Emotional Wellbeing and Support Officer at Education Authority Northern Ireland

Derry/Londonderry, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

12 Jul, 26

Salary

0.0

Posted On

13 Apr, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Social work, Safeguarding, Emotional wellbeing support, Case management, Intervention planning, Crisis intervention, Restorative practices, Mentoring, Coaching, Multi-agency liaison, Report writing, Data monitoring, Trauma-informed practice, Conflict resolution, Communication, Assessment

Industry

Education Administration Programs

Description

Emotional Wellbeing and Support Officer Contract: Full time (37 hours per week), 3 year fixed term with possible extension Location: Limavady High School Reports to: Vice Principal (Pastoral Care)/ Designated Teacher for Safeguarding Purpose of Role: Work alongside the Vice Principal (Pastoral Care)/Senior Teacher in charge of Wellbeing and the Pastoral Team who are responsible for pupil emotional health and wellbeing support across all key stages. Work with other relevant postholders to ensure all pupils fully access and benefit from curriculum, interventions and support programmes to improve their emotional health and wellbeing. Take professional responsibility for and lead emotional wellbeing interventions. In conjunction with the Vice Principal (Pastoral Care)/Senior Teacher in charge of Wellbeing and the Pastoral Team to develop and facilitate action plans for aspects of student emotional wellbeing and support in school. Support school staff by providing specialist knowledge and integrity in decision making that is required for effective pupil support. Specific duties/responsibilities · Contribute to school improvement through the delivery of evidence-based group and individual interventions in line with school development priorities and the EHWB Framework. · To improve the emotional wellbeing of all year groups through the delivery of evidence-based programmes of intervention to identified pupils within groups or as individuals. · Identify, in partnership with the Pastoral Team, pupils who would benefit from support, by conducting assessment and develop intervention plans. Demonstrate an in-depth understanding of their social, emotional and safeguarding needs and priorities and develop appropriate strategies to meet them. · Intervene with personal issues that are affecting pupils’ performance at school and advise senior and middle leaders on appropriate action. · Monitor the development and success of interventions, including the provision of data, to show evidence of impact and progress, in line with the whole school reporting protocols. · Implement strategies and support for pupils to enable them to positively regulate emotions, build self-esteem, confidence and resilience. · Contribute to the co-ordination of support for pupils in lessons who are experiencing difficulties. · Support pupils with integration issues within their wider social environment. · Engage in restorative practices to resolve conflicts and promote positive peer relationships. · Promote resilience, emotional literacy, and positive social interaction among students. · Contribute to the development of best practice across the school in all areas of pastoral care. · Provide regular and systematic feedback to pupils, staff, and parents/carers (where appropriate), on targets and progress made towards them. · Flexibly meet the needs of targeted pupils, amending practice to facilitate positive outcomes and progress by placing the child at the centre of the provision. · In line with school protocols, develop effective relationships with parents of pupils requiring support, advising them on strategies to support their child’s emotional health and wellbeing where appropriate. · Support the Pastoral Vice Principal as required with providing feedback to members of staff and other professionals working with the pupil and assist in making further recommendations. · Deliver training and consultations for teachers and support staff on safeguarding, trauma-informed practice, and strategies for supporting vulnerable children. · Ensure compliance with NISCC standards, including registration, AYE, PiP and CPD requirements. External Agencies · To manage contact with other agencies, on behalf of the school and parents/carers and to liaise when required, including attendance and input at multi-agency meetings. (Attend Case Conferences, CLA Reviews, complete UNOCINI assessments, and referral to CAMHS, family support hubs and youth services (as required). · Network with other appropriate professionals e.g. social workers and CAMHS as advised by Pastoral Vice Principal. · Be responsible for positive and effective communication with school teams, external agencies and stakeholders. · Manage conflicting priorities and various workplace demands. · Be accountable for personal performance management, setting challenging objectives/targets in line with the school priorities. · Actively monitor provision to ensure efficiency and value for money, providing feedback to the Pastoral Vice Principal and Teacher in charge of Emotional Health and Wellbeing. · Advocate for families at meetings to ensure their voices are represented. · Provide guidance on accessing community resources, welfare benefits and mental health services. · Ensure high quality records are kept and information is shared appropriately in line with guidance, including the preparation of written reports when required. · Maintain accurate and up-to-date pupil information on school’s management information systems and own pupil filing records in line with school protocols. Other All service providers and staff are expected to: · uphold the duty to safeguard and promote the welfare of pupils; · maintain up-to-date role specific knowledge; · develop trusting and professional relationships with each other and with pupils in order for them to access support with the outcome of improving emotional wellbeing; · work flexibly to meet the needs of pupils; this may include evening work where appropriate; · facilitate open and clear lines of communication with all stakeholders; · contribute to the school’s development and implementation of policies designed to achieve the school’s priorities and targets; · ensure parents are well informed about the school and their child’s progress; · contribute to sustaining an inclusive environment and support the development of strategies to improve attendance. The job description is not necessarily a comprehensive definition of the post. It will be subject to modification or amendment, after consultation with the post holder. The post-holder should also avail of regular, professional supervision. Evaluated 25 February 2026 (AO grade, SC Emotional Wellbeing and Support Officer -Limavady HS Section 1 - Essential Criteria The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted. It may be helpful to apply the STAR* model when setting out relevant experience. Factor Essential Criteria Method of Assessment Qualifications/Professional Membership · Recognised Social Work qualification · (DipSW, BSc, or MSc) · Completion of Assessed Year in Employment (AYE). · Have current NISCC registration (Part 1) Shortlisting by Application Form Experience Have a minimum of 2 years’ experience as a Social Worker supporting young people’s (aged 11-19) emotional health and wellbeing. (including loss, bereavement, separation, anxiety, self-harming, low mood) Shortlisting by Application Form and Interview Knowledge See section below Skills/Abilities Proven ability to coordinate, plan, monitor and deliver evidence-based interventions and demonstrate/evaluate their impact. Evidence of an ability to motivate and engage young people to address difficulties they are experiencing at home/school that affect their ability/willingness to learn and encourage to participate in support programmes Shortlisting by Application Form and Interview Other Hold a driving licence or have access to a suitable form of transport to facilitate the requirements of the job. Shortlisting by Application Form SECTION 2 - ESSENTIAL CRITERIA The following are additional essential criteria which will be measured during the interview/selection stage. Factor Essential Criteria Method of Assessment Experience and Knowledge Experience of planning, delivering and evaluating individual and group work. An understanding of mental health and emotional wellbeing issues including knowledge of academic, emotional and social issues which may affect young people. Knowledge of a range of evidence-based interventions used to deliver group and individual work to improve young An understanding of child protection and safeguarding policies and legislation. Knowledge of basic structure and organisation of inclusive education including knowledge of how young people learn An up-to-date understanding of the specialist support service available to young people Interview Skills / Abilities Good interpersonal skills and the ability to interact positively and develop good working relationships with pupils and staff. Ability to communicate effectively with pupils, parents and other school staff. Proven ability to coordinate, plan, monitor and deliver evidence-based interventions and demonstrate/evaluate their impact Ability to use initiative and have problem solving skills. Ability to ensure completion of tasks while working to a high level of accuracy, including working effectively under pressure, particularly when dealing with conflicting priorities. Good case management skills and the ability to prioritise and plan. Excellent team-working skills, as well as the ability to work creatively and independently. Coaching/counselling skills. Mentoring skills. Interview Core Behaviours Committed, resilient, robust, reliable and resourceful. A proven track record of building trust and evidence of integrity. Demonstrate fairness, honesty and integrity in his/her existing practice and conduct as a professional. Ability to understand and be committed to equal opportunities, promoting equality of provision for all members of the school community. Ability to work flexibly as and when required. Interview Values Orientation / Identification with School Ethos Evidence of how your experience and approach to work reflect the School’s Values/ethos. You will find information about our Values/ethos on the school's website Interview SECTION 3 - DESIRABLE CRITERIA Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted. Factor Desirable Criteria Method of Assessment Experience/ Knowledge Professional in Practice (PiP) achievements. Competence in the use of relevant ICT packages. Evidence of a proven commitment to personal and continued professional development. Experience of having worked with post-primary aged pupils in a school/educational environment. Experience of delivering Staff training or contributing to staff development. Shortlisting by Application Form Shortlisting by Application Form *STAR Model It may be helpful to apply the STAR model when providing answers and evidence as follows: S T A R Situation (the Lead Question) Start with an open question about their experience, e.g.: Tell me about a time when you had to persuade someone to do something? Task Ensure you understand what the candidate was working towards, e.g.: What was the objective? Action Probe for as much evidence as possible on what they did and how, e.g.: What did you personally do? What did you do next? Result Find out what happened, e.g. How did you deal with that reaction? What was the outco

Responsibilities

The Emotional Wellbeing and Support Officer will lead and deliver evidence-based interventions to improve pupil emotional health and wellbeing. They will also collaborate with the pastoral team and external agencies to provide comprehensive support and safeguarding for students.