




Achievement – Academic: We believe all young people have the potential to achieve great things. Intelligence can be developed regardless of emotional and social background, given appropriate teaching and bespoke, individualised support.




Young people should be encouraged to develop autonomy and meta-cognitive control (‘knowing what to do when they don’t know what to do’) in their learning and to gain inspiration from learning. They should be equipped with a crucial sense of possibility based on a well-developed self-awareness and ambition – ambition not only for themselves but for the communities in which they live and work.




Achievement – ‘letting your light shine’: All young people achieve things they can be proud of every day in addition to academic success and outside our school’s planned curriculum. We have a vital role in ensuring individuals develop their own talents and interests and have a responsibility to instil in them a sense of pride in who they are and what they achieve. We must recognise and celebrate these achievements.




Achievement – relationships (Starfish Principle): Excellent relationships for learning are a prerequisite for all other achievements. Relationships that result in mutual respect between young people and all other members of our school community will ensure learning can be fun in a disciplined and caring environment where the highest expectations are the norm.


Our Staff




Our Values extend to how we challenge, support and work with each other. All staff (support and teaching) play a crucial role in the education of young people. We all understand how our work has a direct influence on the life chances of the young people in our care. In the same way that we all have a duty of care to them, we have a duty of care to each other and have regard for each other’s professional and personal wellbeing.




The Trust Board sees all members of the Trust’s staff community as learners. They are empowered to make decisions, be creative and to lead. Mutual respect pervades all relationships working together to enhance professional learning and practice and collaboration; collegiality and a sense of team identifies how all staff work together. Staff co-operate with each other and are not in competition with each other – they are part of a team that ensures the academies throughout the Trust strengthen their positions among the best academies in the country. 






Person Specification









▪ 5 A-C GCSE’s including English and Maths


▪ ICT literate and able to use the internet, operate Microsoft or similar office packages, produce analyses, use email etc. 


▪ Safeguarding Training


▪ Prevent Training


▪ Designated Safeguard Lead Training undertaken and up to date


Experience, Skills and knowledge

 ▪ Experience of working with children of relevant age


 ▪ Strong understanding of safeguarding and experience of working within a safeguarding role


▪ Experience of working with students with additional needs particularly social, emotional and behavioural difficulties


▪ Experience of working with teenagers and adults in difficult circumstances


▪ Ability to relate well to children and adults


▪ Able to encourage positive traits / behaviours


▪ Able to challenge negative behaviours and assumptions


▪ Understanding of principles of child development and learning processes and in particular, barriers to learning


▪ Full working knowledge of relevant polices/codes of practice /legislation


▪ Excellent Communication skills


 ▪ Experience of working/providing support in an educational setting


▪ Knowledge of Bromcom (MIS system)


▪ Several years’ experience working in a relevant discipline in a learning environment


Personal Qualities

▪ Able to work to strict deadlines and under pressure


▪ Able to maintain confidentiality at all times


▪ Ability to develop good working relationships with others by behaving with integrity, treating people with respect and leading by example


▪ Can use own initiative, solve problems and prioritise workload in a busy environment, working to deadlines


▪ Hardworking and a positive attitude


▪ Reliable, trustworthy and punctual


▪ Commitment to own development with a willingness to attend training sessions, meetings and keep up to date with all professional developments 




▪ Commitment to safeguarding and promoting the welfare of young people


▪ Willingness to undergo appropriate checks, including enhanced DBS checks


▪ Motivation to work with young people


▪ Ability to form and maintain appropriate relationships and personal boundaries with young people and colleagues



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