Title Education Support Staff Framework
Author Victoria Queree
Document Type Framework
Effective Date 1st September 2025
Version 1.3
Please see full Policy Control Sheet on the back page of this document.
This policy supersedes all previous policy, circulars and agreements connected with Teaching Assistants in the Government of Jersey.
This document defines high standards which are applicable to all Education Support roles in a self-improving school1 system. The main purpose of these standards is to raise the status and professionalism of staff and to position their role within a community of professionals, including teachers and school leaders, all working together to improve outcomes for pupils.
The aim of this document is to establish a set of standards for Education Support Staff that:
• are clear and easy to understand and use
1 For the purpose of this document, the term “school” refers to all education provisions and settings within the Department of Education.
• steer the professional development of learning support staff at all levels
• inspire confidence in Education Support Staff and ensure that schools use their skills and expertise.
• focus primarily on the key elements of their professional relationships to ensure that all pupils attain the highest possible standards
The role of Education Support Staff
The primary role of Education Support Staff should be to work with teachers to raise the learning and attainment of pupils, promote their independence, selfesteem and social inclusion. Education Support Staff provide support to pupils so that theycanaccessthe curriculum, participate inlearning and experience a sense of achievement.
Education Support Staff are an integral part of the school workforce representing a substantial investment of school funding. Effective deployment of learning support staff is crucial in making a difference to pupil achievement (see further information). Education Support Staff should act with honesty and integrity to uphold comparable standards to other education professionals, in order to make the education and welfare of pupils their first concern. By demonstrating values and behaviours consistent with their professional role, Education Support Staff work with other education professionals within a common framework of expectations.
The role of school leaders
School leadersshould value and hold Education Support Staff in the same esteem as fellow educational professionals. These standards provide school leaders with a tool to ensure consistency for Education Support Staff, so their skills and expertise in raising pupil wellbeing, achievement and attainment are recognised and developed.
School leaders should ensure that Education Support Staff have the right knowledge and skills to provide effective teacher and pupil support. Education Support Staff should receive appropriate and timely training and professional development, and support to reflect on their own practice in order to identify their training needs. Education Support Staff should have an appropriate career development pathway and access to training and when possible, within the working day.
Effective deployment of Education Support Staff is the key to their success in supporting wellbeing, teaching and learning. Meeting these standards depends on school leaders being able to provide a climate that supports forms of collaborative working that do not burden teachers or Education Support Staff; and recognising that some Education Support Staff manage other staff and require the time to do this effectively.
The four themes
The professional standards for Education Support Staff are set out in four themes.
• personal and professional conduct
• knowledge and understanding
• teaching and learning
• working with others
Within each theme there are several standards expected of Education Support Staff.
In order for Education Support Staff to provide effective support to teachers and pupils, they need to be clear about their role and responsibilities and how these fit within the wider structure of the school. In the same way as teachers, Education Support Staff operate in a position of trust and are seen by pupils as role models. They should be able to maintain proper boundaries with pupils and their behaviours should reflect this responsible position.
Education Support Staff should have sufficient knowledge and skills to help teachers support pupils in achieving their maximum potential. School leaders are
best placed to make judgements about the type and level of knowledge and skills that individual Education Support Staff, as this will vary according to job role. This could include: subject knowledge, specialist skills and knowledge to support pupils with special educational needs or disabilities, knowledge of the curriculum, planning activities and evaluation, and behaviour management strategies.
An important role of Education Support Staff is to support the teacher / department in ensuring the best possible outcomes for all pupils. Working with others
Education Support Staff workwithother professionals, parents, carers and outside agencies as well as with pupils themselves.
Education Support Staff should uphold public trust in the education profession by:
Having proper and professional regard for the ethos, policies and practices of the school / department / setting in which they work as professional members of staff.
Demonstrating positive attitudes, values and behaviours to develop and sustain effective relationships within the school community.
Having regard for the need to safeguard pupils’ wellbeing by following relevant statutory guidance along with school policies and practice, in line with Keeping Children Safe in Education (KCSIE).
Upholding values consistent with those required from teachers by respecting individual differences and cultural diversity.
Committing to improve their own practice through self-evaluation, training and awareness.
Education Support Staff are expected to:
1. Acquire the appropriate skills, qualifications, and/or experience required for
the Education Support Staff role, with support from the department
2. Demonstrate expertise and skills in understanding the needs of all pupils (including specialist expertise as appropriate) and know how to adapt and deliver support to meet individual needs.
3. Share responsibility for ensuring that their own knowledge and understanding is relevant and up to date by reflecting on their own practice, liaising with school leaders / managers and accessing relevant professional development to improve personal effectiveness.
4. Demonstrate a level ofsubjectandcurriculum knowledge relevant to their role and apply this effectively in supporting teachers and pupils.
5. Understand their roles and responsibilities within the classroom and whole school context recognising that these may extend beyond a direct support role.
Where relevant, Education Support Staff are expected to:
1. Demonstrate an informed and efficient approach to teaching and learning by adopting relevant strategies to support the work of the teacher and increase achievement of all pupils including, where appropriate, those with special educational needs and disabilities (SEND).
2. Promote, support and facilitate inclusion by encouraging participation of all pupils in learning and extracurricular activities.
3. Use effective behaviour management strategies consistently in line with the school’s policy and procedures.
4. Contribute to effective assessment and planning by supporting the monitoring, recording and reporting of pupil progress as appropriate to the level of the role.
5. Communicate effectively and sensitively with pupils to adapt to their needs and support their learning.
6. Maintain a stimulating and safe learning environment by organising and managing physical teaching spaces and resources.
Education Support Staff are expected to:
1. Recognise and respect the role and contribution of other professionals, parents and carers by liaising effectively and working in partnership with them.
2. When required, keep other professionals accurately informed of progress or concerns they may have about the pupils they work with.
3. Understand their responsibility to share knowledge to inform planning and decision making.
4. Understand their role in order to be able to work collaboratively with classroom teachers and other colleagues, including specialist advisory teams.
5. Share their knowledge and understanding of pupils to other school staff and when required, education, health and social care professionals, so that informed decision making can take place on intervention and provision.
Which roles are included in
A number of different job titles are used for staff supporting teaching and learning. For the purpose of this document “Education Support Staff” comprises of those staff in the following job families:
• Early Years
• Teaching & Learning
• Pupil Support & Welfare
• Specialist & Technical
• While most Education Support Staff are employed by schools, some are employed centrally and work across a range of schools and settings.
Who are the standards for?
The standards are a tool for Education Support Staff and for teachers and members of a school leadership team responsible for managing their work. They are also intended to help employers when recruiting support staff and defining the job roles of Education Support Staff. They are core standards for all Education Support Staff.
What are the standards for?
These core standards are intended to raise the status and professionalism of Education Support Staff. They define characteristics that all Education Support Staff can demonstrate regardless of their working context.
The standards are designed to ensure that the skills and experience demonstrated by Education Support Staff help to support high-quality teaching, learning and social inclusion.
The standards have been written to reflect the wide range and diversity of schools and the responsibilities of Education Support Staff working with pupils and teachers in a variety of contexts.
The standards provide clear and concise expectations for all Education Support Staff, working at all levels, and a framework to strengthen their status as education professionals.
What are the standards not for?
Whilst the standards may be used in support of any recruitment exercise, they should not be used as a checklist. The standards do not replace job descriptions but should be used alongside the role profiles found at the end of this document. The standards are generic and broad based – they do not specify requirements for staff recruited to specialist roles.
The standards should be considered as a whole, although some standards may be more important in some contexts, the professionalism and contribution of Education Support Staff needs to be recognised in its entirety rather than under specific themes. The weight given to each element will vary from school to school and will depend on the individual job role and responsibilities.
Who can use the standards
• Education Support Staff, to shape their own practice and professional development, within and beyond the school.
Self-evaluation in a supportive context is key to the development of all education professionals. Thesestandardscanbe used byEducation SupportStaff asa focus for reflection on their own practice.
• Education Support Staff can use the standards to have constructive conversations with headteachers, teachers and others about areas where support is needed for professional development. Education Support Staff should feel empowered to seek such support. School leaders and the department are expected to provide such training and support as may be necessary for the support staff in their roles
• Teachers or line managers, to inform the appraisal of Education Support Staff. There is no mandatory requirement to use the standards for this purpose, but they
provide a useful framework for appraisal discussions. These standards should not be used as prescribed objectives. Objectives must be relevant to the context of the individual school / setting / department and Education Support Staff
• To support the recruitment and appointment of Education Support Staff.
It is important to focus on the context of individual schools / provisions / departments Education Support Staff will have different levels of responsibility and so require different skills and experience.
• Schools to evaluate their induction arrangements and provision of continuous professional development (CPD) for Education Support Staff
The standards should inform processes for identifying training and development needs. Schools / settings / departments need to have CPD strategies in place, which effectively address the needs of the whole workforce and should use their own budgets to fund this.
Department
Section
Reports to
Grade
Job Number
Children, Young People, Education and Skills
Education
Class Teacher / EYFS Lead / Team Manager
ESSF04
ESSF1000
To work with teachers as part of a professional team to support teaching and learning for all children.
Assist in the delivery of targeted support or specialised support to both the Teacher and children in all aspects of the curriculum, age range or additional needs.
1. Support learning activities under the professional direction and supervision of qualified staff, which enhance children’s social and educational learning and development.
2. Work with individuals or small groups of children in the classroom under the direct supervision and provide feedback to the teacher.
3. Support children with social and emotional well-being, reporting concerns to the teacher as appropriate, in line with behaviour & safeguarding policies and procedures.
De-escalate difficult and challenging issues.
4. Assist other staff with the assessment procedures to ensure children’s progress is satisfactory. Contribute to children’s learningdocumentation.
5. Build and maintain positive relationships with parents / carers.
6. After relevant training, attend to children's personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting concerns to the teacher as appropriate. Physically assist children in activities, where mobility is an issue.
7. After relevant training, adhere to all intimate care plans,safer handling plans, lifting and handling procedures and equipment instructions.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
9. Supervise children out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met.
Training marked (*) is a statutory requirement for any member of staff who is employed in a school nursery or Reception class under the terms of The Day Care of Children (Jersey) Law 2002 and The Education (Jersey) Law 1999.
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Commitment to undertakeNVQ/ CACHE level 2 or equivalent in Early Years childcare*
Numeracy and literacy skills equivalent to Level 2 or commitment to complete.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Commitment to undertake:
Safeguarding annualCPD update*
Requires knowledgeof proceduresfor supporting learningand
Awarenessof confidentiality anddata protection principles.
Awarenessof relevant policies,codes ofpracticeand awarenessof relevant
1 If within contracted hours
playactivities, including adapting activitiestosuit theneedsof childreninearly years*
6hrs.CEYS Safeguarding trainingcourse oragreed equivalent –Safeguardingin Education online*
JCFLevel1: Introductionto Jersey's ChildrenFirst (OnlineLearning Course)*
JCFLevel2: Jersey's ChildrenFirst Essentials (OnlineLearning Course)*
FoodSafetyand HygieneLevel2 ifhandlingfood (updatedevery 3years)*
PaediatricFirst Aid(updated every3years)*
Awarenessof confidentiality anddata protection principles.
legislation. Knowledgeofa rangeof learningand playactivities.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
Respondtothe children's individual needs,and implement relatedpersonal programmes, includingsocial, health,physical andwelfare matters.
Careforsick, distressedand injuredchildren inlinewith agreedpolcies andprocedures.
Resilienceanda willingnessto learnand developtheir practice includingselfstudy.
Commitmentto improvingthe livedexperience ofchildrenand theirfamilies.A needtoshow compassion,be focused,helpful andreflective.
Abilitytokeep calmin sometimesvery difficult circumstances andtheabilityto intervenewhen necessary.
Provenabilityto
Useof Technologyto supportjobrole (e.g.Outlook, Word,Excel, TEAMS).
Basic knowledgeof healthand safety.
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
communicate effectively.
Experienceof workingwithor caringfor childrenof relevantage.
Department
Section
Reports to
Children, Young People, Education and Skills
Education
Class Teacher / EYFS Lead / Team Manager
Grade ESSF05
Job Number
Job Purpose
ESSF1001
To work collaboratively with teachers as part of a professional team to support teaching and learning for all children.
Deliver targeted support or specialised support to both the Teacher and children in all aspects of the curriculum, age range or additional needs.
Adds value to adaptive teaching and learning opportunities planned and directed by the teacher which supports the development of independent learning skills associated with improved learning outcomes.
1. Deliver learning activities under the professional direction and supervision of qualified staff, which enhance children’s social, educational learning and development.
2. Implement planned learning activities/teaching programmes as agreed with the teacher, adjusting learning according to children's needs as appropriate or adapt to suit a small group.
3. Support children with social and emotional well-being, reporting concerns to the teacher as appropriate, in line with behaviour & safeguarding policies and procedures. Support children's transition and induction, which may include visits to homes and other settings1
De-escalate difficult and challenging issues.
4. Contribute to the observation, assessment and planning procedures. Contribute to children’s learning documentation.
5. Build and maintain positive relationships with parents / carers and other professionals.
1 After the completion of a risk assessment and in compliance with policies and procedures
6. Attend to children's personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting concerns to the teacher as appropriate. Physically assist children in activities, where mobility is an issue.
7. After relevant training, adhere to all intimate care plans, safer handling plans, lifting and handling procedures and equipment instructions.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
9. Supervise children out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met.
Specific to the role
Training marked (*) is a statutory requirement for any member of staff who is employed in a school nursery or Reception class under the terms of The Day Care of Children (Jersey) Law 2002 and The Education (Jersey) Law 1999.
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
NVQ / CACHE level 2 or equivalent in Early Years childcare and Education (or equivalent) which must have evidence of assessed practice*
Numeracy and literacy skills equivalent to Level2
Knowledge
1 If within contracted hours
Safeguarding annual CPD Working knowledge of
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
update*
Requires knowledge of procedures for supporting learning and play activities, including adapting activities to suit the needs of childreninearly years*
6 hrs. CEYS Safeguarding training course or agreed equivalent –Safeguardingin Education online*
JCF Level 1: Introduction to Jersey's Children First (Online Learning Course)*
JCF Level 2: Jersey's Children First Essentials (Online Learning Course)*
Food Safety and Hygiene Level 2 if handling food (updated every 3years)*
curriculum and other relevant learning programmes / strategies. Working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Paediatric First Aid (updated every3years)*
Awareness of confidentiality and data protection principles.
Ability to attend tothechildren's personal needs, and implement related personal programmes, includingsocial, health, physical, hygiene and welfare matters.
Care for sick, distressed and injured children in line with agreed policies and procedures.
Resilience and a willingness to learn and develop their practice including selfstudy.
Ability to demonstrate own work to others.
Use of
Relevant training in MAYBO for children who may require assistance learning when in a state of anxiety.
Training in the relevant Inclusion strategiesanda commitment to further training relevant to this role.
Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
Commitment to improving the lived experience of children and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
The understanding of the range of specialised support services, agencies, providers and knowledge of their effective use.
Experience of working with or caring for children. 2 years’ experience working with or caring for children.
Department Children, Young People, Education and Skills Section Education
Reports to Class Teacher / EYFS Lead Grade ESSF06
Job Number
Job Purpose
ESSF1002
To work as part of a professional team to support teaching and learning for all children.
Provide targeted or specialised support to children in all areas of the EYFS curriculum, whilst building relationships with children and their families. Under mutual agreement, this may include working with them within their homes1 .
May act as Team leader for a small group / team and so would be responsible for supporting and advising less experienced staff.
Occasionally supervise whole classes during short term absence of a teacher. The primary focus will be to maintain classroom organisation and to ensure that learning continues.
1. Takes responsibility and engages in the delivery of play, care and learning activities.
2. Manage and evaluate targeted learning with the teacher, monitoring and recording children's learning documentation as required.
3. Support children with social and emotional well-being, reporting concerns to the teacher as appropriate, in line with behaviour & safeguarding policies and procedures. Contribute to the planning and support children's transition and induction, which may include visits to homes and other settings.
De-escalate difficult / challenging issues and adapt support as necessary.
4. Assist in the development and maintenance of appropriate observation, assessment and planning, procedures, which may involve working with other agencies. Contribute to the children’s learning documentation and
1
report on progress (i.e. setting learning goals).
5. Maintain relationships with parents / carers and other professionals, e.g. speech therapists. May attend meetings with parents / carers, professionals and MDT.
6. Attend to children's personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting concerns to the teacher as appropriate. Physically assist children in activities, where mobility is an issue. After relevant training and/or guidance, support the administering of prescribed medication, in line with policies and procedures
7. After relevant training, follow all intimate care plans and safer handling plans and any lifting and handling procedures and equipment instructions.
May attend relevant reviews and other meetings when appropriate following discussion with their line manager.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. Supervise children out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met.
Trainingmarked(*)isastatutoryrequirementforanymemberofstaffwhoisemployedinaschool nurseryorReceptionclassunderthetermsofTheDayCareofChildren(Jersey)Law2002and TheEducation(Jersey)Law1999
ATTRIBUTES ESSENTIAL DESIRABLE
Qualifications Working towards or a Evidence of qualifications in
1 If within contracted hours
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
commitment to obtain NVQ / CACHE level 3 or equivalent in Early Years Childcare and Education (or equivalent) which must have evidence of assessed practice* Numeracy and literacy skills equivalent to Level2 a relevant specialist interest.
Safeguarding annual CPD update*
Requires knowledge of policy and procedures for supporting the provision of play care and learning. Knowledge and skillsequivalent national qualifications at level3*
6 hrs CEYS
Safeguarding training course or agreed equivalent –Safeguardingin Education online*
JCF Level 1: Introduction to
Knowledge of relevant individual children'sperso nal handling plans.
Mental Health First Aider training.
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Jersey's Children First (Online Learning Course)*
JCF Level 2: Jersey's Children First Essentials (Online Learning Course)* Food Safety and Hygiene Level 2 if handling food (updated every 3years)*
Paediatric First Aid (updated every3years)*
Working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Ability to attend tothechildren's personal needs, and implement related personal programmes, includingsocial, health, physical, hygiene and welfare
Relevant training in MAYBO for children who may require assistance learning when in a state of anxiety.
Training in the relevant Inclusion
matters.
Care for sick, distressed and injured pupils, carryingoutthe necessary follow-upaction in line with the agreed policies and procedures.
strategiesanda commitment to further training relevant to this role.
MIDI Mini bus drivinglicense.
Resilience and a willingness to learn and develop their practice including selfstudy.
Ability to demonstrate own work to others.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Competent in delivering the EYFS curriculum and associated educated programmes, which may includerelevant strategies to meet children's needs (e.g.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
Makaton,visual timetables) and a commitment to further training relevant to the role.
Commitment to improving the lived experience of children and theirfamilies. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with all stakeholders.
Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for children who require support
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskillothers.
to progress theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
Experience of working with or caring for young children for a minimum of2 –3years.
Department Children, Young People, Education and Skills Section Education Reports to Class Teacher / EYFS Lead Grade ESSF07
Job Number
ESSF1003
Is Team Leader and Line Manager of a small group of TAs, assisting with recruitment, selection, performance review & appraisal, training etc.
To work with EYFS Lead to create, organise and support teaching and learning activities for all children, including those with SEND.
The primary focus is to collaborate with teachers in creating, planning and delivering all areas of the EYFS curriculum.
Occasionally supervise whole classes during short term absence of teachers. The primary focus will be to maintain classroom organisation and to ensure that learning continues.
1. Plan, prepare and deliver adaptative teaching and learning to individuals, small groups and/or classes modifying and adapting interactions as necessary under the direction and supervision of Teacher / EYFS Lead / School Leader.
Take on responsibilities as identified by Senior Leadership Team (SLT)
2. Plan, implement and evaluate teaching and learning which enhance children's development and adapt plans as appropriate within agreed systems of supervision.
3. Support children with social and emotional well-being, ensuring that concerns are logged and escalated to the correct agency / Safeguarding Lead. Plan for and oversee children's transition and induction, which may include visits to homes and other settings and linking in with other agencies1
1 After the completion of a risk assessment and in compliance with policies and procedures
Review and monitor children's conduct and behaviour throughout their learning process and intervene to resolve complex, difficult or very challenging issues.
4. Assist in the development and maintenance of appropriate observation, assessment and planning, procedures, which may involve working with other agencies.
Contribute to children’s learning documentation and report on development, progress and attainment of children.
Preparation for school review and action any recommendations.
5. Establish and maintain relationships with parents / carers and other professionals, e.g. speech therapists.
Attend meetings with parents / carers, professionals and MDT to contribute to the planning and evaluation of provision.
6. Attend to children's personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting concerns to the teacher as appropriate. Physically assist children in activities, where mobility is an issue After relevant training and/or guidance, support the administering of prescribed medication, in line with policies and procedures
7. After relevant training, follow and contribute to intimate care plans and safer handling plans and any lifting and handling procedures and equipment instructions.
May attend relevant reviews and other meetings when appropriate following discussion with their line manager.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. Co-ordinate the supervision of children out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring 1 If within contracted hours
that all needs are met.
Specific to the role
Training marked (*) is a statutory requirement for any member of staff who is employed in a school nursery or Reception class under the terms of The Day Care of Children (Jersey) Law 2002 and The Education (Jersey) Law 1999.
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
NVQ / CACHE level 3 or equivalent accredited qualification in Early Years Childcare and Education (or equivalent) which must have evidence of assessed practice*
Numeracy and literacy skills equivalent to Level2
Management/T eam Leading Qualification at Level 2 (e.g CMI Team Leading)*
Mental Health First Aider training.
Evidence of qualifications in a relevant specialist interest. Evidence of qualifications / training in the field of HR / Management.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Safeguarding annual CPD update*
Requires knowledge of policy and
Level 2 Safeguarding.
Mental Health First Aider training.
procedures for supporting the provision of play care and learning. Knowledge and skillsequivalent national qualifications at level3*
6 hrs CEYS
Safeguarding training course or agreed equivalentSafeguardingin Education online*
JCF Role and Responsibilities of the Lead Worker (6 hoursinperson training)*
Food Safety and Hygiene Level 2 if handling food (updated every 3years)*
Paediatric First Aid (updated every3years)*
Fire awareness (updated every 3 years, or when building changes)*
Full working knowledge of relevant
Specific Intervention Keyworker Training. Proven leadership in relevant SEN strategies and of managing / leading highperformance teams.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
policies, codes of practice and awareness of relevant legislation.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Knowledge of relevant individual children's personal handlingplans.
Ability to attend tothechildren's personal needs, and implement related personal programmes, includingsocial, health, physical, hygiene and welfare matters.
Care for sick, distressed and injured pupils, carryingoutthe necessary follow-upaction in line with the agreed policies and procedures.
Resilience and a willingness to learn and develop their practice including selfstudy.
Ability to upskill and train team membersinthe specialist area and in the use of specialist programmes / equipment.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Competent in delivering and contributing towards the EYFS curriculum and associated educated programmes, which may includerelevant strategies to meet children's needs (e.g. Makaton,visual timetables) and a commitment to further training relevant to the role.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
Training in the relevant Inclusion strategiesanda commitment to further training relevant to this role.
A commitment to undertake training in MAYBO for children who may require assistance learning when in a state of anxiety.
Ability to manage strategies which improve the lived experience of children and theirfamilies. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrainothers.
Ability to debrief and support others following an incident.
Ability to upskill and train team membersinthe specialist area and in the use of specialist programmes /
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
allstakeholders and train others.
Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for children who require support to progress theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities.
Ability to overseeateam with knowledge of how to oversee HR issues and policies / procedures
equipment.
Support the professional development needs of the team.
Experience of working with or caring for children of relevantagefor aminimumof3 - 5years.
Experience of working in a school / care
Experience of leading small groups and advising on specialised area of knowledge.
environment supporting individuals with complexneeds.
Experience in line managementof staff.
Department
Children, Young People, Education and Skills
Section Education
Reports to
Grade
Job Number
Job Purpose
Class Teacher / Team Manager / SENCO
ESSF04
ESSF1004
To support teachers to plan and support teaching and learning, providing targeted support to the teacher in an aspect of the curriculum, age ranges or additional needs.
1. Support learning by arranging lessons/activities under the direction of the school leader and undertake at least one of the following:
a) Provide either 1:1 or small group1 support to identified pupils;
b) Provide support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy, Forrest Schools, National Curriculum subject).
c) Support pupils not working to the normal timetable.
d) Support programmes of support to pupils who are experiencing social, emotional and mental health needs, either on a 1:1 basis or in small groups.
e) Assist in the organisation of groups, whether within the curriculum, extra-curricular or during holiday time
2. Work with individuals or small groups of pupils in the classroom under the direct supervision of teaching staff and provide feedback to the teacher.
3. De-escalate difficult and challenging issues.
4. Assist other staff with the assessment procedures to ensure pupil's progress is satisfactory. Contribute to pupil's learning documentation.
1 No more than 6 pupils for break out interventions.
5. Build and maintain positive relationships with parents / carers.
6. After relevant training, attend to pupils’ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting concerns to the teacher as appropriate. Physically assist pupils in activities, where mobility is an issue.
7.
8.
9.
After relevant training, follow all intimate care plans and safer handling plans and any lifting and handling procedures and equipment instructions.
Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Supervise pupils out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met.
Specific to the role
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationand professionalqualificationsand/orspecific occupationaltrainingrequired.
Knowledge
Commitment to undertake NVQ / CACHE level 2 or equivalent accredited qualification in Teaching and Learning
Numeracy and literacy skills equivalenttoLevel2 or commitment to complete
Commitment to undertake Level 1
Awareness of confidentiality and
Thisrelatestothelevelandbreadthof practicalknowledge required todothejob (e.g.theunderstandingofadefinedsystem, practice,methodorprocedure).
Safeguarding training.
data protection principles
Awareness of relevant policies, codesofpracticeand awareness of relevantlegislation. FirstAidandEPIpen training.
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob, e.g.languagefluency,vehiclelicenseetc.
General Skills/Attributes
Thisrelatestomoregeneralcharacteristics requiredtodothejobeffectively,e.g. effectivewrittencommunicationskills,ability todelegate,motivationorcommitmentetc.
Ability to be able to respondtothepupils’ individualneeds,and implement related personal programmes, including social, health, physical and welfarematters.
Care for sick, distressed and injured pupils in line with agreed polcies andprocedures.
Resilience and a willingness to learn and develop their practice including self-study.
Commitment to improving the lived experience of pupils and their families.A need to show compassion, be focused, helpful and reflective.
Ability to keep calm in sometimes very difficult circumstances and
UseofTechnologyto supportjobrole(e.g. Outlook, Word, Excel,TEAMS).
Manual Handling Training
Basic knowledge of healthandsafety.
the ability to intervene when necessary.
Effective written communication.
Thisistheprovenrecordofexperienceand achievementinafield,professionor specialismorcouldincludeaminimum periodofexperienceinadefinedareaof workifrequiredbyanexternalbody(for exampleaperiodofpost-qualification experience).
Experience in providing care to individualswithinthe care sector or workingwithchildren and / or young people.
Department
Section
Reports to
Grade
Job Number
Children, Young People, Education and Skills
To work with teachers as part of a professional team to support teaching and learning for all pupils. Providing learning support to pupils who need particular help to overcome barriers to learning, such as those with moderate, severe, profound and multiple learning difficulties and/or behavioural, social, communication, sensory or physical disabilities. Adds value to adaptive teaching and learning opportunities planned and directed by the teacher which supports the development of independent learning skills associated with improved learning outcomes.
1. Deliver lessons/learning activities under the direction of the school leader and undertake at least one of the following:
a) Provide either 1:1 or small group1 support to identified pupils;
b) Provide support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy,National Curriculum subject).
c) Support pupils not working to the normal timetable.
d) Plan and deliver programmes of support to pupils who are experiencing social, emotional and mental health needs, either on a 1:1 basis or in small groups.
e) Assist in the organisation of groups, whether within the curriculum, extra-curricular or during holiday time
2. Implement planned learning activities/teaching programmes as agreed with the teacher.
Adjusting activities according to pupil's responses and/or adapt to suit a small group.
3. De-escalate difficult and challenging issues.
4. Contribute to the feedback provided to pupils in relation to attainment and progress under the guidance of a teacher.
5. Build and maintain positive relationships with parents / carers and other professionals.
6. After relevant training, attend to pupils’ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting concerns to the teacher as appropriate. Physically assist pupils in activities, where mobility is an issue
7. After relevant training, follow all intimate care and safer handling plans and any lifting and handling procedures and equipment instructions.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
9. Supervise pupils out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met.
10. Support pupil's transition and induction, which may include visits to homes and other settings2
Specific to the role
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationand professionalqualificationsand/orspecific occupationaltrainingrequired.
NVQ / CACHE level 2 or equivalent accredited qualification in Teaching and Learning
1 If within contracted hours
2 After the completion of a risk assessment and in compliance with policies and procedures
Knowledge
Thisrelatestothelevelandbreadthof practicalknowledge required todothejob (e.g.theunderstandingofadefinedsystem, practice,methodorprocedure).
Numeracy and literacy skills equivalenttoLevel2.
Level1Safeguarding Training. Awareness of confidentiality and data protection principles.
Commitment to complete undertake FirstAidandEPIpen training,ifrequired.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Knowledge of relevant policies, codesofpracticeand awareness of relevantlegislation.
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob, e.g.languagefluency,vehiclelicenseetc.
Ability to attend to the pupils’ individual needs, and implement related personal programmes, including social, health, physical and welfarematters. Careforsick, distressedand injuredpupilsinline withpoliciesand procedures.
Resilienceanda willingnesstolearn anddeveloptheir practiceincluding self-study.
Abilityto demonstrateown
Relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety.
Training in the relevant SEND/SEMH strategies and a commitment to further training relevanttothisrole.
Thisrelatestomoregeneralcharacteristics requiredtodothejobeffectively,e.g. effectivewrittencommunicationskills,ability todelegate,motivationorcommitmentetc.
worktoothers.
UseofTechnology tosupportjobrole (e.g.Outlook,Word, Excel,TEAMS).
Acommitmentto undertakeManual HandlingTraining
Commitment to improving the lived experience of pupils and their families. A need to show compassion, be focused, helpful and reflective.
Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.
Effective written communication.
Thisistheprovenrecordofexperienceand achievementinafield,professionor specialismorcouldincludeaminimum periodofexperienceinadefinedareaof workifrequiredbyanexternalbody(for exampleaperiodofpost-qualification experience).
Theunderstandingof the range of specialised support services, agencies, providers and knowledge of their effectiveuse.
2 years’ experience in providing care to individualswithinthe care sector or workingwithchildren and / or young people.
Department
Children, Young People, Education and Skills Section Education
Reports to Class Teacher / Team Manager / Provision Leader/ SEMH Team Leader / SENCO Grade
Job Number
Job Purpose
ESSF06
ESSF1006
To work collaboratively with teachers and provide specialised advice and / or support as part of a professional team to provide targeted assistance to all areas of the curriculum, supporting those pupils who need particular help in overcoming barriers to learning.
Provide targeted support or specialised support to pupils in all aspects of the curriculum, whilst building relationships with these pupils and their families. Under mutual agreement, this may include working with them within their homes1 .
The postholder will be required to manage planned intervention group with pupils. Adds value by supporting adaptive teaching and learning opportunities planned and directed by the teacher which supports the development of independent learning skills associated with improved learning outcomes.
May act as Team leader for a small group / team and so would be responsible for supporting and advising less experienced staff.
Occasionally supervise whole classesduring unforeseen, short term absence of a teacher. The primary focus during such absences is to maintain classroom organisation and to ensure that learning continues.
1. Oversee learning by providing specialist resources for lessons/activities, which may include the transition plan and undertake at least one the following:
a) Provide either 1:1 or small group2 support to identified pupils;
b) Provide support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy, Forrest Schools, National Curriculum subject).
c) Support pupils not working to the normal timetable, including offsite.
1 After the completion of a risk assessment and in compliance with policies and procedures
2 No more than 6 pupils for break out interventions.
d) Work with parents to develop strong relationships between home & school including home visits prior to term commencement.
e) Supervise the work and development of other classroom support staff.
f) Follow individual therapy / care plans which may include lifting, handling procedures and equipment instructions
g) Plan and deliver programmes of support to pupils who are experiencing social, emotional and mental health needs, either on a 1:1 basis or in small groups.
h) Assist in the management and organisation of groups, whether within the curriculum, extra-curricular or during holiday time
2. Under the direction of a Teacher, manage and evaluate targeted learning activities and when required, write reports and records.
3. De-escalate difficult / challenging issues and adapt support as necessary.
4. Assist in the development and maintenance of appropriate observation, assessment, planning, procedures, which may involve working with other agencies.
Contribute to recording of development, progress and attainment of pupils.
5. Maintain relationships with parents / carers and other professionals, e.g. speech therapists. Attend meetings with parents / carers, professionals and external agencies when necessary.
6. After relevant training attend to pupils’ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting concerns to the teacher as appropriate. Physically assist pupils in activities, where mobility is an issue After relevant training and/or guidance, support the administering of prescribed medication, in line with policies and procedures.
7. After relevant training, follow all intimate care and safer handling plans and any lifting and handling procedures and equipment instructions.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. Supervise pupils out of lesson times, including before and after school1 , at lunchtimes and on school trips - ensuring that all needs are met.
10. Contribute to the planning and support children's transition and induction, which may include visits to homes and other settings.
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
NVQ/CACHE level2or equivalent accredited qualificationin Teachingand Learningand eitherworking towardsora commitmentto obtainingNVQ /CACHElevel 3orequivalent accredited qualificationin Teachingand Learning.
Numeracyand literacyskills equivalentto Level2
A commitment to undertake specialist accreditation in a Specialist area of need, this may
Evidenceof qualificationsin arelevant specialist interest.
1 If within contracted hours
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
include BSL, Braille, Level 3 SALTorAutism qualification (in accordance in evidencebased practice at the time of appointment).
Level1 Safeguarding Training. Awarenessof confidentiality anddata protection principles.
Fullworking knowledgeof relevant policies,codes ofpracticeand awarenessof relevant legislation.
Working knowledgeof curriculumand otherrelevant learning programmes/ strategies.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Commitment to complete undertake First AidandEPIpen training, if required.
Level2 Safeguarding Training.
Knowledgeof relevant individual learningand personal handlingplans.
MentalHealth FirstAider training. Specific Intervention Keyworker Training.
Abilitytoattend tothepupils’ personal needs,and implement related personal programmes, including Relevant trainingin MAYBOfor pupilswhomay require assistance learningwhen inastateof anxiety.
social,health, physical, hygieneand welfare matters.
Care for sick, distressed and injured pupils, carryingoutthe necessary follow-upaction in line with the agreed policies and procedures.
Traininginthe relevant Inclusion strategiesand acommitment tofurther training relevanttothis role.
MIDIMinibus drivinglicense.
Resilienceand awillingnessto learnand developtheir practice includingselfstudy.
Abilityto demonstrate ownworkto others. Useof Technologyto supportjobrole (e.g.Outlook, Word,Excel, TEAMS).
Competentin delivering inclusion strategiesand particular curriculum learningareas anda
General Skills/Attributes
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
commitmentto furthertraining relevanttothe role.
Manual Handling Training
Commitmentto improvingthe lived experienceof pupilsandtheir families. A needtoshow compassion,be focused,helpful andreflective.
Abilitytokeep calmin sometimesvery difficult circumstances andtheability tointervene when necessary.
Provenability to communicate effectivelywith all stakeholders.
Effective written communication. Abilityto delegate appropriate tasks.
Abilitytoplan effective
The understanding oftherangeof support services, agencies, providersand knowledgeof theireffective use.Abilityto upskillothers. Theconfidence andabilityto workwith familiesintheir ownhomes.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
actionsfor pupilswho requiresupport toprogress theirlearningor whorequire specificsupport tofacilitatetheir accessingof learning opportunities.
Experienceof workingwithor caringforor workingwith childrenand/ oryoung peoplefora minimumof2 –3 years.
Department
Children, Young People, Education and Skills Section Education
Reports to
Grade
Job number
Class Teacher / Provision Leader/ SEMH Team Leader / SENCO
ESSF07
ESSF1007
Is Team Manager of a small group of TAs, including undertaking recruitment, selection, performance review & appraisal, training etc. OR works within a special school / provision, leading on all aspects of the provision/education plan for a designated group of RON placed pupils.
Create, plan and provide targeted support or specialised support to pupils in all aspects of the curriculum, whilst building relationships with these pupils and their families. Under mutual agreement, this may include working with them within their homes1
To work with Inclusion Leads to create, organise, evaluate and support teaching and learning activities for all pupils within a designated group.
A key focus is to undertake specified work with individuals, groups and whole classes under the direction and supervision of a qualified teacher.
Plans, organises and undertakes other related duties to fully support and underpin learning, personal and social development.
Occasionally supervise whole classes during unforeseen, short term absence of teachers. The primary focus during such absences is to maintain classroom organisation and to ensure that learning continues.
1. Manage learning strategies which include the identification of resources required for lessons/activities under the direction of the school leader and undertake at least one of the following:
a) Provide either 1:1 or small group support to identified pupils;
b) Provide support to all pupils in a particular learning area (e.g. ICT,
1 After the completion of a risk assessment and in compliance with policies and procedures
literacy, numeracy, Forrest Schools, NationalCurriculum subject).
c) Support pupils not working to the normal timetable, including offsite.
d) Work with parents to develop strong relationships between home & school including home visits prior to term commencement.
e) Manage the work and development of other classroom support staff.
f) Follow individual therapy / care plans which may include lifting, handling procedures and equipment instructions.
g) Plan and deliver programmes of support to pupils who are experiencing social, emotional and mental health needs, either on a 1:1 basis or in small groups. Assist in the management and organisation of groups, whether within the curriculum, extra-curricular or during holiday time
2. Assess, plan, implement and evaluate learning objectives which enhance pupils learning and adapt lessons/work plans as appropriate within agreed systems of supervision.
3. Review and monitor pupils’ conduct and behaviour throughout the learning process and intervene to resolve complex, difficult or very challenging issues.
4. Assist in the development, maintenance of appropriate observation, assessment, planning, procedures, which will involve working with other agencies.
Record and report on development, progress and attainment of pupils. Contribute to school reviews and action any recommendations.
5. Establish and maintain relationships with parents / carers and other professionals, e.g. speech therapists.
Attend meetings with parents / carers, professionals and external agencies to contribute to the planning and evaluation of provision.
6. After relevant training, attend to pupils’ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, escalating concerns when appropriate.
Physically assist pupils in activities, where mobility is an issue After relevant training and/or guidance, support the administering of prescribed medication, in line with policies and procedures
7. After relevant training, follow and contribute to intimate care and safer
handling plans and any lifting and handling procedures and equipment instructions.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. Co-ordinate the supervision of pupils out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met.
10. Plan and oversee children's transition and induction, which may include visits to homes and other settings, linking in with other agencies.
Specific to the role
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
NVQ / CACHE level 3 or equivalent accredited qualification in Teaching and Learning. Numeracy and literacy skills equivalent to Level2
To have or commitment to undertake specialist accreditation in a Specialist area of need, this may include BSL, Braille, Level 3 SALTorAutism
Evidence of qualifications in a relevant specialist interest. Evidence of qualifications / training in the field of HR / Management.
1 If within contracted hours
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
qualification (in accordance in evidencebased practice at the time of appointment).
Level 1 Safeguarding Training. Awareness of confidentiality and data protection principles.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Knowledge of relevant individual learning and personal handlingplans.
Commitment to complete undertake First AidandEPIpen training, if required.
Level 2 / 3 Safeguarding Training.
Mental Health First Aider training. Specific Intervention Keyworker Training. Proven leadership in relevant SEN strategies and of managing / leadingteams.
BILD PBS Coach
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Ability to attend to the pupils’ personal needs, and implement
MIDI Mini bus drivinglicense.
related personal programmes, includingsocial, health, physical, hygiene and welfare matters.
Care for sick, distressed and injured pupils, carryingoutthe necessary follow-upaction in line with the agreed policies and procedures.
Resilience and a willingness to learn and develop their practice including selfstudy.
Ability to upskill and train team membersinthe specialist area and in the use of specialist programmes / equipment.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Competent in delivering and
General Skills/Attributes
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
contributing to inclusion strategies and particular curriculum learning areas and a commitment to further training relevant to the role.
Training in the relevant Inclusion strategiesanda commitment to further training relevant to this role.
Manual Handling Training
A commitment to undertake training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety.
Ability to manage strategies which improve the lived experience of pupils and their families. A need to show compassion,be focused,helpful
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or co-
andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with allstakeholders and train others.
Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for pupils who require support to progress theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities.
Ability to overseeateam with knowledge of how to oversee HR issues and policies /
trainothers.
The confidence and ability to work with families in their ownhomes.
Ability to debrief and support others following an incident.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
procedures.
Experience of working with or caring for childrenand/or your people for aminimumof3 - 5years.
Experience of working in a school / care environment supporting individuals with complexneeds.
Experience of leading small groups and advising on specialised area of knowledge.
Department
Children, Young People, Education and Skills
Section Education
Reports to
Headteacher / Deputy Head / School Leader / Head of Provision
Grade ESSF08
Job number
ESSF1008
The primary focus is to work autonomously as a Provision Leader, to undertake educational activities with individuals, groups and whole classes within a framework agreed with the Head Teacher / School Leader.
Provide targeted support or specialised support to pupils in all aspects of the curriculum, whilst building relationships with these pupils and their families. Under mutual agreement, which this may include working with them within their homes1
Leads a group / provision, including undertaking recruitment, selection, performance review & contributing towards appraisals, training plans etc. To collaborate with teachers / line managers as part of a professional team to organise and support teaching and learning activities for all pupils, including classes and those with SEND.
Occasionally cover whole classes during short term absence of teachers. The primary focus during such absences is to maintain classroom organisation and to ensure that learning continues. This can include cover, supervision and specified work in order to assist or support the work of a qualified teacher.
1. Design and implement strategies and take a lead on the implementation of individual learning plans and support for all pupils and undertake at least one of the following:
a) Provide either 1:1 or small group support to identified pupils;
b) Provide support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy, Forrest Schools, NationalCurriculum subject).
c) Support pupils not working to the normal timetable, including offsite.
d) Work with parents to develop strong relationships between home
1
& school including home visits prior to term commencement.
e) Manage the work and development of other classroom support staff.
f) Follow individual therapy / care plans which may include lifting, handling procedures and equipment instructions.
g) Plan and deliver programmes of support to pupils who are experiencing social, emotional and mental health needs, either on a 1:1 basis or in small groups.
h) Undertake the management and organisation of groups, whether within the curriculum, extra-curricular or during holiday time
2. Assess, plan, implement and evaluate individual and group programmes against learning objectives. Give feedback to the team on the progress and behaviour of the group and / or pupil within the special needs area.
Observe and monitor the development of specific pupils, recording appropriately and applying this knowledge to future planning.
3. Review and monitor pupils’ conduct and behaviour throughout the learning process. Intervene to resolve complex, difficult or very challenging issues, implementing plans to minimise future incidents.
4. Take a lead on the development and maintenance of observations, assessments, planning and procedures, which will involve working with other agencies.
Record and report on development, progress and attainment of pupils and provide feedback to School Leadership Team and / or parents.
Contribute to school reviews and action any recommendations.
5. Establish and maintain relationships with parents / carers and other professionals, e.g. speech therapists.
Take a lead at meetings with parents / carers, professionals and external agencies to contribute to the planning and evaluation of provision.
6. After relevant training, attend to pupils’ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, escalating concerns when appropriate. Physically assist pupils in activities, where mobility is an issue. After relevant training and/or guidance, support the administering of prescribed medication, in line with policies and procedures.
7. After relevant training, plan and follow intimate care and safer handling plans and any lifting and handling procedures and equipment instructions.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Work with the Provision Manager / School Leaders on the development / implementation of school policy and reviews.
9. Co-ordinate the supervision of pupils out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met
10. Take a lead on children's transition and induction, which may include visits to homes and other settings and linking in with other agencies.
Specific to the role
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
ESSENTIAL DESIRABLE
NVQ / CACHE level 3 or equivalent accredited qualification in Teaching and Learning. Numeracy and literacy skills equivalent to Level2. To have undertaken a specialist accreditation in a Specialist area of need, this may
Education to DegreeLevelor NVQ Level 4 in childcare or equivalent qualification or Diploma in Childcare Education at Level4.
CMI Level 5 qualification or equivalent.
National Professional Qualificationfor leading Behaviour and
If within contracted hours
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
include BSL, Braille, Level 3 SALTorAutism qualification (in accordance in evidencebased practice at the time of appointment).
Evidence of qualifications / training in the field of HR / Management.
Level 2
Safeguarding Training.
Awareness of confidentiality and data protection principles.
Commitment to undertake First AidandEPIpen training, if required.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Working knowledge of curriculum and other relevant learning programmes /
Culture (NPQLBC)
Level 3
Safeguarding Training.
Mental Health First Aider training. Specific Intervention Keyworker Training.
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
strategies.
Knowledge of relevant individual learning and personal handlingplans. Working knowledge of curriculum and other relevant learning programmes / strategies.
Proven leadership in relevant SEN strategies and of managing / leadingteams.
BILD PBS Coach
Experience of monitoring / usingAET
Ability to attend to the pupils’ personal needs, and implement related personal programmes, includingsocial, health, physical, hygiene and welfare matters.
Care for sick,
distressed and injured pupils carryingoutthe necessary follow-upaction in line with agreed policies and procedures
Resilience and a willingness to learn and develop their practice including selfstudy.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Competent in designing, planning and delivering inclusion strategies and particular curriculum learning areas and the ability to train others. A commitment to further training relevant to the role.
Training in the relevant Inclusion strategiesanda commitment to
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
further training relevant to this role.
Manual Handling Training Relevant training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety and implement strategies to provide ongoing support to the pupil.
Abilitytodesign and implement strategies which improve the lived experience of pupils and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to trainothers.
The confidence and ability to work with families in their ownhomes.
Ability to debrief and support others following an incident.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
Provenabilityto communicate effectively with allstakeholders and train others. Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for pupils who require support to progress theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities.
Abilitytoleada team with knowledge of how manage HR issues and policies / procedures.
Experience of working with or caring for childrenand/or young people for a minimum of 5years.
Experience of school / care
Ability to support wellbeing of team members.
Experience of managing a specialised setting / provision.
environment supporting individuals with complexneeds. Proven experience of leadinga team and/orday-today line managementof alargegroupof staff (e.g. setting targets and evaluating staff performance).
Department
Children, Young People, Education and Skills Section Education
Reports to
Grade
Job number
Headteacher / Deputy Head / School Leader / Head of Provision
ESSF09
ESSF1009
To provide effective inclusion within the school setting to support the most complex needs pupils and their families. To lead an intensive co-ordinated programme of effective support for our most vulnerable SEMH pupils.
The post holder will have extensive knowledge and skills in positive behaviour support and approaches to promote this. The post holder will be required to work independently at times and have the skills and experience to enable autonomous practice in all areas including leading a team, consultation responsibilities, family support and decision making.
Occasionally cover whole classes during unforeseen, short term absence of teachers. The primary focus during such absences is to maintain classroom organisation and to ensure that learning continues. This can include cover, supervision and specified work in order to assist or support the work of a qualified teacher.
1. To design, plan and implement effective stategies to support pupils in engaging with the school based environment, as appropriate within agreed systems of supervision and undertake at least one of the following:
a) Provide either 1:1 or small group support to identified pupils;
b) Provide support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy, Forrest Schools, National Curriculum subject).
c) Support pupils not working to the normal timetable, including offsite.
d) Work with parents to develop strong relationships between home & school including home visits prior to term
commencement1
e) Manage the work and development of other classroom support staff.
f) Follow individual therapy / care plans which may include lifting, handling procedures and equipment instruction
g) Plan and deliver programmes of support to pupils who are experiencing social, emotional and mental health needs, either on a 1:1 basis or in small groups.
h) Undertake the management and organisation of groups, whether within the curriculum, extra-curricular or during holiday time
2. Take a lead on the development and implementation of individual development plans for pupils (such as Individual Education Plans) and take a lead role in meetings and reviews.
Observe and monitor the development of specific pupils, recording appropriately and applying this knowledge to future planning.
3. To work in partnership with the school's pupil support manager to develop individual support plans and review impact through assessment.
Support the role of parents/carers in pupils’ learning and contribute to meetings with parents/carers to provide constructive feedback on pupil progress/achievement etc.
4. To maintain a highly specialised knowledge base in the field of complex behavioural needs and associated mental health and other interventions, to be aware of the research basis for these interventions and to update this knowledge regularly.
Record and report on development, progress and attainment of pupils and provide feedback to School Leadership Team and / or parents.
Contribute to school reviews and action any recommendations.
5. Establish and maintain relationships with parents / carers and other professionals, e.g. speech therapists.
1 After the completion of a risk assessment and in compliance with policies and procedures
To consult and/or work with multi-disciplinary professionals from other agencies where they are working with family issues concerning complex behavioural, emotional and social needs and co-ordinated outside agency involvement.
6. After relevant training, attend to pupils’ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, escalating concerns when appropriate. Physically assist pupils in activities, where mobility is an issue After relevant training and/or guidance, support the administering of prescribed medication, in line with policies and procedures.
7. After relevant training, plan, follow and implement intimate care and safer handling plans and any lifting and handling procedures and equipment instructions.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Take a lead in the development / implementation of school policy and reviews.
9. Assess the needs of pupils and use detailed knowledge and specialist skills to support pupils’ learning and participate in the dissemination of evidence-based practice developments internally and externally as required.
10. Design and implement strategies in inducting pupils. Design and take a lead on the implementation of individual behaviour management plans and support for all pupils.
Specific to the role ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
qualification or Diploma in Childcare Education at Level4.
To have undertaken a specialist accreditation in a Specialist area of need, this may include BSL, Braille, Level 3 SALTorAutism qualification (in accordance in evidencebased practice at the time of appointment).
CMI Level 5 qualification or equivalent.
National Professional Qualificationfor leading Behaviour and Culture (NPQLBC)
Level 3 Safeguarding Training.
Awareness of confidentiality and data protection principles.
First Aid and
Mental Health First Aider training.
EPI pen training, if required.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Knowledge of relevant individual learning and personal handlingplans.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Proven leadership in relevant SEN strategies and of managing / leadingteams.
BILD PBS Coach
Experience of
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
monitoring / usingAET
Specific Intervention Keyworker Training.
Ability to attend to the pupils’ personal needs, and implement related personal programmes, includingsocial, health, physical, hygiene and welfare matters.
Care for sick, distressed and injured pupils carryingoutthe necessary follow-upaction in line with the agreed policies andprocedures
Resilience and a willingness to learn and develop their practice including selfstudy.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
General Skills/Attributes
Competent in designing, planning and delivering inclusion strategies and particular curriculum learning areas and the ability to train others. A commitment to further training relevant to the role.
Training in the relevant Inclusion strategiesanda commitment to further training relevant to this role.
Manual Handling Training Relevant training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety and implement strategies to provide ongoing support to the pupil.
Abilitytodesign The
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
and implement strategies which improve the lived experience of pupils and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with allstakeholders and train others.
Effectivewritten communication. Ability to delegate appropriate tasks.
The confidence and ability to work with families in their ownhomes.
Ability to debrief and support others following an incident.
Ability to support wellbeing of team members.
Ability to managealarge team.
Ability to plan and deliver effective actions for pupils who require support to progress theirlearningor who require specificsupport understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to trainothers.
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
tofacilitatetheir accessing of learning opportunities. Abilitytoleada team with knowledge of how manage HR issues and policies / procedures.
Experience of working with or caring for childrenand/or young people who have complex / SEMH needs for a minimum of5years.
Experience of school / care environment supporting individuals with complexneeds.
Proven experience of leading a team and/orday-today line managementof alargegroupof staff (e.g. setting targets and evaluating staff performance).
Experience of managing a specialised
setting / provision.
Department
Children, Young People, Education and Skills
Section Education
Reports to
Grade
Job Number
Headteacher / Site Manager / Team Leader
ESSF03
ESSF1010
Ensure the safety, good conduct and welfare of pupils during the lunchtime break, in and about the premises and sites of the school in accordance with the practices and procedures of the school.
This involves effective supervision of pupils during the lunchtime period.
1. Supervise activities and maintain the health, safety, welfare, good conduct and safeguarding of all pupils during the break periods.
2. Assist in the supervision of other activities during the midday break, including setting out and storing equipment.
3. De-escalate issues which may be challenging issues and report incidents in line with school policy.
4. Encourage pupils to select and eat healthy balanced meals, providing assistance when required.
5. Build and maintain positive relationships with pupils.
6. Able to support pupil's emotional and social wellbeing, including helping them develop and implement their own personal independence. Reporting concerns to the relevant staff member.
7 Wipe down tables and clean dining areas between meals and clean up spillages of food or liquid during meal service. Sweep the floor when cleared.
8 Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
9 Be involved in litter collection during and after break and lunch duties.
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Numeracyand literacyskills equivalentto Level2.
Commitmentto undertake Level1 Safeguarding training. Awarenessof confidentiality anddata protection principles. Awarenessof relevant policies,codes ofpracticeand awarenessof relevant legislation. FirstAidand EPIpen training.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
Abilitytobe abletocarefor sick,distressed andinjured pupilsinline withpolicies and procedures.
Commitmentto improvingthe lived experienceof pupilsandtheir families.A needtoshow compassion,be focused,helpful andreflective.
Abilitytokeep calmin sometimesvery difficult circumstances andtheability tointervene when necessary.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
Experiencein providingcare toindividuals withinthecare sectoror workingwith childrenand/ oryoung people.
Department
Children, Young People, Education and Skills Section Education Reports to Headteacher / Site Manager / Team Leader
Grade
Job Number
ESSF04
ESSF1011
Ensuring the safety, good conduct and welfare of pupils during the lunchtime break, in and about the premises and sites of the school in accordance with the practices and procedures of the school.
This involves effective supervision of pupils during the lunchtime period and under direction, leading the lunch time supervisors.
1. Provide Lunchtime supervision to ensure the care, safety and welfare of the pupils during their lunch break on school premises.
2. Organise a work rota and assign duties to Lunch time supervisors ensuring that there are adequate levels of supervision in place each day (which may include organising replacement staff).
3. De-escalate issues which may be challenging and report incidents in line with school policy.
4. Encourage pupils to select and eat healthy balanced meals. Providing assistance to young pupils.
5. Build and maintain positive relationships with pupils.
6. Able to support pupil's emotional and social wellbeing, including helping them develop and implement their own personal independence. Liaise with nominated supervisor to share information, concerns and issues regarding pupils.
7. Wipe down tables and clean dining areas between meals and clean up spillages of food or liquid during meal service. Sweep the floor once cleared.
8. Wipe down tables and clean dining areas between meals and clean up
spillages of food or liquid during meal service. Sweep the floor once cleared.
9 Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation. Inform lunchtime supervisors of the emergency procedures.
10 Be involved in litter collection during the break and lunch duties
Specific to the role ATTRIBUTES ESSENTIAL DESIRABLE
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Numeracyand literacyskills equivalentto Level2or commitmentto complete.
Commitmentto undertake Level1 Safeguarding training. Awarenessof confidentiality anddata protection principles. Awarenessof relevant policies,codes ofpracticeand awarenessof relevant legislation.
FirstAidand EPIpen training.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Abilitytobe abletorespond tothepupils’ individual needs,and implement related personal
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS) Manual
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
programmes, including social,health, physicaland welfare matters.
Abilitytobe abletocarefor sick,distressed andinjured pupilsinline withpolicies and procedures.
Commitmentto improvingthe lived experienceof pupilsandtheir families.A needtoshow compassion,be focused,helpful andreflective.
Abilitytokeep calmin sometimesvery difficult circumstances andtheability tointervene when necessary.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
Basic knowledge of health and safety.
Experiencein providingcare toindividuals withinthecare sectoror workingwith childrenand/ oryoung people.
Department
Children, Young People, Education and Skills Section Education
Reports to ML Lead / Advisory Teacher Grade ESSF06
Job number ESSF1012
Job Purpose
Plan, prepare and deliver EAL sessions for pupils who are new to English on a one-to-one basis or in small groups. Liaise with the ‘ML Lead’ in schools as well as the class/subject teachers. Develop personalised programmes for pupils which will accelerate their acquisition of English and enable them to access an age-appropriate school curriculum.
Work to reduce barriers to learning and participation within the school community for ML (Multilingual Learner) pupils and promote inclusion.
Meet individual pupil needs by planning, implementing, monitoring and recording ML programmes of work under the guidance of the ‘Multilingual Learner Advisory Team’ and in liaison with school-based staff.
1. Responsible for providing personalised programmes for ML pupils requiring EAL support across various Key Stages within Primary and / or Secondary schools.
2. To plan personalised programmes using the EAL scheme of work and resource bank, under the guidance of the 'Multilingual Learner Advisory Team.' Research and adapt resources to make links with the curriculum where appropriate.
3. Organise own schedule and manage a caseload of pupils, adjusting to change and demand throughout the school year as necessary, consulting with members of the Multilingual Learner Advisory Team as well as with relevant staff in the allocated school.
4. To initially assess and then monitor the English language acquisition of pupils using the Bell Foundation EAL Assessment Framework, recording appropriately and applying this knowledge to future planning.
5. When appropriate, assist in developing relationships between parents
and carers of ML pupils and the school.
6. Support pupil's emotional and social wellbeing, including helping them develop and implement their own personal independence. Reporting concerns to the relevant staff member.
7. Adhere to all care and safe handling plans.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. To advise teachers and learning support assistants on suitable strategies and approaches to use ML pupils.
10. To maintain the Multilingual Learner Advisory Team resource bank and develop and share resources as necessary.
Specific to the role
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
ESSENTIAL
NVQ / CACHE level 2 or equivalent accredited qualification in Teaching and Learning / ESOL and either working towards or a commitment to obtainingNVQ/ CACHE level 3 or equivalent accredited qualification in Teaching and
DESIRABLE
Evidenceof qualificationsin arelevant specialist interest.e.g. ML
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Learning / ESOL.
Numeracy and literacy skills equivalent to Level2
A commitment to undertake BellFoundation Professional Development programme (or equivalent)
Level 1 Safeguarding Training. Awareness of confidentiality and data protection principles.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Working knowledge of ML research
Commitment to undertake First AidandEPIpen training, if required.
Level 2 Safeguarding Training.
Knowledge of relevant individual's learningplans.
Mental Health First Aider training.
Specific Intervention EAL Keyworker Training.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
and practice across the island.
Awareness of pupils’ personal needs, and related personal programmes, includingsocial, health, physical, hygiene and welfare matters.
Resilience and a willingness to learn and develop their practice including selfstudy.
Ability to demonstrate own work to others.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Competent in delivering inclusion strategies and particular curriculum learning areas and a commitment to further training
When appropraite, relevant training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety.
Training in the relevant ML strategiesanda commitment to further training relevant to this role.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
relevant to the role.
Full driving license.
Commitment to improving the lived experience of pupils and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with allstakeholders and upskill others. Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for ML pupils who require support to progress
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrainothers.
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities.
Ability to share knowledge with new members or less experienced members of staff. Adapting information and approaches as required.
Ability to work flexiblyandwith independence to travel and work between different schools and crossphase
Experience of working with or caring for or working with childrenand/or young people for a minimum of2 –3 years.
Experience of working in a school / care environment supporting individuals with complexneeds.
Department
Children, Young People, Education and Skills Section Education
Reports to Specialist Teacher / Therapist Grade ESSF07
Job Number ESSF1013
Job Purpose
To upskill staff,working with pupils with an identified need, in order to support their development.
To meet individual needs by planning, implementing, delivering, and monitoring programmes of work, under the guidance of a specialist teacher / therapist.
To advise and support learning support assistants, or other school staff, to work towards individual targets set by the specialist teacher / therapist.
To reduce barriers to learning and participation, within the school community, for pupils and promote inclusion.
Be responsible for monitoring pupils progress, record outcomes and report on their development and achievements within their specialised area.
To provide support for new or less experienced members of the team, when required.
Job Specific Outcomes
1. To raise awareness of a specialist area and advise class teachers and Learning Support Assistants of strategies and approaches to use within the school environment. This may include:
a) Support and guidance within 1:1 sessions, or group sessions, with an identified pupil / pupils, and a member of school staff.
b) Providing support within the setting, and occasionally in the home1, to model strategies and activities that can enhance participation and generalisation of skills.
c) Work with individual school staff to share information on support required to help develop learning.
1 After the completion of a risk assessment and in compliance with policies and procedures
2. Assess, plan, implement and review activities and practices to work towards meeting targets set by the specialist teacher / therapist. Share observations with school and relevant teams to help develop knowledge of the pupil's profile to support future planning.
3. Organise own schedule and manage a caseload of pupils, which have been identified by the specialist teacher / therapist, seeking guidance when required.
4. Responsible for planning and delivering programmes for identified needs, working towards targets set by specialist teacher / therapist, and upskilling staff to deliver these activities.
Ability to adapt activities and have flexibility in thinking in order to implement changes in the manner best fitted to individualpupils and their Learning Support Assistants, in line with their specialist area.
5. Establish and maintain relationships with parents / carers and other professionals, e.g. school staff.
Provide feedback to the specialist teacher / therapist, setting staff and where appropriate parents adapting information shared, as required.
6. Able to support pupil's emotional and social wellbeing, including helping them develop and implement their own personal independence. Reporting concerns to the relevant staff member.
7. Adhere to all care and safer handling plans.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. Record observations and progress that the pupil is making, within key worker sessions, to help monitor progress.
10. May contribute to the planning and supporting pupil's transition and induction, which this may include visits to homes and other settings.
Qualifications
Thisrelatestolevelof educationandprofessional qualificationsand/or specificoccupational trainingrequired.
NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Teaching and Learning.
Numeracy and literacy skills equivalenttoLevel2
Knowledge
Thisrelatestothelevel andbreadthofpractical knowledge required todo thejob(e.g.the understandingofadefined system,practice,method orprocedure).
To have or commitment to undertake specialist accreditation in a Specialist area of need, this may include BSL, Braille, Level 3 SALT or Autism qualification (in accordance in evidence basedpracticeatthetimeof appointment)
Level 1 Safeguarding Training.
Awareness of confidentiality anddataprotectionprinciples
Full working knowledge of relevant policies, codes of practice and awareness of relevantlegislation.
Working knowledge of curriculumandotherrelevant learning programmes / strategies.
Knowledge of evidence based practice in specific area.
Level 2 / 3 Safeguarding Training.
Knowledge of relevant individual learning and personalhandlingplans.
Knowledge of and willingness to undertake additionaltrainingintargeted specialist area interventions (e.g.Wordaware,Language for Thinking and Well Comm).
Technical / Workbased Skills
Awareness of pupils’ personal needs, and related personal programmes,
Relevant training in MAYBO for pupils who may require assistancelearningwhenina
Thisrelatestotheskills specifictothejob,e.g. languagefluency,vehicle licenseetc.
including social, health, physical, hygiene and welfarematters.
Resilience and a willingness to learn and develop their practiceincludingself-study.
Ability to upskill and train team members in the specialistareaandintheuse of specialist programmes / equipment.
UseofTechnologytosupport job role (e.g.Outlook, Word, Excel,TEAMS).
Competent in delivering and contributing to inclusion strategies in specialist area and a commitment tofurther trainingrelevanttotherole.
Training in the relevant inclusion strategies and a commitment to further trainingrelevanttothisrole.
Fulldrivinglicense.
Thisrelatestomore generalcharacteristics requiredtodothejob effectively,e.g.effective writtencommunication skills,abilitytodelegate, motivationorcommitment etc.
Commitmenttoimprovingthe lived experience of pupils andtheirfamilies. Aneedto show compassion, be focused, helpful and reflective.
Ability to keep calm in sometimes very difficult circumstancesandtheability tointervenewhennecessary.
Proven ability to communicateeffectivelywith all stakeholders and upskill others.
stateofanxiety.
Use of specialist interventions and applicationstohelpmakethe curriculum accessible e.g Widgitsybolsystem,Grid).
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrainothers.
Theconfidenceandabilityto workwithfamiliesintheirown homes.
Experience
Thisistheprovenrecord ofexperienceand achievementinafield, professionorspecialismor couldincludeaminimum periodofexperienceina definedareaofworkif requiredbyanexternal body(forexampleaperiod ofpost-qualification experience).
Effective written communication. Ability to delegateappropriatetasks.
Ability to plan effective actionsforpupilswhorequire support to progress their learning or who require specific support to facilitate their accessing of learning opportunities.
Ability to share knowledge with new members or less experienced members of staff. Adapting information andapproachesasrequired.
Ability to work flexibly and with independence to travel and work between different schoolsandcrossphase.
Experienceofworkingwithor caring for children and / or youngpeopleforaminimum of 3 - 5 years in either an educationalorhealthsetting.
Experience of working in a school / care environment supporting individuals with complexneeds.
Experience of leading small groups and advising on specialised area of knowledge.
Department
Section
Reports to
Grade
Job number
Children, Young People, Education and Skills
Education
Service Manager - Psychology and Well-Being Team / Headteacher
ESSF07
ESSF1014
To deliver a peripatetic service withinschool(s) with a view to providing support to school communities in order to raise the profile of, and develop emotional literacy.
To increase access to learning and participation within the school community for all pupils and to promote inclusion.
1. To plan and deliver programmes of support for children (either individually,small groups or whole classes) to develop their emotional literacy. This would typically include developing the following
a) an awareness of own and other people’s emotions
b) an increased range of emotional vocabulary
c) strategies to manage stress, grief and loss, anxiety, anger and resolve conflict
d) social interaction and the ability to initiate and maintain friendships
e) the promotion of a healthy self-image and positive self-esteem
2. Observe children in class to gain a fuller understanding of their needs and to consider the transfer of skills as part of on-going support.
3. Work with school staff and parents (in terms of giving advice and support) with a view to developing approaches that support the development of emotional literacy
4. Write succinct session plans and add subsequent evaluative reports.
Attend and contribute to team meetings, group supervision and individual supervision.
5. When required, attend and contribute to a range of meetings (PARMS, Early Help, Case conferences etc).
6. Be aware of pupils’ personal needs including toileting, hygiene, dressing, eating, as well as social, welfare and health matters. Reporting concerns to the Designated Safeguarding Officer (DSO) / Designated Safeguarding Officer (DSO) / Lead (DSL).
7. Adhere to all care and safer handling plans.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. To assist with group supervision, delivery of initial training for the ELSA network and the reviewing of portfolios, as required.
10. When required, contribute to the development and delivery of centrebased CPD, engage in related initiatives, projects and research and work in partnership with other agencies.
Specific to the role ATTRIBUTES ESSENTIAL DESIRABLE
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Childcare and Education.
Numeracy and literacy skills equivalent to Level2
Evidence in further training in a relevant specialistarea.
To have undertaken or committed to completing the Autism EducationTrust Professional Development programme (or equivalent) and have a good understanding of the Autism
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Level 2
Safeguarding Training.
Awareness of confidentiality and data protection principles.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Knowledge and understanding of emotional literacy.
A thorough working knowledge of the ELSA programme.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Awareness of pupils’ personal needs, and related personal programmes, includingsocial, health, physical, hygiene and welfare matters. Resilience and
Progression Framework.
Level 3 / 4
Safeguarding Training.
Knowledge of relevant individual learning and personal handlingplans.
Knowledge of and willingness to undertake additional training in targeted specialist area interventions.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Use of specialist interventions and applications to help make the curriculum accessible.
a willingness to learn and develop their practice including selfstudy.
Ability to upskill colleagues in relevant strategies and in the use of programmes.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Competent in delivering and contributing to inclusion strategies in specialist area and a commitment to further training relevant to the role.
Training in the relevant inclusion strategiesanda commitment to further training relevant to this role.
Full driving license.
Relevant training in
MAYBO for pupilswhomay require assistance learning when in a state of anxiety.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
Commitment to improving the lived experience of pupils and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with allstakeholders and upskill others.
Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrainothers.
The confidence and ability to work with families in their ownhomes.
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
pupils who require support to progress theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities.
Ability to share knowledge with new members or less experienced members of staff. Adapting information and approaches as required.
Ability to work flexiblyandwith independence to travel and work between different schools and crossphase
Experience of working with or caring for childrenand/or young peoples for a minimum of3-5yearsin either an educational or healthsetting.
Experience of working in a school / care environment supporting individuals with complexneeds.
Department
Children, Young People, Education and Skills Section Education
Reports to
Grade
Headteacher / School Leader
ESSF07
Job number ESSF1015
Job Purpose
Provide targeted support to teaching staff and leadership in planning, implementing, and monitoring educational, pastoral, and special needs programs to enhance pupil learning and well-being, particularly for those with SEMH difficulties. Ensure the physical and emotional welfare of pupils, including supervising prescribed medication, in both integrated and withdrawal settings.
1. To develop and manage the schools' pastoral programs, reviewing pupil progress, and coordinating with Inclusion Leads, school leaders, parents, and pupils regarding referrals and registrations.
2. Develop Individual Attendance Plans and collaborate with Attendance and Welfare Officers and teachers to enhance pupil attendance and punctuality.
3. Track pupil achievement, progress, attendance, and behavior data to plan effective pastoral interventions.
4. Oversee the completion and processing of accurate and timely referrals to support agencies, ensuring alignment with policies and requirements.
5. Assist Designated Safeguarding Leads / Officers, representing the school in multi-agency meetings, and ensure timely reporting and feedback to key staff.
6. Be aware of pupils’ personal needs including toileting, hygiene, dressing, eating, as well as social, welfare and health matters. Reporting concerns to the Designated Safeguarding Lead (DSL).
7. Lead attendance planning and punctuality monitoring, ensuring targeted improvements meet high expectations and published goals.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
9. Collaborate with the Inclusion Lead to create annual pastoral development plans and evaluate the impact of pastoral provision on learning progress.
10. Ensure the smooth operation of pastoral services, including staff support, pupil assessments, parent/carer liaison, and organization of extracurricular activities, especially for disadvantaged or SEND pupils.
Specific to the role ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Childcare and Education.
Numeracy and literacy skills equivalent to Level2
Evidence in further training in a relevant specialistarea.
To have undertaken or committed to completing the Autism EducationTrust Professional Development programme (or equivalent) and have a good understanding of the Autism Progression Framework.
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Level 2
Safeguarding Training.
Awareness of confidentiality and data protection
Level 3 / 4
Safeguarding Training.
Knowledge of relevant individual learning and
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
principles.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Knowledge and understanding of emotional literacy.
Knowledge of the PSHE curriculum for Foundation stage, Key stages1-2 personal handlingplans.
Awareness of pupils’ personal needs, and related personal programmes, includingsocial, health, physical, hygiene and welfare matters.
Resilience and a willingness to learn and develop their practice including selfstudy.
Abilitytocoach, mentor and deliver training to staff, pupils,
Knowledge of and willingness to undertake additional training in targeted specialist area interventions. Working knowledge of curriculum and other relevant learning programmes / strategies.
Relevant training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety.
Use of specialist interventions and applications to help make the curriculum accessible.
General Skills/Attributes
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
parents / carers.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Competent in delivering and contributing to inclusion strategies in specialist area and a commitment to further training relevant to the role.
Training in the relevant inclusion strategiesanda commitment to further training relevant to this role.
Full driving license.
Commitment to improving the lived experience of pupils and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrainothers.
The confidence
difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with allstakeholders and upskill others.
Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for pupils who require support to progress theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities.
Ability to share knowledge with new members or less experienced members of staff. Adapting information and approaches as required.
Ability to work and ability to work with families in their ownhomes.
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
flexiblyandwith independence to travel and work between different schools and crossphase
Experience of working with or caring for childrenand/or young peoples for a minimum of3-5yearsin either an educational or healthsetting.
Experience of working in a school / care environment supporting individuals with complexneeds.
Department Children, Young People, Education and Skills
Section Education
Reports to Headteacher / Provision Leader
Grade ESSF07
Job number
ESSF1015
To support, via the delivery of specific interventions, children with SEMH needs enabling them to effectively access the curriculum and to encourage a learning environment throughout the school which allows children to acquire and develop emotional literacy skills.
1. Plan, deliver, and evaluate appropriate interventions programmes to help develop children’s emotional literacy skills and emotional well-being, giving feedback to the team on the progress of the pupil(s) within their identified needs.
2. To create, develop and produce resources for use with intervention programmes, as appropriateand may include social skills, emotional skills, friendship, bereavement, and anger management groups.
3. Supervise and support pupils who are experiencing difficulties with emotional literacy both inside and outside the classroom to meet the needs of individuals or small groups.
4. Facilitate the sharing of information between the school and external agencies and act as the point of contact for specialist support services.
5. To attend regular group supervision and CPD sessions run by CYPES Educational Psychologists.
6. Be aware of pupils’ personal needs including toileting, hygiene, dressing, eating, as well as social, welfare and health matters. Reporting concerns to the Designated Safeguarding Lead (DSL).
7. Adhere to all care and safer handling plans.
8. Comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Contribute to and be involved in the development / implementation of school policy and reviews.
9. Line manage and co-ordinate other pupil support staff.
Specific to the role ATTRIBUTES ESSENTIAL DESIRABLE
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Childcare and Education.
Numeracy and literacy skills equivalent to Level2.
ELSA Network approved qualification.
Level 2
Safeguarding Training.
Awareness of confidentiality and data protection principles.
Full working knowledge of
Level3/ 4
Safeguarding Training.
Knowledgeof relevant individual learningand personal handlingplans.
Knowledgeof
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
relevant policies, codes of practice and awareness of relevant legislation.
Knowledge and understanding of emotional literacy.
A thorough working knowledge of the ELSA programme.
andwillingness toundertake additional trainingin targeted specialistarea interventions. Working knowledgeof curriculumand otherrelevant learning programmes/ strategies.
Ability to assess emerging sensitive situations during the working day and plan / manage them accordingly.
Resilience and a willingness to learn and develop their practice including selfstudy.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
Relevant trainingin MAYBOfor pupilswhomay require assistance learningwhen inastateof anxiety.
Useof specialist interventions and applicationsto helpmakethe curriculum accessible.
General Skills/Attributes
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
A commitment to further training relevant to the role.
Ability to provide online training to all staff about OnlineSafety.
Relevant training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety and implement strategies to provide ongoing support to the pupil.
Abilitytodesign and implement strategies which improve the lived experience of pupils and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances
The understanding oftherangeof support services, agencies, providersand knowledgeof theireffective use.
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina
and the ability to intervene when necessary.
Provenabilityto communicate effectively with allstakeholders and upskill others.
Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to plan effective actions for pupils who require support to progress theirlearningor who require specificsupport tofacilitatetheir accessing of learning opportunities. Ability to share knowledge with new members or less experienced members of staff. Adapting information and approaches as required.
Experience of working in a school / care
definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
environment supporting individuals with complex needs for a minimum of3years.
Department Children, Young People, Education and Skills Section Education
Reports to Headteacher / Deputy Headteacher Grade
Job number
Job Purpose
ESSF09
ESSF1017
Responsible for all child protection / safeguarding matters arising in school and will support all other members of staff in relation to any safeguarding or child protection issues. This includes providing advice, guidance and training for all staff.
1. Delegated authority within the School; committing resources, arranging training, supporting and directing other staff to safeguard and promote the welfare of children.
2. Responsibility for maintaining an overview of safeguarding within the school, to maintain open channels of communication with local statutory agencies and to monitor the effectiveness of policies and procedures in place.
3. Responsible for receiving and reviewing safeguarding files from the schools of all pupils transferring to their school and liaising with the DSL/Deputy Head/Headteachers from those schools, when appropriate, to ensure a smooth transition and continuity of care.
4. Liaising with the Designated Teacher to ensure excellent communication when a young person is placed in care
5. Communicate regularly with the School Governor responsible for Child Protection (where the school has a governing body) and will discuss (anonymously) any cases/themes of concern. They will meet annually for a formal review of Safeguarding.
6. Attend Senior Leadership meetings , to discuss Safeguarding practice in the school and also ensure that the Headteacher remains informed of all concerns and allegations relating to Safeguarding and Child Protection.
7. Take lead responsibility for making referrals to the Child and Family Hub
8.
9.
10.
and liaising with and making referrals to appropriate external agencies, where there is a wellbeing or welfare concern, and refer all cases of suspected abuse or risk of significant harm promptly.
Be responsible for liaising with the Headteacher / Senior Teacher in making prompt referrals to the police where a crime may have been committed which involves a child and any police investigations which involve the school.
Act as a source of support, advice and expertise to staff on matters of safety and safeguarding.
Assist in ensuring that pupils who have wellbeing, welfare or safeguarding concerns , are provided with ongoing, approriate support and are treated and sensitively. This will include contributing to Child Protection plans, Child in Need plans and Early Help plans.
Specific to the role ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Education to DegreeLevelor NVQ Level 4 in childcare or equivalent qualification or Diploma in Childcare Education at Level4.
City and Guild Level Award from Education Training (formely PTLLS).
Level 3
Safeguarding Training.
Welldeveloped ICT skillstosupport
Level4DSL Training.
Child Protection Case Conference
allareas of record keeping. Good organisational skills to deliver trainng for staff ensuring resourcesand appropriate training activities.
A thorough and demonstrable knowledgeof safeguarding andchild protection legislation, policy/procedur e and systems. Thiswillinclude a detailed knowledge of local interagency childprotection proceduresand systems.DFE –Working Togetherto A thorough understanding of the Safeguarding Platfrom, MYCONCERN Safeguard Childrenand Young People (2022)
A track record
Training FirstAidand EPIpen training,if required.
MentalHealth FirstAid trainer.
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
General Skills/Attributes
ofstrong leadership with the ability to informandlead on change within the orgnaisation
Ability to assess emerging sensitive situations during the working day and plan / manage them accordingly.
Resilience and a willingness to learn and develop their practice including selfstudy.
Use of Technology to supportjobrole (e.g. Outlook, Word, Excel, TEAMS).
A commitment to further training relevant to the role.
Ability to provide online training to all staff about OnlineSafety.
Abilitytodesign and implement The understanding of
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
strategies which improve the lived experience of pupils and their families. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively with allstakeholders and train others.
Effectivewritten communication. Ability to delegate appropriate tasks.
Ability to be able to contribute to the design of / updating of training materials.
Ability to support wellbeingofteam members.
the range of support services, agencies, providers and knowledge of their effective use.
Ability to de-brief and support others following anincident.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
Experience of working with or caring for childrenand/or young people for a minimum of5years.
Experience of managing and delivering Early Help assessments & interventions and / or core group meetings.
Trainee Technician
Department
Children, Young People, Education and Skills
Section Education
Reports to Faculty Head / Head of Department / Specialist Technician
Grade ESSF04
Job Number ESSF1018
Job Purpose
To work under supervision and direction as part of a professional team to support learning by providing technical assistance, through the preparation and day to day maintenance of teaching areas and equipment for pupils.
Job Specific Outcomes
1. Assist in delivering practical learning activities for pupils.
2. Implements specific health and safety policies relating to potentially dangerous materials or hazardous materials/substances.
3. Prepare specific resources / materials / equipment for lessons, as directed lifting and moving equipment.
4. Safely and securely store allocated equipment and materials to prevent unauthorised access / misuse.
5. Clean and undertake day to day maintenance of equipment as needed and as directed to ensure it is clean and in good working order.
6. Reports problems and potential hazards.
7. Ensure the safe treatment and disposal of used materials, including hazardous substances, and respond to actual or potential hazards.
8. May demonstrate own duties to new or less experienced staff.
9. Checks stock levels and may select and/order materials and equipment from suppliers under direction.
10. Be aware of and comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationand professionalqualificationsand/orspecific occupationaltrainingrequired.
Knowledge
Thisrelatestothelevelandbreadthof practicalknowledge required todothejob (e.g.theunderstandingofadefinedsystem, practice,methodorprocedure).
Numeracyand literacyskills equivalenttoLevel2 orcommitmentto complete.
Commitment to complete Level 1 Safeguarding training.
Knowledge of procedures for preparation of resources/materials, setting up, cleaning and basic maintenance of equipment.
Awareness of confidentiality and data protection principles.
Knowledge / skills equivalenttonational qualificationsLevel2 and / or experience inaspecialistarea.
Awareness of relevant policies, codesofpracticeand awareness of relevantlegislation.
FirstAidandEPIpen training.
Technical / Work-based Skills
Thisrelatestotheskillsspecifictothejob, e.g.languagefluency,vehiclelicenseetc.
Knowledge of appropriate use of materials and equipmentandability to communicate this knowledge to staff andpupils.
Respond to the pupils’ needs, and implement related personal programmes, including social, health, physical and welfarematters.
UseofTechnologyto supportjobrole(e.g. Outlook, Word, TEAMS)
Thisrelatestomoregeneralcharacteristics requiredtodothejobeffectively,e.g. effectivewrittencommunicationskills,ability todelegate,motivationorcommitmentetc.
Care for sick, distressed and injured pupils in line with policies and procedures.
Resilience and a willingness to learn and develop their practice including self-study.
Theabilitytorelateto pupils and to understand their needs. A need to show compassion, be focused, helpful andreflective.
Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.
Proven ability to communicate effectively.
Thisistheprovenrecordofexperienceand achievementinafield,professionor specialismorcouldincludeaminimum periodofexperienceinadefinedareaof workifrequiredbyanexternalbody(for exampleaperiodofpost-qualification experience).
Basic knowledge of healthandsafety.
Specifictrainingand experienceof workinginrelevant practicalarea.
Technician
Department
Section
Reports to
Children, Young People, Education and Skills
Education
Faculty Head / Head of Department / Specialist Technician
Grade ESSF05
Job Number ESSF1019
Job Purpose
To work with teachers / lecturers as part of a professional team to support learning by providing technical assistance through the preparation and maintenance of teaching areas and equipment for pupils.
1. Support structured and practical activities for groups or on a one-to-one basis.
2. Implements specific health and safety policies relating to potentially dangerous materials or hazardous materials/substances.
3. Prepare and set up resources / materials / equipment for lessons, lifting and moving equipment.
4. Safely and securely store allocated equipment and materials to prevent unauthorised access / misuse.
5. Clean and undertake maintenance of equipment as needed and as directed to ensure that it is clean and in good working order.
6. Resolves problems in relation to resources / materials and equipment and practical learning activities.
7. Ensure the safe treatment and disposal of used materials, including hazardous substances, and respond to actual or potential hazards.
8. May demonstrate own duties to new or less experienced staff.
9. Responsible for monitoring and selecting, ordering and maintaining
materials and equipment under direction and maintaining and updating records.
10. Be aware of and comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Specific to the role
ATTRIBUTES ESSENTIAL DESIRABLE
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Knowledge / skillsequivalent to national qualifications
Level2and/or experience in a specialistarea.
Numeracy and literacy skills equivalent to Level 2 or commitment to complete.
Level 1 Safeguarding Training.
Knowledge of procedures for preparation of resources/ materials,setting up, cleaning and basic maintenance of equipment.
Awareness of confidentiality and data protection principles.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Knowledge of child development andlearning.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Commitment to undertake First Aid and EPI pen training, if required.
Working knowledge of relevant policies, codesofpractice and awareness of relevant legislation.
Ability to communicate specialist knowledge to staffandpupils.
Ability to attend to the pupils’ personal needs, and implement related personal programmes, includingsocial, health, physical and welfare matters.
Care for sick, distressed and injured pupils carryingoutthe necessary follow-upaction in line with the agreed policies and procedures.
Resilience and a willingness to learnanddevelop their practice including self -
Relevant training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety.
Training in the relevant Inclusion strategiesanda commitment to further training relevant to this role.
Knowledge of appropriateuse of specialist equipment and materials.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
study.
Ability to demonstrate own work to others.
Use of Technology to supportjobrole (e.g. Outlook, Word,TEAMS).
A commitment to undertake Manual Handlling Training.
The ability to relate to pupils and to understand their needs. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively.
The postholder must be perceptive and
The understanding of the range of specialised support services, agencies, providers and knowledge of their effective use.
Experience
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
self-motivated andabletosee theworkthat needs to be done to ensure the smooth, efficientrunning of the departmentand beabletorelate tothemembers of staff within thisarea.
Trainingand/ orexperience ofworkingin relevantarea.
Experienceof workingwith youngpeople.
Senior Technician
Department
Children, Young People, Education and Skills
Section Education
Reports to Faculty Head / Head of Department/ Specialist Technician
Responsible for N/A
Grade ESSF06
Job Number ESSF1020
Job Purpose
To work with teachers / lecturers as part of a professional team to support learning by providing technical assistance through working with pupils in the delivery / demonstration of practical learning activities and the preparation and maintenance of teaching areas and equipment for pupils.
1. Implement structured and agreed practical learning activities for groups or on a one-to-one basis, as prepared by, and under the direction of, the teacher / lecturer.
2. Contributes to development of policies and procedures for the technical/specialist area.
3. Prepare set up and demonstrate specific resources / materials / equipment for lessons, lifting and moving equipment.
4. Research, develop, prepare and maintain specialist resources and equipment, reporting any concerns or damage, whilst ensuring they are safely secure and stored.
5. Clean and undertake maintenance of equipment to ensure that it is clean, in good working order and that there are sufficient supplies to enable delivery of lessons.
6. Resolves problems in relation to resources / materials and equipment and practical learning activities. Analysis of information. Plans and develops practical activities.
7. Ensure the safe treatment, secure storage and disposal of materials / resources / equipment including hazardous substances and respond to actual or potential hazards.
8. May be responsible for training other staff.
9. Contribute to the monitoring, selection, ordering a of a range of resources / materials / equipment, maintaining and updating records.
10. Be aware of and comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge / skillsequivalent to national qualifications Level2and/or experience in a specialistarea.
Numeracy and literacy skills equivalent to Level2.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Level 1 Safeguarding Training.
Knowledge of appropriateuse and maintenance of specialist equipment and ability to communicate and demonstrate this knowledge effectively to staffandpupils.
Commitment to complete undertake First AidandEPIpen training, if required.
Knowledgeof relevant individualrisk assessment andsafety plans.
Awarenessof MentalHealth FirstAider
/ Work-based Skills
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Awareness of confidentiality and data protection principles.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Knowledge and compliance with policies andprocedures relevanttochild protection and health and safety.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Knowledge of appropriateuse of specialist equipment and materials and ability to communicate this knowledge to staff and pupils.
Ability to attend
training.
Relevant training in MAYBO for pupils who may requireassistance learningwhenina stateofanxiety.
Training in the relevant Inclusion strategies and a commitment to further training relevant to this role.
to the pupils’ personal needs, and implement related personal programmes, includingsocial, health, physical and welfare matters.
Care for sick, distressed and injured pupils, carryingoutthe necessary follow-upaction in line with the agreed policies and procedures.
Resilience and a willingness to learn and develop their practice including selfstudy.
Ability to demonstrate own work to others. Use of Technology to supportjobrole (e.g. Outlook, Word,TEAMS).
Competent in implementing inclusion
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
strategies in relevant curriculum learningarea.
The ability to relate to pupils and to understand their needs. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively.
The postholder must be perceptive and self-motivated andabletosee theworkthat needs to be done to ensure the smooth, efficientrunning of the departmentand beabletorelate tothemembers of staff within thisarea
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to trainothers.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
2yearsspecific trainingand/or experience of working in relevant practicalarea Experience of working with youngpeoplein an educational environment.
Department Children, Young People, Education and Skills Section Education
Reports to Faculty Head / Head of Department
Grade ESSF07
Job Number ESSF1021
Job Purpose
To manage, support and maintain all Information Communication Technologies (ICT) within the school and ensure the effective, efficient and safe use.
To provide a comprehensive support service to all users of Information Technology, assist in the in-house development of Information and Communication Technology Systems and Resources, and provide a general support service for Audio Visual Technology use throughout the school. This will include ensuring that all computer and related equipment is working properly, to act as the first line of support for all hardware and software faults, to troubleshoot the networks, and to install hardware and software on workstations and servers.
1. Responsible for the management and maintenance of all ICT equipment, including installing new hardware and software and carrying out research into new product development and the pricing / purchasing of AV and ICT related equiptment.
2. Support pupils and staff work in the use of AVA equipment across the school including relocating and maintaining equiptment bookings.
3. Plan, manage and facilitate all AVA requirements for school events and functions to ensure events run with efficiently, through a flexible approach to working hours e.g. evenings and weekends
4. Work with pupils to develop their VA skills and support of school events including the coordination and development of a pupil technical team. If required, liaise and share expertise with other ICT Technicians in the school and attend meetings and training.
5. Contribute to the design and specification of the school wired and wireless networks, workstation and mobile device requirements, ensuring all issues are addressed in order to provide a secure and stable network system. Support with the maintainance of the school website and installation of computers and software.
6
Provide an annual programme of maintenance of AV stock to ensure that it is clean, in good working order, and that is it suitable for the
planned lesson / activity. Ensure that the school asset register is kept up to date.
7 Inspect, maintain and ensure safe use of required ICT and AV equipment, carrying out risk asssessments as required. Advise on the school's health and safety policy and ensure its implementation within the areas of responsibility.
8. Provide technical support in response to both hardware (wired and wireless) and software failures. Promptly diagnose and repair faults to ensure equipment is maintained in a servicable condition and liaise with external technical support providers when necessary.
9. Replenish printers and photocopiers with paper, carry out weekly photocopy jobs (as required), report on the condition of printers, photocopiers and other reprographic equipment annd request their maintenance and repair as required.
10. Be aware of and comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Specific to the role
ATTRIBUTES
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the
Knowledge / skillsequivalent to national qualifications level3AND/OR equivalent experience in a specialist area.
Numeracy and literacy skills equivalent to Level2.
Level 1
Safeguarding Training.
An industry recognised qualification in ITsupport
Commitment to complete undertake First
understandingofadefinedsystem,practice,methodor procedure).
Knowledge of procedures for managementof a technical/speci alist area, including policy development, and managementof maintenance of resources. Experience in videoediting.
Awareness of confidentiality and data protection principles.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Knowledge and compliance with policies andprocedures relevanttochild protection and health and safety.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
AidandEPIpen training, if required.
Knowledge of appropriateuse of specialist equipment and materials and ability to Experience of managingwired and wireless networks.
General Skills/Attributes
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten
communicate this knowledge to staff and pupils.
Resilience and a willingness to learn and develop their practice including selfstudy.
Ability to upskill and train team membersinthe specialist area and in the use of specialist programmes / equipment.
Use of Technology to supportjobrole (e.g. Outlook, Word,TEAMS).
Ability to understand, design and utilise lighting, sound and ICT for a range of performances in an imaginative way e.g. plays, concerts, choirs, presentations, lectures, assembliesetc.
The ability to relate to pupils and to
Ability to upskill others.
communicationskills,abilitytodelegate,motivationor commitmentetc.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
understand their needs. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary, multi-tasking and prioritising whererequired
Provenabilityto communicate effectively.
The postholder must be perceptive and self-motivated andabletosee the work that needs to be done to ensure the smooth, efficientrunning of the departmentand beabletorelate tothemembers of staff within thisarea.
2yearsspecific trainingand/or experience of working in relevant practicalarea.
Experience of working with youngpeoplein an educational environment.
Practical experience of Windows and / or Mac software. Practical experience in supporting the managementof a complex network with multipleusers.
Department
Children, Young People, Education and Skills Section Education
Reports to Faculty Head / Head of Department
Grade ESSF08
Job Number ESSF1022
In collaboration with teachers / lecturers provide technical assistance through working with pupils in the delivery / demonstration of practical learning activities and the preparation and maintenance of teaching areas and equipment for pupils.
Manage other support staff and / or the provision of technical support for learning activities.
1. Under the direction of a teacher / lecturer, take responsibility for providing specific learning activities for groups and/or whole classes of pupils, including planning and adjusting tasks to meet curriculum requirements.
2. Take a lead role in the development and implementation of policies and procedures which have impact on the specialist technical area.
3. Plan, prepare, set up and deliver activities demonstrating specific resources / materials / equipment.
4. Research, develop, prepare and maintain specialist resources and equipment, reporting any concerns or damage and responding appropriately, whilst ensuring they are safely secure and stored.
5. Clean and undertake maintenance of equipment to ensure that it is clean, in good working order, and that is it suitable for the planned lesson / activity.
6. Resolves problems, which may require analytical, judgement or creative skills to develop practical activities and on the reporting of pupil progress.
7. Ensure the safe treatment, secure storage and disposal of materials / resources / equipment including hazardous substances. Respond to actual or potential hazards, through completion of risk assessments.
8. May be responsible for a small team (e.g. completing PRAs and identifying training needs) and will contribute to a small budget.
Ability to collaborate across other departments and phases and /or sharing best practice.
9. Responsible for the ordering, procurement, storing and Maintenance a wide range of technical resources; responsible for the management of safe storage and treatment of materials.
10. Be aware of and comply with all GoJ, CYPES and school policies and procedures, especially those that relate to child protection, health and safety, confidentiality, data protection and legislation.
Specific to the role
Qualifications
Thisrelatestolevelofeducationandprofessional qualificationsand/orspecificoccupationaltraining required.
Knowledge
Thisrelatestothelevelandbreadthofpractical knowledge required todothejob(e.g.the understandingofadefinedsystem,practice,methodor procedure).
Knowledge / skillsequivalent to national qualifications
level3AND/OR equivalent experience in a specialist area.
Numeracy and literacy skills equivalent to Level2.
Level 1
Safeguarding Training.
Knowledge of procedures for management of a technical/specia list area, including policy
Commitment to complete undertake First AidandEPIpen training, if required.
Awarenessof MentalHealth FirstAider training.
development, advice on technical support for curriculum requirements, development and delivery of technical/practic al learning and management of maintenance of resources.
Awareness of confidentiality and data protection principles.
Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.
Knowledge and compliance with policies and procedures relevant to child protection and health and safety.
Working knowledge of curriculum and other relevant learning programmes / strategies.
Experienceof leadershipand /or professional responsibility.
Thisrelatestotheskillsspecifictothejob,e.g. languagefluency,vehiclelicenseetc.
Knowledge of relevant individual risk assessmentand safetyplans.
Knowledge of appropriateuse of specialist equipment and materials and ability to communicate this knowledge to staff and pupils.
Ability to attend to the pupils’ personal needs, and implement related personal programmes, includingsocial, health, physical and welfare matters.
Care for sick, distressed and injured pupils, carryingoutthe necessary follow-upaction in line with the agreed policies and procedures.
The understanding of the range of support services, agencies, providers and knowledgeoftheir effectiveuse.
Resilience and a willingness to learn and develop their
practice including selfstudy.
Ability to upskill and train team membersinthe specialist area and in the use of specialist programmes / equipment.
Use of Technology to supportjobrole (e.g. Outlook, Word,TEAMS).
Competent in implementing and contributing to inclusion strategies in relevant curriculum learningareas.
Commitment to undertake relevant training in MAYBO for pupilswhomay require assistance learning when in a state of anxiety.
Training in the relevant Inclusion strategiesanda commitment to further training
relevant to this role.
Thisrelatestomoregeneralcharacteristicsrequiredto dothejobeffectively,e.g.effectivewritten communicationskills,abilitytodelegate,motivationor commitmentetc.
Thisistheprovenrecordofexperienceand achievementinafield,professionorspecialismor couldincludeaminimumperiodofexperienceina
The ability to relate to pupils and to understand their needs. A need to show compassion,be focused,helpful andreflective.
Ability to keep calm in sometimesvery difficult circumstances and the ability to intervene when necessary.
Provenabilityto communicate effectively.
The postholder must be perceptive and self-motivated andabletosee theworkthat needs to be done to ensure the smooth, efficientrunning of the departmentand beabletorelate tothemembers of staff within thisarea
3 years + specific training and /or
The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to trainothers.
Ability to debrief and support others following an incident. Support the professional development needs of the team.
Experience of working with youngpeoplein
definedareaofworkifrequiredbyanexternalbody (forexampleaperiodofpost-qualificationexperience).
experience of working in relevantarea. an educational environment and / or managing a small group / team.