Behaviour Lead and Deputy Designated Safeguarding Lead(35 Hours per week)

Location
Birmingham Road, Dudley. Halesowen Road, Cradley Heath
Salary
£25,000-£28,000 FTE Per Annum
Posted
16 Jun 2021
Closes
14 Jul 2021
Job Ref
IMP BLDDSL
Sector
Education
Contract Type
Annualised Hours
Working Pattern
Term time

Behaviour Lead & Deputy Designated Safeguarding Lead

 

£25,000 - £28,000 FTE Per Annum (35 hours per week)Term Time + 1

 

Appointment Date: September 2021

 

We are seeking to appoint to our school from September 2021 a well‐qualified, highly motivated, professional who has experience of working with children, who have been excluded from school or are at risk of such, some with SEMH needs. We welcome applications from all excellent practitioners, particularly those who are keen to inspire learners through 1:1 support, group mentoring, implementing creative and personalised activities and supporting progress through high quality holistic assessments, and intervention.

 

We are a forward thinking Independent School, providing alternative education for learners from across the Black Country and beyond.  We have a highly committed and enthusiastic staff team. We operate across 2 sites and offer provision for KS3 and KS4.

 

 

 

Learners join our school on a full time permanent basis, or whilst they are awaiting to be allocated an alternative school place.  We also offer school places for children with SEND.

 

We are looking to appoint an enthusiastic Behaviour Lead combined with Deputy Designated Safeguarding Lead responsibility

 

Have in-depth knowledge about social, emotional and mental health needs of young people in an educational environment

 

  • Have the ability to support in a nurturing environment, balancing academic progress with SEMH progress
  • Be an outstanding practitioner with a breadth of experience who can lead, develop and support staff across the school to become effective behaviour managers
  • Be passionate about supporting learners, bringing energy, enthusiasm and new ideas to the classroom and school
  • Be ambitious for themselves and their learners, wanting the best outcomes for all whatever their backgrounds or      barriers to learning.
  • Have great skill in managing behaviour in the classroom, with knowledge of de-escalation techniques.
  • Have the ability to analyse data, identify trends and implement interventions.
  • The ability to monitor and review effectiveness of interventions.

Impact Independent School is a great place to work. We are continually raising standards to produce the highest levels of learner achievement and are seeking to appoint a highly motivated professional who shares our aims and our ethos.

 

For further information and an application form, please visit the vacancies section of our website and download the recruitment pack. For any other queries, please phone the school reception on 0121 502 2645 or email the HR Administrator on grazia.steventon@impacteducation.org.uk

 

 

 

We welcome visits to the school for prospective candidates. Please contact the school office to arrange your visit.

 

Closing date for receipt of applications: 24th June 2021

Shortlist date: 25th June 2021

 

Interview date: W/C 28th June 2021       

 

We look forward to receiving your application should you be interested. If you have not heard from us by the shortlist date, you may assume that your application has been unsuccessful on this occasion. Unfortunately, we are unable to offer feedback on individual applications that are not shortlisted for interview.

 

This School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Successful applicants will need to undertake an enhanced DBS disclosure.

 

 

Behaviour Lead and Deputy Designated Safeguarding Lead

Purpose:

 

 

  • The role of the Behaviour Lead is to develop a team of SEMH Mentors and Learning Support Assistants’’ to support Learners in school with social, emotional and behaviour needs.
  • The post holder will provide support to the Designated Safeguarding Lead the Teaching staff and SEND Team, taking prompt, direct action on pastoral issues, liaising with the Executive Leadership Team, the DSL, and the SENCO
  • The post holder will have responsibility to address incidents as they arise, follow up issues and record data on the MIS Arbor.
  • Leading on, and delivering some intervention programmes to named students who have been referred by the Local Authority/
  • To engage learners who have been identified as complex, with additional SEMH needs into a nurturing and academic timetable
  • Supporting vulnerable students to regulate their emotions,
  • To model and teach appropriate interactions to teaching and support staff
  • To provide effective support to students and their families
  • To support the SENCo
  • Liaising with teachers’ / Head teacher/ SENCO/Directors as necessary
  • Supporting students to reintegrate into lessons
  • The post holder will also be required to have a caseload of learners who are subject to child protection/CIN/Early Help plans.
  • They will attend initial meetings, conferences and reviews as required
  • They will keep safeguarding records up to date and secure in line with GDPR

 

 

Reporting to:

Director of Safeguarding & Pastoral Support Services

 

Responsible for:

 

  SEMH Mentors, Behaviour Mentors. The provision of a full learning experience and support for learners in a trauma informed, nurturing environment

 

Liaising with:

 

  Executive Leadership Team, teaching/support staff, external agencies, counsellors and parents

 

All employees of Impact Independent School are required to understand and contribute to the school’s Objectives and Core Values.

 

Principle (Core) Responsibilities

 

Operational/ Strategic

 

  • To lead a team of Behaviour and SEMH Mentors to ensure effective interventions across both school sites.
  • To ensure the Behaviour Policy is robust, up to date and in line with legislation
  • To ensure the Behaviour Policy is understood and adhered to, by staff and learners
  • To model effective behaviour interventions and models, including trauma informed approaches, CBT and NLP.
  • To plan and prepare 1:1 and group interventions, delivering where necessary
  • To contribute to the whole school’s planning activities
  • To increase SEMH awareness and successful strategies in this area across the whole school

General Duties

 

  • To implement behaviour modification interventions specific to issues raised by staff, and from own observations of students with particular focus on students with social, emotional or mental health issues and those who are experiencing difficulties, challenging behaviour or other aspects of school or home life.
  • To establish supportive, caring and secure relationships with children, to be able to offer individual support and someone for a child to talk to.
  • To deliver programmes of specific intervention e.g. mental and emotional health, self-esteem, anger- management, self-awareness etc. to groups and individuals.
  • To work with parents on engagement with external agencies and delivery of recognised parental support programmes.
  • Delivery of bereavement programmes with identified students.
  • To assist with re-integrating and engaging students back into mainstream lessons and where appropriate introduce behaviour modification interventions specific to issues raised.
  • To work with individuals and groups of students having received prior information e.g. current behavioural issues from the pastoral team or through own analysis of behavioural data for the key stage.
  • To hold ‘Restorative Approach’ meetings with students and staff where appropriate
  • To manage and respond to behavioural issues that arise throughout the school day and assist in supporting and implementing the college behaviour policy.
  • To be present for detention and isolation duties as applicable, taking the opportunity to work with individuals proactively to encourage a change in behaviour
  • To be a visible presence around the school and to undertake break and lunchtime duties
  • To support the Attendance Officer with specific students or cohorts with poor attendance/punctuality
  • To promote and display behaviour expectations at all times with specific emphasis on respect, self- esteem, relationships and a positive inclusive ethos for all children and adults throughout the school.
  • To effectively apply the stages of the behaviour policy to all situations.
  • To advise and train staff in engaging challenging students.
  • To be an integral part of the school, working in close partnership with all staff.
  • To collect, and analyse data to inform interventions and the work of the Mentors
  • To share data at ELT meetings
  • Conducting baseline assessments to establish SEMH needs
  • Creating positive behaviour profiles to enable behaviour targets to be set for individual Students
  • Debriefing students after incidents have occurred
  • Implementing strategies for students with attachment issues
  • Transitional support – be available at key transition times – before lessons, after break, after lunch
  • Attend reintegration meetings to review the effectiveness of provision / intervention/ Pupil Premium
  • Ability to support Learners in the classroom with a range of subjects
  • To monitor and report on the progress of students provided with additional support.
  • Evaluating effectiveness of interventions
  • Record all interventions on MIS
  • To de-brief when things go wrong and to make reparations
  • To provide effective and efficient pastoral support to promote positive attitudes to learning and behaviour in order to maximise the achievement and well-being of Learners

 

 

Leadership Duties

 

  • Oversight of SEMH and Behaviour Mentors to ensure that they are:
  • Conducting baseline assessments to establish SEMH needs
  • Creating positive behaviour profiles to enable behaviour targets to be set for individual Students
  • Debriefing students after incidents have occurred
  • Implementing strategies for students with attachment issues
  • Available at key transition times – before lessons, after break, after lunch
  • Attending reintegration meetings to review the effectiveness of provision / intervention/ Pupil Premium
  • Supporting Learners in the classroom with a range of subjects
  • Monitoring and reporting on the progress of students provided with additional support
  • Evaluating effectiveness of interventions
  • Recording all interventions on MIS
  • Providing effective and efficient pastoral support to promote positive attitudes to learning and behaviour in order to maximise the achievement and well-being of Learner

 

  • School Self Evaluation

     

    • Support the Head Teacher, other members of the ELT and other staff in meeting the expectations described in the School Self Evaluation handbook, including reporting procedures and deadlines.

     

     

    Communications

     

    • To communicate effectively with the parents of learners, as appropriate
    • Where appropriate, communicate and work with persons or agencies outside the school
    • To maintain appropriate learner behaviour records
    • To complete relevant documentation in support of learner tracking
    • To track learner progress and use information to inform support, engaging    with whole school assessment, recording and reporting procedures
    Resources
    • To work productively to ensure effective use of resources
  • Learner Guidance
    • To be a Mentor when required
    • To support Form Tutors
    • To promote the general progress and well‐being of individual learners and of the school as a whole
    • Under the leadership of the ELT, ensure implementation of the school’s pastoral and guidance systems
    • To encourage full engagement in all aspects of school life
    • To contribute to PSHE in line with school policy
    • To apply behaviour for learning systems so that effective learning can take place
    • To liaise with other staff, as appropriate, in response to problems experienced by learners across the curriculum
     

     

    Other Duties:

    • Comply with any reasonable request from the ELT to undertake work of a similar level that is not specified in this job description
    • The individual is responsible for promoting and safeguarding the welfare of children and young persons that they are responsible for or comes into contact with
    • This job description may be changed by the ELT in consultation with you to reflect or anticipate changes in the job commensurate with the grade and job title. Such variations would not justify the re‐evaluation of a post

     

    The post holder may be required to perform duties other than those given above. These may vary from time to time without changing the general level of responsibility. Such variations would not justify the re‐evaluation of a post.

     

     

     

     

Similar jobs

Similar jobs