Social, Behavioural, Emotional and Wellbeing (SBEW) Support and Interventio at Education Authority Northern Ireland

, , -

Full Time

Start Date

Immediate

Expiry Date

22 Dec, 25

Salary

0.0

Posted On

23 Sep, 25

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Social Support, Behavioural Support, Emotional Support, Wellbeing Support, Intervention Strategies, Collaboration, Training, Assessment, Monitoring, Communication, Planning, Organizational Skills, Parent Liaison, Multi-disciplinary Teamwork, Record Keeping, ICT Proficiency

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Social, Behavioural, Emotional and Wellbeing (SBEW) Support and Intervention Officer REPORTS TO: School Principal RESPONSIBLE FOR: The main role of the SBEW Intervention Officer will be to contribute to key aspects a Special School’s Behaviour Support Team/ Special School Nurture Department, in relation to early intervention and preventative, targeted, and intensive approaches in a special school under a Support for Learning Framework/ supporting in classroom settings. The SBEW Intervention Officer will work closely with the principal, teachers and appropriate partners to provide more focused work within classrooms and the wider school estate. Working under the strategic guidance of the Special School principal and the supervision of the behaviour Advocate, their focus will be to provide support and advice as required. JOB PURPOSE The SBEW Intervention Officer will work as part of a special school, based within the special school’s Support for Learning Framework or as directed by the principal, to support with children and young people with SBEW needs. In delivering this role, the SBEW Intervention Officer will provide support and advice as appropriate and will contribute to the improvement of outcomes for children and young people within special education settings with SBEW needs through the implementation of effective early intervention, preventative, nurturing approaches and interventions. The SBEW Intervention Officer will also contribute to training and group programmes, participate in collaborative working, and contribute to the development of provision with the guidance of designated team members. The role will include: - Providing intense support for appropriate children and young people, within a special school community - delivering programmes of intervention - contributing collaboratively within a multidisciplinary team. - modelling strategies and interventions to help build capacity of practitioners and parents on-site - disseminate and implement best practice / practical strategies - providing practitioner advice and guidance within settings as appropriate - attendance at case discussions and meeting with staff from various agencies throughout the locality The post holder will work with a range of education settings, school staff, parents, pupils and members of the Children and Young People’s Services (CYPS) Directorate, Health partners, Charitable and Voluntary organisations. MAIN DUTIES AND RESPONSIBILITIES Support for children and young people with SBEW or complex behaviour needs, training and support. Work within the guidance of designated school team members to support children and young people within the special school Contribute to the assessment of children and young people with SBEW/complex needs in special schools or related provisions. Contribute to the planning and delivery of individual programmes for identified children and young people who require more intensive support. Prepare materials that may be required to support the individual child or young person in context as well as other aspects of the school setting. Work closely with special school staff to model/ practice effective strategies and interventions in relation to individual children and young people. Contribute to the monitoring and review of children’s progress in line with agreed protocols. Support the transition of children and young people across education settings, as appropriate. Work under the guidance of designated special school team members to support special school educational settings by: Providing setting-based targeted support and pupil advisory support following special school pathways. Seek feedback as appropriate within the special school setting in order to maintain an ongoing evaluation of the intervention/ support. Provide advice as appropriate regarding practitioner themes including understanding of SBEW needs and the use of appropriate assessment, strategies, materials and equipment. · Support the promotion of best practice and a co-ordinated approach with staff within the special school education settings in responding to and supporting needs. Support lead trainers in providing online training, or centre-based and setting-based training Provide, where appropriate and under guidance, a ‘link’ role to which will involve regular communication with key staff and responding to requests for support in line with service protocols for processing requests. Promote parental involvement by; a) Liaising with parents and encouraging a holistic approach to progress and success at school, including the lived experience b) Encouraging liaison between home and school setting to maximise consistency in relation to implementing effective support strategies. Collaboration with Others and Inter-agency Work Participate in a co-ordinated approach in addressing the special educational needs of a child or young person with SBEW difficulties. Follow special school protocols in relation to collaborative working to ensure an efficient use of service time and resources. Follow a co-ordinated approach in the identification, assessment and support for children and young people with presenting SBEW needs. Liaise, as appropriate, with members of other agencies including the Educational Psychology Service, Education Welfare Service and other statutory and voluntary services/agencies. Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children. Record Keeping and Information Technology Maintain records of support and provide reports in line with agreed protocols. Prepare, as appropriate, reports on support provided by special school education settings and on the progress of individual children under the supervision of the special school. Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft Word, Microsoft Excel, Microsoft PowerPoint) Co-operate in the implementation of Information and Communication Technology. Maintaining Quality of Delivery: Continuing Professional Development Participate in and contribute to the special school staff development programme. Engage in professional development activities in line with a regional model of team development and in relation to personal targets and goals. Other Duties Complying with EA/school policies and procedures in relation to the duties and responsibilities of the post. Contributing to the ongoing evaluation of the special school provision Maintaining at all times confidentiality of information received. Any such other duties that the special school may from time to time require. This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time. In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times. PERSON SPECIFICATION NOTES TO JOB APPLICANTS You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. The stage in the process when the criteria will be measured is outlined in the table below. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria. 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. Factor Essential Criteria Method of Assessment Qualifications/ Experience · Hold option A or B (A) Hold a Third level qualification (HNC or above) or equivalent and three years’ experience of directly working with children in an education, youth or health and social services setting Or (B) Five years’ experience of directly working with children in an education, youth or health and social services setting. Shortlisting by Application Form Experience Demonstrate direct implementation of strategies for effective management and support of pupils with social, behavioural, emotional and well-being (SBEW). Demonstrate effective work with pupils, parents, school staff and management, and other relevant professionals to promote partnership working and inclusion. Shortlisting by Application Form Knowledge Appropriate ICT software packages (for example, Microsoft Word, Access, Excel etc.) Shortlisting by Application Form Other Have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable you to carry out the mobility requirements of the post in an efficient and effective manner; OR Provide sufficient information to satisfy the employer that you have access to an appropriate alternative form of transport that will enable you to carry out the mobility requirements of the post in an efficient and effective manner. 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 Knowledge Candidates must demonstrate sound knowledge of: · Appropriate approaches, strategies and interventions to meet the SBEW needs of children and young people. · The Principles of Nurture and their implementation. · Current legislation and policy context in promoting the inclusion of children and young people with Special Education Needs (SEN) in education settings. Interview Skills/Abilities Proven effective planning and organisational skills and an ability to work under pressure to meet deadlines Evidence of a customer focused approach to work Demonstrable people management and team skills to successfully motivate and manage others Evidence of sound interpersonal and communication skills Interview Skills / Abilities We will look for evidence of: · Demonstrable experience of supporting children and young people with SBEW · Demonstrable experience of designing and implementing programmes of support for children with SEN. · Working effectively as a member of a team, with a flexible and pro-active approach; and be able to work independently using your initiative, working logically and with precision under supervision · A high degree of interpersonal skills and an ability to engage and communicate sensitively and professionally with families, school staff and a range of professionals to promote the best interests of the child/ young person. Interview Values Orientation Evidence of how your experience and approach to work, reflect the special school’s values and vision. 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 Qualifications / Experience · Have experience of working with and supporting children and young people in a special school with complex needs. · Have experience of providing advisory support/training to school staff, parents, colleagues or other professionals. Shortlisting by Application Form DISCLOSURE OF CRIMINAL BACKGROUND The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed at NI Direct or the Department of Justice. APPLICANT GUIDANCE NOTES To view the applicant guidance notes, please click here. To learn about the many great benefits of joining the Education Authority, click here. The Education Authority is an Equal Opportunities Employer

Responsibilities

The SBEW Support and Intervention Officer will provide support and advice to children and young people with social, behavioural, emotional, and wellbeing needs in a special school setting. They will work collaboratively with school staff and external partners to implement effective interventions and training programs.