Teacher - SBEW Within Local Impact Teams (Belfast Trust) (2 Posts) at Education Authority Northern Ireland

Belfast, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

13 Jan, 26

Salary

0.0

Posted On

15 Oct, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Teaching, Program Development, Assessment, Communication, Collaboration, Support, Training, Monitoring, Planning, Pastoral Care, Multi-disciplinary Approach, Special Educational Needs, Behavioral Support, Emotional Support, Well-being Support, Consultation

Industry

Education Administration Programs

Description

SEND Support Services Local Impact Teams Post: Teacher - SBEW Within Local Impact Teams Temporary Full Time until 30th June 2026 & subject to extension Foreword From September 2025 The Education Authority’s SEND Pupil Support Services has introduced the new Local IMPACT Teams model. 28 new teams have been established across Northern Ireland to strengthen supports for schools, pupils as well as their families, particularly in relation to special educational needs and disability (SEND). Each Local IMPACT Team will operate within their community to provide more accessible, effective and earlier interventions. Each team consists of multidisciplinary staff and brings together expertise in areas such as early years, moderate and severe learning difficulties, autism, speech language and communication, literacy and social behavioural emotional and well-being needs. By embedding this range of specialist knowledge at a local level, the IMPACT Teams will be able to respond to and meet whole school and pupil needs quickly and effectively. This approach not only enhances early intervention but also promotes consistency, equity, and stronger community connections within education. The creation of the Local IMPACT Teams reflects both the growing demand for SEND provision across Northern Ireland and the need to improve how support is delivered. While the Education Authority has increased capacity through new SEND classes and places, it recognises that timely, localised support is critical in helping children and young people reach their full poten JOB DESCRIPTION JOB TITLE: LOCATION: Teacher - SBEW within Local Impact Teams Temporary Full Time until 30thJune 2026 & subject to extension if required Belfast REPORTS TO: ALLOWANCE(S): Local Impact Team Manager/ Area Manager Special Educational Needs Allowance 1. A second SEN Allowance may be awarded where it is considered that the teacher’s experience and/or qualifications enhance the value of the work he/she undertakes with special educational needs pupils. RESPONSIBLE FOR: Delivering the Programme of Offer within Local Impact Teams JOB PURPOSE Local Impact Teams offer a multi-disciplinary approach to supporting children and young people who have been identified as having social, behavioural, emotion and wellbeing needs (SBEW). We are looking to appoint an enthusiastic, self-driven, suitability qualified and experienced teacher to deliver an SBEW support programmes, provide advice and guidance and deliver training in schools. In additional to these duties you will be responsible for monitoring and assessing pupil progress to ensure the best possible outcomes for individuals. You will also be required to offer pastoral support to pupils through their learning. A commitment to the core values of the Local Impact Teams and the desire to make a difference to the education and lives of children and young people by building positive, supportive and nurturing relationships is essential. The successful candidate may also be expected to attend multi-disciplinary meetings, support interventions, attend in service training or any other support role as required within the Local Impact Teams. MAIN DUTIES AND RESPONSIBILITIES 1 Planning 1.1 Planning and preparing programmes of support for schools, children and young people. 1.2 Teaching, according to educational and SBEW needs of pupils, including the setting targets and assessing outcomes. 1.3 Assessing, recording and reporting on the development, progress and attainment of pupils. 2 General 2.1 Promoting the progress and well-being of individual pupils or group of pupils assigned and in line with Local Impact Teams policy. 2.2 Providing advice and guidance to pupils, educational settings and parents/ carers on educational and SBEW matters. 2.3 Designing, evaluating and reporting on the SBEW needs of pupils and their progress. 2.4 Communicating and consulting with the parents/ carers of pupils 2.5 Communicating and co-operating with such persons or services as may be approved by the Education Authority. 2.6 Participating in meetings arranged for any of the purposes described above 2.7 Make the necessary links with educational settings as required by the LIT manager/ Area manger/ or senior management with the Local Impact Teams. 3 Assessment/Reporting Providing or contributing to assessments, reports relating to individual pupils and groups of pupils except in instances where to do so might be regarded as compromising a teacher’s own position. 4 Staff Development/Professional Development 4.1 Participating, if required, in any staff development and performance review 4.2 a) Reviewing from time to time his/her methods of teaching / supporting educational settings and programmes of work b) Participating in arrangements for his / her further training and professional development as a teacher. 4.3 Advising and co-operating with the Area manager / LIT manager/ and LIT staff on the preparation and development of programmes of support, teaching materials, teaching programmes, methods of teaching, assessment and pastoral arrangements. 4.4 Participate in duties which may be required from time to time by the LIT manager, Area manager or senior management within the Local Impact Teams. 5 Discipline/Health and Safety 5.1 Maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere. 5.2 Participating in meetings which relate to the Local Impact Teams or the administration and organisation of the pupil / setting support, including pastoral arrangements. 6 Public Examinations Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments; and participating in arrangements for pupils’ presentation for and supervision/invigilation during such examination. 7 Review and Development of Management Activities/Administration 7.1 Taking such part as may be required of him/her in the review, development and management of activities relating to the programme of offer, training programme, organisation and pastoral functions of the Local Impact Team. 7.2 a) Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of Classroom Assistants, SBEW Intervention officers / Behaviour Support Assistants providing support for the educational setting and Local Impact Teams and the ordering and allocation of resources. b) Subject to the provisions of Article 22 of the Order, attending meetings; c) Registering the attendance of pupils during periods of support and supervising pupils, whether these duties are to be performed before, during or after school sessions. d) Use the C2K and SIMS System for the recording of attendance and information as per service need. 8 Number of days/Hours of work 8.1 a) A full-time teacher, other than a teacher employed in a residential establishment, shall be available for work on 195 days in any year of which not more than 190 days should involve teaching children in a classroom situation. Part time staff days will reflect job requirements and agreement. b) A teacher shall be available to perform such duties at such times and such places as may reasonably be specified by the Area Manager / LIT manager/ or Senior Management within the Local Impact Teams, or where he/she is employed to work as a teacher, for 1,265 hours in any year exclusive of time spent off school premises in preparing and marking lessons and time spent travelling to and from the place of work; c) A teacher may not be required to teach as distinct from supervising children in a classroom situation for more than 25 hours in any week in a primary or special school and 23.5 hours in any week in a secondary school; 9 Staff Cover 9.1 Supervising and teaching any pupils whose teacher is not available provided that: a) In schools/provisions with an average daily enrolment greater than 222 pupils a teacher other than a supply teacher shall not be required to provide such cover after the second day on which a teacher is absent or otherwise not available or from the first day if the fact that the teacher would be absent or otherwise not available for a period exceeding 2 days was known to and agreed by the employing authority in advance; b) In schools/provisions with an average daily enrolment of 222 pupils or less a teacher other than a supply teacher shall not be required to provide such cover after the first day on which a teacher is absent or otherwise not available for more than 1 day was known to and agreed by the employing authority in advance; c) In schools/provisions with a complement of 1, 2 or 3 teachers and in nursery units in primary schools, a teacher other than a supply teacher shall, notwithstanding heads (a) and (b), not be required to provide such cover. Terms and Conditions Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987 shall apply to teachers employed in grant-aided schools/provisions, peripatetic teachers and supply teachers. Further information is available on the DE website. www.education-ni.gov.uk/publications/teachers-salaries-and-conditions-service Fixed-term posts Please note that the post availability indicates how long a post will be vacant at the time of going to press and does not necessarily indicate the commencement date of any contract. Fixed Term contracts may be subject to extension or may be reduced for any valid reason unless otherwise indicated. Certain circumstances may arise where the successful candidate will not be employed for the full period of availability eg. Due to incomplete pre-employment checks at the commencing availability date. The successful applicant must have a valid driving licence and the use of a car or other suitable form of transport as and when necessary to facilitate the requirements of the job in a reasonable and effective manner. A mileage allowance will be paid for approved necessary travelling. 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/ Professional Membership Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Shortlisting by Application Form Experience Have at least 3 years’ experience in the last 8 years of teaching pupils with SBEW needs within a mainstream, special educational or EOTAS setting. Shortlisting by Application Form Skills / Abilities Demonstrate the ability to design, implement and evaluate programmes of support for pupils with SBEW and / or special educational needs. Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form Other Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check 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 Demonstrate the knowledge required to support the learning and wellbeing of pupils identified as having social, behavioural, emotional or wellbeing needs. Demonstrate knowledge of the Local Impact Teams’ Graduated Response Framework. Interview / Presentation Experience Demonstrate experience of working in a multi-disciplinary capacity to support young people identified with SBEW. Interview Skills / Abilities Demonstrate an understanding of procedures relating to the code of practice for SEND and child protection within an educational setting. Demonstrate the ability to support / guide the practice of other educational professionals. Interview Values Orientation Demonstrate a recognition of the nurture ethos practised within the Local Impact Team Model and EA’s core values. 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 Possess a post graduate degree relevant to supporting young people with SBEW or SEN or in the field of psychology. Have experience, in a paid capacity of supporting and providing advice and guidance to schools Have experience, in a paid capacity, of delivering training and pupil support programmes in schools or other relevant area. Shortlisting by Application Form Our Values Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential. 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 on www.nidirect.gov.uk/campaigns/accessni-criminal-record-checks or www.justice-ni.gov.uk/articles/about-accessni 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 teacher will deliver SBEW support programs and provide guidance and training in schools. They will also monitor and assess pupil progress to ensure optimal outcomes.