Framework 2025 v1.3 Final Version

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.

Contents Preface ........................................................................................................... 2 The role of Education Support Staff ........................................................... 2 The role of school leaders .......................................................................... 2 The four themes ......................................................................................... 3 Why were these themes chosen? ................................................................ 3 Personal and professional conduct ............................................................ 3 Knowledge and understanding .................................................................. 3 Teaching and learning................................................................................ 4 Working with others .................................................................................... 4 Standards ....................................................................................................... 4 Personal and professional conduct ............................................................ 4 Knowledge and understanding .................................................................. 4 Teaching and learning................................................................................ 5 Working with others .................................................................................... 5 Supporting guidance .................................................................................... 6 Which roles are included in Education Support Staff? ............................... 6 Who are the standards for?........................................................................ 6 What are the standards for?....................................................................... 6 What are the standards not for? ................................................................ 7 Who can use the standards ....................................................................... 7 Role profiles ................................................................................................... 9 Early Years Trainee Early Years Learning Support Assistant .......................................... 10 Early Years Learning Support Assistant........................................................ 15 Early Years Team Leader / Senior Learning Support Assistant .................... 20 Early Years Team Manager / Specialist Learning Support Assistant ............ 27

Teaching & Learning Trainee Learning Support Assistant .............................................................. 36 Learning Support Assistant ........................................................................... 40 Team Leader / Senior Learning Support Assistant ....................................... 44 Team Manager / Specialist Learning Support Assistant ............................... 51 Provision Leader ........................................................................................... 59 SEMH Team Leader ...................................................................................... 68 Pupil Support & Welfare Lunchtime Supervisor .................................................................................... 78 Senior Lunchtime Supervisor ........................................................................ 81 EAL Keyworker .............................................................................................. 84 Specialist SEND Keyworker .......................................................................... 90 Wellbeing Facilitator ...................................................................................... 95 Pastoral Support Assistant .......................................................................... 101 Lead Emotional Learning Support Assistant (ELSA) .................................. 107 Designated Safeguarding Lead (DSL) ........................................................ 113 Specialist & Technical Trainee Technician ...................................................................................... 118 Technician ................................................................................................... 122 Senior Technician ........................................................................................ 126 ICT / Media Technician ............................................................................... 132 Specialist Technician ................................................................................... 139

Professional Standards for Education Support Staff

Purpose 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.

1

•

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

Preface 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 they can access the curriculum, participate in learning 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 leaders should 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.

2

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.

Why were these themes chosen?

Personal and professional conduct 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.

Knowledge and understanding Education Support Staff should have sufficient knowledge and skills to help teachers support pupils in achieving their maximum potential. School leaders are

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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.

Teaching and learning 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 work with other professionals, parents, carers and outside agencies as well as with pupils themselves.

Standards Personal and professional conduct 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.

Knowledge and understanding Education Support Staff are expected to: 1. Acquire the appropriate skills, qualifications, and/or experience required for

4

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 of subject and curriculum 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.

Teaching and learning 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.

Working with others 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.

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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.

Supporting guidance Which roles are included in Education Support Staff?

•

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.

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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. These standards can be used by Education Support Staff as a 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

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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.

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Role profiles The roles contained within the Framework are:

Grade

Page Number

4 5 6

10 15 20

7

27

Teaching & Learning Trainee Learning Support Assistant Learning Support Assistant Team Leader / Senior Learning Support Assistant Team Manager / Specialist Learning Support Assistant Provision Leader SEMH Team Leader

4 5 6 7 8 9

36 40 44 51 59 68

Pupil Support and Welfare Lunchtime Supervisor Senior Lunchtime Supervisor EAL Keyworker Specialist SEND Keyworker Wellbeing Facilitator Pastoral Support Assistant Lead Emotional Learning Support Assistant Designated Safeguarding Lead

3 4 6 7 7 7 7 9

78 81 84 90 95 101 107 113

Specialist & Technical Trainee Technician Technician Senior Technician ICT / Media Technician Specialist Technician

4 5 6 7 8

119 122 127 133 139

Job Title Early Years Trainee Early Years Learning Support Assistant Early Years Assistant Early Years Team Leader / Senior Learning Support Assistant Early Years Team Manager / Specialist Learning Support Assistant

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Trainee Early Years Learning Support Assistant Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Class Teacher / EYFS Lead / Team Manager ESSF04 ESSF1000

Job Purpose 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.

Job Specific Outcomes 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 learning documentation.

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.

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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.

PERSON SPECIFICATION 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 This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

Commitment to undertake NVQ / CACHE level 2 or equivalent in Early Years childcare* Numeracy and literacy skills equivalent to Level 2 or commitment to complete.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Commitment to undertake: Safeguarding annual CPD update* Requires knowledge of procedures for supporting learning and

1

Awareness of confidentiality and data protection principles.

Awareness of relevant policies, codes of practice and awareness of relevant

If within contracted hours

11

play activities, including adapting activities to suit the needs of children in early years*

legislation.

Knowledge of a range of learning and play activities.

6 hrs. CEYS Safeguarding training course or agreed equivalent – Safeguarding in 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 3 years)* Paediatric First Aid (updated every 3 years)* Awareness of confidentiality and data protection principles.

12

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Respond to the children's individual needs, and implement related personal programmes, including social, health, physical and welfare matters.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

Care for sick, distressed and injured children in line with agreed polcies and procedures.

Resilience and a willingness to learn and develop their practice including self study.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Commitment to improving the lived experience of children and their families. A need to show compassion, be focused, helpful and reflective.

Basic knowledge of health and safety.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Proven ability to

13

communicate effectively.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children of relevant age.

14

Early Years Learning Support Assistant Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Class Teacher / EYFS Lead / Team Manager ESSF05 ESSF1001

Job Purpose 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.

Job Specific 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

15

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.

PERSON SPECIFICATION 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 This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

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 Level 2

Knowledge 1

Safeguarding annual CPD

Working knowledge

If within contracted hours

16

of

This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

update* Requires knowledge of procedures for supporting learning and play activities, including adapting activities to suit the needs of children in early years*

curriculum and other relevant learning programmes / strategies.

Working knowledge of relevant policies, codes of practice and awareness of relevant legislation.

6 hrs. CEYS Safeguarding training course or agreed equivalent – Safeguarding in 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 3 years)*

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Paediatric First Aid (updated every 3 years)* Awareness of confidentiality and data protection principles.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to attend to the children's personal needs, and implement related personal programmes, including social, health, physical, hygiene and welfare matters.

Care for sick, distressed and injured children in line with agreed policies and procedures.

Relevant training in MAYBO for children who may require assistance learning when in a state of anxiety.

Training in the relevant Inclusion strategies and a commitment to further training relevant to this role.

Resilience and a willingness to learn and develop their practice including self study.

Ability to demonstrate own work to others.

Use

of

18

Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Commitment to improving the lived experience of children and their families. A need to show compassion, be focused, helpful and reflective.

The understanding of the range of specialised support services, agencies, providers and knowledge of their effective use.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Proven ability to communicate effectively.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children.

2 years’ experience working with or caring for children.

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Early Years Team Leader / Senior Learning Support Assistant Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Class Teacher / EYFS Lead ESSF06 ESSF1002

Job Purpose 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.

Job Specific Outcomes 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

After the completion of a risk assessment and in compliance with policies and procedures

20

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.

PERSON SPECIFICATION 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

1

ESSENTIAL

DESIRABLE

Working towards or

Evidence of qualifications in

a

If within contracted hours

21

This relates to level of education and professional qualifications and / or specific occupational training required.

commitment to obtain NVQ / CACHE level 3 or equivalent in Early Years Childcare and Education (or equivalent) which must have evidence of assessed practice*

a relevant specialist interest.

Numeracy and literacy skills equivalent to Level 2

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Safeguarding annual CPD update* Requires knowledge of policy and procedures for supporting the provision of play care and learning.

Knowledge and skills equivalent national qualifications at level 3*

Knowledge of relevant individual children'sperso nal handling plans.

Mental Health First Aider training.

6 hrs CEYS Safeguarding training course or agreed equivalent – Safeguarding in Education online* JCF Level 1: Introduction to

22

Jersey's Children (Online Learning Course)*

First

JCF Level 2: Jersey's Children First Essentials (Online Learning Course)* Food Safety and Hygiene Level 2 if handling food (updated every 3 years)* Paediatric First Aid (updated every 3 years)* Working knowledge of relevant policies, codes of practice and awareness of relevant legislation.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to attend to the children's personal needs, and implement related personal programmes, including social, 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

23

matters.

Care for sick, distressed and injured pupils, carrying out the necessary follow-up action in line with the agreed policies and procedures.

strategies and a commitment to further training relevant to this role.

MIDI Mini bus driving license.

Resilience and a willingness to learn and develop their practice including self study.

Ability to demonstrate own work to others.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

Competent in delivering the EYFS curriculum and associated educated programmes, which may include relevant strategies to meet children's needs (e.g.

24

Makaton, visual timetables) and a commitment to further training relevant to the role.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Commitment to improving the lived experience of children and their families. A need to show compassion, be focused, helpful and reflective.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill others.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Proven ability to communicate effectively with all stakeholders.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective actions for children who require support

25

to progress their learning or who require specific support to facilitate their accessing of learning opportunities.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for young children for a minimum of 2 – 3 years.

26

Early Years Team Manager / Specialist Learning Support Assistant Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Class Teacher / EYFS Lead ESSF07 ESSF1003

Job Purpose 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.

Job Specific Outcomes 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

27

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

28

that all needs are met.

PERSON SPECIFICATION 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 This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 3 or equivalent accredited qualification in Early Years Childcare and Education (or equivalent) which must have evidence of assessed practice*

Mental Health First Aider training.

Numeracy and literacy skills equivalent to Level 2

Evidence of qualifications in a relevant specialist interest.

Evidence of qualifications / training in the field of HR / Management.

Management/T eam Leading Qualification at Level 2 (e.g CMI Team Leading)*

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Safeguarding annual CPD update* Requires knowledge of policy and

Level 2 Safeguarding.

Mental Health First Aider training.

29

procedures for supporting the provision of play care and learning.

Knowledge and skills equivalent national qualifications at level 3* 6 hrs CEYS Safeguarding training course or agreed equivalentSafeguarding in Education online*

Specific Intervention Keyworker Training.

Proven leadership in relevant SEN strategies and of managing / leading highperformance teams.

JCF Role and Responsibilities of the Lead Worker (6 hours in person training)* Food Safety and Hygiene Level 2 if handling food (updated every 3 years)* Paediatric First Aid (updated every 3 years)* Fire awareness (updated every 3 years, or when building changes)* Full working knowledge of relevant

30

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 handling plans.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to attend to the children's personal needs, and implement related personal programmes, including social, health, physical, hygiene and welfare matters.

MIDI Mini bus driving license.

Care for sick, distressed and injured pupils, carrying out the necessary follow-up action in line with the agreed policies and procedures.

31

Resilience and a willingness to learn and develop their practice including self study.

Ability to upskill and train team members in the specialist area and in the use of specialist programmes / equipment.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

Competent in delivering and contributing towards the EYFS curriculum and associated educated programmes, which may include relevant strategies to meet children's needs (e.g.

Makaton, visual timetables) and a commitment to further training relevant to the role.

32

Training in the relevant Inclusion strategies and a 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.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Ability to manage strategies which improve the lived experience of children and their families. A need to show compassion, be focused, helpful and reflective.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrain others.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Ability to debrief and support others following an incident.

Proven ability to communicate effectively with

Ability to upskill and train team members in the specialist area and in the use of specialist programmes /

33

all stakeholders and train others.

Effective written communication.

Ability to delegate appropriate tasks.

equipment.

Support the professional development needs of the team.

Ability to plan effective actions for children who require support to progress their learning or who require specific support to facilitate their accessing of learning opportunities.

Ability to oversee a team with knowledge of how to oversee HR issues and policies / procedures

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children of relevant age for a minimum of 3 - 5 years.

Experience of leading small groups and advising on specialised area of knowledge.

Experience of working in a school / care

34

environment supporting individuals with complex needs.

Experience in line management of staff.

35

Trainee Learning Support Assistant Children, Young People, Education and Skills Education Class Teacher / Team Manager / SENCO ESSF04 ESSF1004

Department Section Reports to Grade Job Number Job Purpose

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.

Job Specific Outcomes 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.

36

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.

After relevant training, follow all intimate care plans 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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

Commitment to undertake NVQ / CACHE level 2 or equivalent accredited qualification in Teaching and Learning Numeracy and literacy skills equivalent to Level 2 or commitment to complete

Knowledge

1

Commitment to undertake Level 1

Awareness confidentiality

of and

If within contracted hours

37

This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Safeguarding training.

data protection principles Awareness of relevant policies, codes of practice and awareness of relevant legislation.

First Aid and EPI pen training.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to be able to respond to the pupils’ individual needs, and implement related personal programmes, including social, health, physical and welfare matters.

Use of Technology to support job role (e.g.

Outlook, Word, Excel, TEAMS).

Manual Training.

Handling

Care for sick, distressed and injured pupils in line with agreed polcies and procedures.

Resilience and a willingness to learn and develop their practice including self - study.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Commitment to improving the lived experience of pupils and their families. A need to show compassion, be focused, helpful and reflective.

Basic knowledge of health and safety.

Ability to keep calm in sometimes very difficult circumstances and

38

the ability to intervene when necessary.

Effective written communication.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience in providing care to individuals within the care sector or working with children and / or young people.

39

Learning Support Assistant Children, Young People, Education and Skills Education Class Teacher / Team Manager / SENCO ESSF05 ESSF1005

Department Section Reports to Grade Job Number Job Purpose

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.

Job Specific 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.

1

No more than 6 pupils for break out interventions.

40

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.

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.

6.

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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

1 2

ESSENTIAL

DESIRABLE

NVQ / CACHE level 2 or equivalent accredited qualification in Teaching and Learning.

If within contracted hours After the completion of a risk assessment and in compliance with policies and procedures

41

Numeracy and literacy skills equivalent to Level 2.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 1 Safeguarding Training. Awareness of confidentiality and data protection principles.

Commitment to complete undertake First Aid and EPI pen training, if required.

Working knowledge of curriculum and other relevant learning programmes / strategies.

Knowledge of relevant policies, codes of practice and awareness of relevant legislation.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to attend to the pupils’ individual needs, and implement related personal programmes, including social, health, physical and welfare matters.

Care for sick, distressed and injured pupils in line with policies and procedures.

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 relevant to this role.

Resilience and a willingness to learn and develop their practice including self - study.

Ability to demonstrate own

42

work to others.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

A commitment to undertake Manual Handling Training

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Commitment to improving the lived experience of pupils and their families. A need to show compassion, be focused, helpful and reflective.

The understanding of the range of specialised support services, agencies, providers and knowledge of their effective use.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Effective written communication.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

2 years’ experience in providing care to individuals within the care sector or working with children and / or young people.

43

Team Leader / Senior Learning Support Assistant Department Section

Children, Young People, Education and Skills Education Class Teacher / Team Manager / Provision Leader/ SEMH Team Leader / SENCO ESSF06 ESSF1006

Reports to Grade Job Number Job Purpose

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 classes during unforeseen, short term absence of a teacher.

The primary focus during such absences is to maintain classroom organisation and to ensure that learning continues.

Job Specific Outcomes 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 2

After the completion of a risk assessment and in compliance with policies and procedures No more than 6 pupils for break out interventions.

44

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.

45

Contribute to and be involved in the development / implementation of school policy and reviews.

Supervise pupils out of lesson times, including before and after school1, at lunchtimes and on school trips - ensuring that all needs are met.

Contribute to the planning and support children's transition and induction, which may include visits to homes and other settings.

9.

10.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 2 or equivalent accredited qualification in Teaching and Learning and either working towards or a commitment to obtaining NVQ / CACHE level 3 or equivalent accredited qualification in Teaching and Learning.

Evidence of qualifications in a relevant specialist interest.

Numeracy and literacy skills equivalent to Level 2 A commitment to undertake specialist accreditation in a Specialist area of need, this may

1

If within contracted hours

46

include BSL, Braille, Level 3 SALT or Autism qualification (in accordance in evidence based practice at the time of appointment).

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

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.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to attend to the pupils’ personal needs, and implement related personal programmes, including

Commitment to complete undertake First Aid and EPI pen training, if required.

Level 2 Safeguarding Training.

Knowledge of relevant individual learning and personal handling plans.

Mental Health First Aider training.

Specific Intervention Keyworker Training.

Relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety.

47

social, health, physical, hygiene and welfare matters.

Care for sick, distressed and injured pupils, carrying out the necessary follow-up action in line with the agreed policies and procedures.

Training in the relevant Inclusion strategies and a commitment to further training relevant to this role.

MIDI Mini bus driving license.

Resilience and a willingness to learn and develop their practice including self study.

Ability to demonstrate own work to others.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

Competent in delivering inclusion strategies and particular curriculum learning areas and a

48

commitment to further training relevant to the role.

Manual Handling Training

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

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.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill others.

The confidence and ability to work with families in their own homes.

Proven ability to communicate effectively with all stakeholders.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective

49

actions for pupils who require support to progress their learning or who require specific support to facilitate their accessing of learning opportunities.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for or working with children and / or young people for a minimum of 2 – 3 years.

50

Team Manager / Specialist Learning Support Assistant Department Section

Children, Young People, Education and Skills Education Class Teacher / Provision Leader/ SEMH Team Leader / SENCO ESSF07 ESSF1007

Reports to Grade Job number Job Purpose

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.

Job Specific Outcomes 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

51

2.

3.

4.

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 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 Assess, plan, implement and evaluate learning objectives which enhance pupils learning and adapt lessons/work plans as appropriate within agreed systems of supervision.

Review and monitor pupils’ conduct and behaviour throughout the learning process and intervene to resolve complex, difficult or very challenging issues.

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

52

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.

8.

Contribute to and be involved in the development / implementation of school policy and reviews.

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.

Plan and oversee children's transition and induction, which may include visits to homes and other settings, linking in with other agencies.

9.

10.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 3 or equivalent accredited qualification in Teaching and Learning.

Evidence of qualifications in a relevant specialist interest.

Numeracy and literacy skills equivalent to Level 2

Evidence of qualifications / training in the field of HR / Management.

To have or commitment to undertake specialist accreditation in a Specialist area of need, this may include BSL, Braille, Level 3 SALT or Autism 1

If within contracted hours

53

qualification (in accordance in evidence based practice at the time of appointment).

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 1 Safeguarding Training.

Awareness of confidentiality and data protection principles.

This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Level 2 / 3 Safeguarding Training.

Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.

Mental Health First Aider training.

Working knowledge of curriculum and other relevant learning programmes / strategies.

Proven leadership in relevant SEN strategies and of managing / leading teams.

Knowledge of relevant individual learning and personal handling plans.

Technical / Work-based Skills

Commitment to complete undertake First Aid and EPI pen training, if required.

Ability to attend to the pupils’ personal needs, and implement

Specific Intervention Keyworker Training.

BILD Coach

PBS

MIDI Mini bus driving license.

54

related personal programmes, including social, health, physical, hygiene and welfare matters.

Care for sick, distressed and injured pupils, carrying out the necessary follow-up action in line with the agreed policies and procedures.

Resilience and a willingness to learn and develop their practice including self study.

Ability to upskill and train team members in the specialist area and in the use of specialist programmes / equipment.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

Competent in delivering and

55

contributing to inclusion strategies and particular curriculum learning areas and a commitment to further training relevant to the role.

Training in the relevant Inclusion strategies and a commitment to further training relevant to this role.

Manual Handling Training A commitment to undertake training in MAYBO for pupils who may require assistance learning when in a state of anxiety.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

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-

56

and reflective.

train others.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

The confidence and ability to work with families in their own homes.

Proven ability to communicate effectively with all stakeholders and train others.

Ability to debrief and support others following an incident.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective actions for pupils who require support to progress their learning or who require specific support to facilitate their accessing of learning opportunities.

Ability to oversee a team with knowledge of how to oversee HR issues and policies /

57

procedures.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children and / or your people for a minimum of 3 - 5 years.

Experience of leading small groups and advising on specialised area of knowledge.

Experience of working in a school / care environment supporting individuals with complex needs.

58

Provision Leader Department Section

Children, Young People, Education and Skills Education Headteacher / Deputy Head / School Leader / Head of Provision ESSF08 ESSF1008

Reports to Grade Job number Job Purpose

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.

Job Specific Outcomes 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, National Curriculum subject). c) Support pupils not working to the normal timetable, including offsite. d) Work with parents to develop strong relationships between home 1

After the completion of a risk assessment and in compliance with policies and procedures

59

& 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.

4.

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.

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.

60

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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 3 or equivalent accredited qualification in Teaching and Learning.

Education to Degree Level or NVQ Level 4 in childcare or equivalent qualification or Diploma in Childcare Education at Level 4.

Numeracy and literacy skills equivalent to Level 2.

To have undertaken a specialist accreditation in a Specialist area of need, this may

1

CMI Level 5 qualification or equivalent.

National Professional Qualification for leading Behaviour and

If within contracted hours

61

include BSL, Braille, Level 3 SALT or Autism qualification (in accordance in evidence based practice at the time of appointment).

Culture (NPQLBC)

Evidence of qualifications / training in the field of HR / Management.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 2 Safeguarding Training.

Level 3 Safeguarding Training.

Awareness of confidentiality and data protection principles.

Mental Health First Aider training.

Commitment to undertake First Aid and EPI pen training, if required.

Specific Intervention Keyworker Training.

Full working knowledge of relevant policies, codes of practice and awareness of relevant legislation.

Working knowledge of curriculum and other relevant learning programmes /

62

strategies.

Knowledge of relevant individual learning and personal handling plans.

Working knowledge of curriculum and other relevant learning programmes / strategies.

Proven leadership in relevant SEN strategies and of managing / leading teams.

BILD Coach Experience monitoring using AET

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

PBS

of /

Ability to attend to the pupils’ personal needs, and implement related personal programmes, including social, health, physical, hygiene and welfare matters.

MIDI Mini bus driving license.

Care for sick,

63

distressed and injured pupils carrying out the necessary follow-up action in line with agreed policies and procedures.

Resilience and a willingness to learn and develop their practice including self study.

Use of Technology to support job role (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 strategies and a commitment to

64

further training relevant to this role.

Manual Handling Training Relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety and implement strategies to provide ongoing support to the pupil.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Ability to design and implement strategies which improve 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.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to train others.

The confidence and ability to work with families in their own homes.

Ability to debrief and support others following an incident.

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Proven ability to communicate effectively with all stakeholders and train others.

Ability support wellbeing team members.

to

Experience managing specialised setting provision.

of a

of

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective actions for pupils who require support to progress their learning or who require specific support to facilitate their accessing of learning opportunities.

Ability to lead a team with knowledge of how manage HR issues and policies / procedures.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children and / or young people for a minimum of 5 years.

Experience of school / care

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/

environment supporting individuals with complex needs.

Proven experience of leading a team and / or day-today line management of a large group of staff (e.g. setting targets and evaluating staff performance).

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SEMH Team Leader Department Section Reports to Grade Job number

Children, Young People, Education and Skills Education Headteacher / Deputy Head / School Leader / Head of Provision ESSF09 ESSF1009

Job Purpose 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.

Job Specific Outcomes 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 68

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

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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.

8.

After relevant training, plan, follow and implement intimate care 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.

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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

Education to Degree Level or NVQ Level 4 in childcare or equivalent

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qualification or Diploma in Childcare Education at Level 4.

To have undertaken a specialist accreditation in a Specialist area of need, this may include BSL, Braille, Level 3 SALT or Autism qualification (in accordance in evidence based practice at the time of appointment).

CMI Level 5 qualification or equivalent.

National Professional Qualification for leading Behaviour and Culture (NPQLBC)

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 3 Safeguarding Training.

Mental Health First Aider training.

Awareness of confidentiality and data protection principles.

First Aid and

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EPI training, required.

pen if

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 handling plans.

Working knowledge of curriculum and other relevant learning programmes / strategies.

Proven leadership in relevant SEN strategies and of managing / leading teams.

BILD Coach Experience

PBS

of

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monitoring using AET

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

/

Specific Intervention Keyworker Training.

Ability to attend to the pupils’ personal needs, and implement related personal programmes, including social, health, physical, hygiene and welfare matters.

MIDI Mini bus driving license.

Care for sick, distressed and injured pupils carrying out the necessary follow-up action in line with the agreed policies and procedures Resilience and a willingness to learn and develop their practice including self study.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

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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 strategies and a commitment to further training relevant to this role.

Manual Handling Training Relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety and implement strategies to provide ongoing support to the pupil.

General Skills/Attributes

Ability to design

The

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This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

and implement strategies which improve 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.

Proven ability to communicate effectively with all stakeholders and train others.

Effective written communication.

Ability to delegate appropriate tasks.

understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to train others.

The confidence and ability to work with families in their own homes.

Ability to debrief and support others following an incident.

Ability support wellbeing team members.

to of

Ability to manage a large team.

Ability to plan and deliver effective actions for pupils who require support to progress their learning or who require specific support

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to facilitate their accessing of learning opportunities.

Ability to lead a team with knowledge of how manage HR issues and policies / procedures.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children and / or young people who have complex / SEMH needs for a minimum of 5 years.

Experience of school / care environment supporting individuals with complex needs.

Proven experience of leading a team and / or day-today line management of a large group of staff (e.g. setting targets and evaluating staff performance).

Experience managing specialised

of a

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setting provision.

/

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Lunchtime Supervisor Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Headteacher / Site Manager / Team Leader ESSF03 ESSF1010

Job Purpose 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.

Job Specific Outcomes Supervise activities and maintain the health, safety, welfare, good 1. 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.

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.

8.

9.

Be involved in litter collection during and after break and lunch duties.

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PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications

ESSENTIAL

Numeracy and literacy skills equivalent to Level 2.

This relates to level of education and professional qualifications and / or specific occupational training required.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

DESIRABLE

Commitment to undertake Level 1 Safeguarding training.

Awareness of confidentiality and data protection principles.

Awareness of relevant policies, codes of practice and awareness of relevant legislation.

First Aid and EPI pen training.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Ability to be able to care for sick, distressed and injured pupils in line with policies and procedures.

Commitment to improving the lived experience of pupils and their families. A need to show compassion, be focused, helpful and reflective.

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Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience in providing care to individuals within the care sector or working with children and / or young people.

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Senior Lunchtime Supervisor Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Headteacher / Site Manager / Team Leader ESSF04 ESSF1011

Job Purpose 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.

Job Specific Outcomes Provide Lunchtime supervision to ensure the care, safety and welfare of 1. 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

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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

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

ESSENTIAL

DESIRABLE

Numeracy and literacy skills equivalent to Level 2 or commitment to complete.

Commitment to undertake Level 1 Safeguarding training.

Awareness of confidentiality and data protection principles.

Awareness of relevant policies, codes of practice and awareness of relevant legislation.

First Aid and EPI pen training.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to be able to respond to the pupils’ individual needs, and implement related personal

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS) Manual

82

programmes, including social, health, physical and welfare matters.

Handling Training

Ability to be able to care for sick, distressed and injured pupils in line with policies and procedures.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Commitment to improving the lived experience of pupils and their families. A need to show compassion, be focused, helpful and reflective.

Basic knowledge of health and safety.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience in providing care to individuals within the care sector or working with children and / or young people.

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EAL Keyworker Department Section Reports to Grade Job number

Children, Young People, Education and Skills Education ML Lead / Advisory Teacher ESSF06 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.

Job Specific Outcomes 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

84

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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 2 or equivalent accredited qualification in Teaching and Learning / ESOL and either working towards or a commitment to obtaining NVQ / CACHE level 3 or equivalent accredited qualification in Teaching and

Evidence of qualifications in a relevant specialist interest. e.g.

ML

85

Learning ESOL.

/

Numeracy and literacy skills equivalent to Level 2 A commitment to undertake Bell Foundation Professional Development programme (or equivalent)

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

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.

Commitment to undertake First Aid and EPI pen training, if required.

Level 2 Safeguarding Training.

Knowledge of relevant individual's learning plans.

Mental Health First Aider training.

Specific Intervention EAL Keyworker Training.

Working knowledge of ML research

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and practice across the island.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Awareness of pupils’ personal needs, and related personal programmes, including social, health, physical, hygiene and welfare matters.

Resilience and a willingness to learn and develop their practice including self study.

When appropraite, relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety.

Training in the relevant ML strategies and a commitment to further training relevant to this role.

Ability to demonstrate own work to others.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

Competent in delivering inclusion strategies and particular curriculum learning areas and a commitment to further training

87

relevant to the role.

Full driving license.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

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.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrain others.

Proven ability to communicate effectively with all stakeholders and upskill others.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective actions for ML pupils who require support to progress

88

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 and approaches as required.

Ability to work flexibly and with independence to travel and work between different schools and cross phase.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for or working with children and / or young people for a minimum of 2 – 3 years.

Experience of working in a school / care environment supporting individuals with complex needs.

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Specialist SEND Keyworker Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Specialist Teacher / Therapist ESSF07 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 home 1, 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

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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 individual pupils and their Learning Support Assistants, in line with their specialist area.

5.

Establish and maintain relationships with parents / professionals, e.g. school staff.

carers and other

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.

PERSON SPECIFICATION 91

Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Teaching and Learning.

Numeracy and literacy skills equivalent to Level 2

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 based practice at the time of appointment).

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 1 Training.

Safeguarding

Level 2 / 3 Safeguarding Training.

Awareness of confidentiality and data protection principles

Knowledge of relevant individual learning and personal handling plans.

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 and willingness to undertake additional training in targeted specialist area interventions (e.g. Word aware, Language for Thinking and Well Comm).

Knowledge of evidence based practice in specific area.

Technical / Workbased Skills

Awareness of pupils’ personal needs, and related personal programmes,

Relevant training in MAYBO for pupils who may require assistance learning when in a

92

This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

including social, health, physical, hygiene and welfare matters.

Resilience and a willingness to learn and develop their practice including self - study.

state of anxiety.

Use of specialist interventions and applications to help make the curriculum accessible e.g Widgit sybol system, Grid).

Ability to upskill and train team members in the specialist area and in the use of specialist programmes / equipment.

Use of Technology to support job role (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 strategies and a commitment to further training relevant to this role.

Full driving license.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Commitment to improving the lived experience of pupils and their families. A need to show compassion, be focused, helpful and reflective.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrain others.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

The confidence and ability to work with families in their own homes.

Proven ability to communicate effectively with all stakeholders and upskill others.

93

Effective written communication. Ability to delegate appropriate tasks.

Ability to plan effective actions for pupils who require 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 and approaches as required.

Ability to work flexibly and with independence to travel and work between different schools and cross phase.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children and / or young people for a minimum of 3 - 5 years in either an educational or health setting.

Experience of working in a school / care environment supporting individuals with complex needs.

Experience of leading small groups and advising on specialised area of knowledge.

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Wellbeing Facilitator Department Section

Children, Young People, Education and Skills Education Service Manager - Psychology and Well-Being Team / Headteacher ESSF07 ESSF1014

Reports to Grade Job number

Job Purpose 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.

Job Specific Outcomes 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.

Write succinct session plans and add subsequent evaluative reports.

4.

5.

Attend and contribute to team meetings, group supervision and individual supervision.

When required, attend and contribute to a range of meetings (PARMS, Early Help, Case conferences etc).

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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.

10.

To assist with group supervision, delivery of initial training for the ELSA network and the reviewing of portfolios, as required.

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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Childcare and Education.

Evidence in further training in a relevant specialist area.

Numeracy and literacy skills equivalent to Level 2

To have undertaken or committed to completing the Autism Education Trust Professional Development programme (or equivalent) and have a good understanding of the Autism

96

Progression Framework.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 2 Safeguarding Training.

Level 3 / 4 Safeguarding Training.

Awareness of confidentiality and data protection principles.

Knowledge of relevant individual learning and personal handling plans.

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.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Awareness of pupils’ personal needs, and related personal programmes, including social, health, physical, hygiene and welfare matters.

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.

Resilience and

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a willingness to learn and develop their practice including self study.

Ability to upskill colleagues in relevant strategies and in the use of programmes.

Use of Technology to support job role (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 strategies and a commitment to further training relevant to this role.

Full driving license.

Relevant training

in

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MAYBO for pupils who may require assistance learning when in a state of anxiety.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

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.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrain others.

The confidence and ability to work with families in their own homes.

Proven ability to communicate effectively with all stakeholders and upskill others.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective actions for

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pupils who require 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 and approaches as required.

Ability to work flexibly and with independence to travel and work between different schools and cross phase

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children and / or young peoples for a minimum of 3 - 5 years in either an educational or health setting.

Experience of working in a school / care environment supporting individuals with complex needs.

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Pastoral Support Assistant Department Section Reports to Grade Job number

Children, Young People, Education and Skills Education Headteacher / School Leader ESSF07 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.

Job Specific Outcomes 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.

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8.

9.

10.

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.

Collaborate with the Inclusion Lead to create annual pastoral development plans and evaluate the impact of pastoral provision on learning progress.

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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Childcare and Education.

Evidence in further training in a relevant specialist area.

Numeracy and literacy skills equivalent to Level 2

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

To have undertaken or committed to completing the Autism Education Trust Professional Development programme (or equivalent) and have a good understanding of the Autism Progression Framework.

Level 2 Safeguarding Training.

Level 3 / 4 Safeguarding Training.

Awareness of confidentiality and data protection

Knowledge of relevant individual learning and

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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 stages 1-2

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Awareness of pupils’ personal needs, and related personal programmes, including social, health, physical, hygiene and welfare matters.

Resilience and a willingness to learn and develop their practice including self study.

personal handling plans.

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 pupils who may require assistance learning when in a state of anxiety.

Use of specialist interventions and applications to help make the curriculum accessible.

Ability to coach, mentor and deliver training to staff, pupils,

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parents carers.

/

Use of Technology to support job role (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 strategies and a commitment to further training relevant to this role.

Full driving license.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

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

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to upskill or cotrain others.

The confidence

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difficult circumstances and the ability to intervene when necessary.

and ability to work with families in their own homes.

Proven ability to communicate effectively with all stakeholders and upskill others.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective actions for pupils who require 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 and approaches as required.

Ability to work

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flexibly and with independence to travel and work between different schools and cross phase.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children and / or young peoples for a minimum of 3 - 5 years in either an educational or health setting.

Experience of working in a school / care environment supporting individuals with complex needs.

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Lead Emotional Learning Support Assistant (ELSA) Department Section Reports to Grade Job number

Children, Young People, Education and Skills Education Headteacher / Provision Leader ESSF07 ESSF1015

Job Purpose 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.

Job Specific Outcomes 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).

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7.

8.

9.

Adhere to all care and safer handling plans.

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.

Line manage and co-ordinate other pupil support staff.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

NVQ / CACHE level 3 or equivalent accredited qualification in relevant field, such as Childcare and Education.

Numeracy and literacy skills equivalent to Level 2.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

ELSA Network approved qualification.

Level 2 Safeguarding Training.

Awareness of confidentiality and data protection principles.

Full working knowledge of

Level 3 / 4 Safeguarding Training.

Knowledge of relevant individual learning and personal handling plans.

Knowledge of

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relevant policies, codes of practice and awareness of relevant legislation.

Knowledge and understanding of emotional literacy.

A thorough working knowledge of the ELSA programme.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

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 self study.

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 pupils who may require assistance learning when in a state of anxiety.

Use of specialist interventions and applications to help make the curriculum accessible.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

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A commitment to further training relevant to the role.

Ability to provide online training to all staff about Online Safety.

Relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety and implement strategies to provide ongoing support to the pupil.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

Ability to design and implement strategies which improve the lived experience of pupils and their families.

A need to show compassion, be focused, helpful and reflective.

The understanding of the range of support services, agencies, providers and knowledge of their effective use.

Ability to keep calm in sometimes very difficult circumstances

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and the ability to intervene when necessary.

Proven ability to communicate effectively with all stakeholders and upskill others.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to plan effective actions for pupils who require 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 and approaches as required.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a

Experience of working in a school / care

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defined area of work if required by an external body (for example a period of post- qualification experience).

environment supporting individuals with complex needs for a minimum of 3 years.

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Designated Safeguarding Lead (DSL) Department Section Reports to Grade Job number

Children, Young People, Education and Skills Education Headteacher / Deputy Headteacher ESSF09 ESSF1017

Job Purpose 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.

Job Specific Outcomes 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

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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.

8.

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.

9.

Act as a source of support, advice and expertise to staff on matters of safety and safeguarding.

10.

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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

Education to Degree Level or NVQ Level 4 in childcare or equivalent qualification or Diploma in Childcare Education at Level 4.

City and Guild Level Award from Education Training (formely PTLLS).

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 3 Safeguarding Training.

Well developed ICT skills to support

Level 4 DSL Training.

Child Protection Case Conference

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all areas of record keeping.

Good organisational skills to deliver trainng for staff ensuring resources and appropriate training activities.

Training First Aid and EPI pen training, if required.

Mental Health First Aid trainer.

A thorough and demonstrable knowledge of safeguarding and child protection legislation, policy/procedur e and systems.

This will include a detailed knowledge of local interagency child protection procedures and systems. DFE – Working Together to A thorough understanding of the Safeguarding Platfrom, MYCONCERN Safeguard Children and Young People (2022).

A track record

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of strong leadership with the ability to inform and lead on change within the orgnaisation

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

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 self study.

Use of Technology to support job role (e.g. Outlook, Word, Excel, TEAMS).

A commitment to further training relevant to the role.

General Skills/Attributes

Ability to provide online training to all staff about Online Safety.

Ability to design and implement

The understanding of

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This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

strategies which improve 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.

the range of support services, agencies, providers and knowledge of their effective use.

Ability to de-brief and support others following an incident.

Proven ability to communicate effectively with all stakeholders and train others.

Effective written communication.

Ability to delegate appropriate tasks.

Ability to be able to contribute to the design of / updating of training materials.

Ability to support wellbeing of team members.

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Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Experience of working with or caring for children and / or young people for a minimum of 5 years.

Experience of managing and delivering Early Help assessments & interventions and / or core group meetings.

Trainee Technician 118

Children, Young People, Education and Skills Education Faculty Head / Head of Department / Specialist Technician ESSF04 ESSF1018

Department Section Reports to Grade Job Number

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.

PERSON SPECIFICATION 119

Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

ESSENTIAL

DESIRABLE

Numeracy and literacy skills equivalent to Level 2 or commitment to complete.

Knowledge / skills equivalent to national qualifications Level 2 and / or experience in a specialist area.

Commitment to complete Level 1 Safeguarding training.

Awareness of relevant policies, codes of practice and awareness of relevant legislation.

Knowledge of procedures for preparation of resources/ materials, setting up, cleaning and basic maintenance of equipment.

First Aid and EPI pen training.

Awareness of confidentiality and data protection principles.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Knowledge of appropriate use of materials and equipment and ability to communicate this knowledge to staff and pupils.

Use of Technology to support job role (e.g.

Outlook, Word, TEAMS).

Respond to the pupils’ needs, and implement related personal programmes, including social, health, physical and welfare matters.

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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.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

The ability to relate to pupils and to understand their needs. A need to show compassion, be focused, helpful and reflective.

Basic knowledge of health and safety.

Ability to keep calm in sometimes very difficult circumstances and the ability to intervene when necessary.

Proven ability communicate effectively.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

to

Specific training and experience of working in relevant practical area.

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Technician Department Section Reports to

Children, Young People, Education and Skills Education Faculty Head / Head of Department / Specialist Technician ESSF05 ESSF1019

Grade Job Number 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.

Job Specific Outcomes 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

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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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

ESSENTIAL

DESIRABLE

Knowledge / skills equivalent to national qualifications Level 2 and / or experience in a specialist area.

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.

Working knowledge of curriculum and other relevant learning programmes / strategies.

Knowledge of child development and learning.

Awareness of confidentiality and data protection principles.

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Commitment to undertake First Aid and EPI pen training, if required.

Working knowledge of relevant policies, codes of practice and awareness of relevant legislation.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Ability to communicate specialist knowledge to staff and pupils.

Ability to attend to the pupils’ personal needs, and implement related personal programmes, including social, health, physical and welfare matters.

Care for sick, distressed and injured pupils carrying out the necessary follow-up action in line with the agreed policies and procedures.

Relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety.

Training in the relevant Inclusion strategies and a commitment to further training relevant to this role.

Knowledge of appropriate use of specialist equipment and materials.

Resilience and a willingness to learn and develop their practice including self -

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study.

Ability to demonstrate own work to others.

Use of Technology to support job role (e.g. Outlook, Word, TEAMS).

A commitment to undertake Manual Handlling Training.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

The ability to relate to pupils and to understand their needs. 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.

The understanding of the range of specialised support services, agencies, providers and knowledge of their effective use.

Proven ability to communicate effectively.

The postholder must be perceptive and

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self-motivated and able to see the work that needs to be done to ensure the smooth, efficient running of the department and be able to relate to the members of staff within this area.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

Training and / or experience of working in relevant area.

Experience of working with young people.

Senior Technician 126

Department Section Reports to

Children, Young People, Education and Skills Education Faculty Head / Head of Department/ Specialist Technician N/A ESSF06 ESSF1020

Responsible for Grade Job Number 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.

Job Specific Outcomes 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.

May be responsible for training other staff.

8.

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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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications

ESSENTIAL

This relates to level of education and professional qualifications and / or specific occupational training required.

Knowledge / skills equivalent to national qualifications Level 2 and / or experience in a specialist area.

DESIRABLE

Numeracy and literacy skills equivalent to Level 2.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 1 Safeguarding Training.

Knowledge of appropriate use and maintenance of specialist equipment and ability to communicate and demonstrate this knowledge effectively to staff and pupils.

Commitment to complete undertake First Aid and EPI pen training, if required.

Knowledge of relevant individual risk assessment and safety plans.

Awareness of Mental Health First Aider

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training.

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.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Knowledge of appropriate use of specialist equipment and materials and ability to communicate this knowledge to staff and pupils.

Ability to attend

Relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety.

Training in the relevant Inclusion strategies and a commitment to further training relevant to this role.

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to the pupils’ personal needs, and implement related personal programmes, including social, health, physical and welfare matters.

Care for sick, distressed and injured pupils, carrying out the necessary follow-up action in line with the agreed policies and procedures.

Resilience and a willingness to learn and develop their practice including self study.

Ability to demonstrate own work to others.

Use of Technology to support job role (e.g. Outlook, Word, TEAMS).

Competent in implementing inclusion

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strategies in relevant curriculum learning area.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

The ability to relate to pupils and to understand their needs. 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.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to train others.

Proven ability to communicate effectively.

The postholder must be perceptive and self-motivated and able to see the work that needs to be done to ensure the smooth, efficient running of the department and be able to relate to the members of staff within this area.

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Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

2 years specific training and / or experience of working in relevant practical area.

Experience of working with young people in an educational environment.

ICT / Media Technician 132

Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Faculty Head / Head of Department ESSF07 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.

Job Specific Outcomes 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

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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.

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.

10.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

Knowledge / skills equivalent to national qualifications level 3 AND/OR equivalent experience in a specialist area.

An industry recognised qualification in IT support.

Numeracy and literacy skills equivalent to Level 2.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the

Level 1 Safeguarding Training.

Commitment to complete undertake First

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understanding of a defined system, practice, method or procedure).

Knowledge of procedures for management of a technical/speci alist area, including policy development, and management of maintenance of resources.

Experience in video editing.

Aid and EPI pen training, if required.

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.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Knowledge of appropriate use of specialist equipment and materials and ability to

Experience of managing wired and wireless networks.

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communicate this knowledge to staff and pupils.

Resilience and a willingness to learn and develop their practice including self study.

Ability to upskill and train team members in the specialist area and in the use of specialist programmes / equipment.

Use of Technology to support job role (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, assemblies etc.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written

The ability to relate to pupils and to

Ability to upskill others.

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communication skills, ability to delegate, motivation or commitment etc.

understand their needs. 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, multi-tasking and prioritising where required.

Proven ability to communicate effectively.

The postholder must be perceptive and self-motivated and able to see the work that needs to be done to ensure the smooth, efficient running of the department and be able to relate to the members of staff within this area.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a defined area of work if required by an external body (for example a period of post- qualification experience).

2 years specific training and / or experience of working in relevant practical area.

Experience of working with young people in an educational environment.

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Practical experience of Windows and / or Mac software.

Practical experience in supporting the management of a complex network with multiple users.

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Specialist Technician Department Section Reports to Grade Job Number

Children, Young People, Education and Skills Education Faculty Head / Head of Department ESSF08 ESSF1022

Job Purpose 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.

Job Specific Outcomes 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.

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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.

PERSON SPECIFICATION Specific to the role ATTRIBUTES Qualifications This relates to level of education and professional qualifications and / or specific occupational training required.

ESSENTIAL

DESIRABLE

Knowledge / skills equivalent to national qualifications level 3 AND/OR equivalent experience in a specialist area.

Numeracy and literacy skills equivalent to Level 2.

Knowledge This relates to the level and breadth of practical knowledge required to do the job (e.g. the understanding of a defined system, practice, method or procedure).

Level 1 Safeguarding Training.

Knowledge of procedures for management of a technical/specia list area, including policy

Commitment to complete undertake First Aid and EPI pen training, if required.

Awareness of Mental Health First Aider training.

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development, advice on technical support for curriculum requirements, development and delivery of technical/practic al learning and management of maintenance of resources.

Experience of leadership and / or professional responsibility.

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.

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Knowledge of relevant individual risk assessment and safety plans.

Technical / Work-based Skills This relates to the skills specific to the job, e.g. language fluency, vehicle license etc.

Knowledge of appropriate use of specialist equipment and materials and ability to communicate this knowledge to staff and pupils.

The understanding of the range of support services, agencies, providers and knowledge of their effective use.

Ability to attend to the pupils’ personal needs, and implement related personal programmes, including social, health, physical and welfare matters.

Care for sick, distressed and injured pupils, carrying out the necessary follow-up action in line with the agreed policies and procedures.

Resilience and a willingness to learn and develop their

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practice including self study.

Ability to upskill and train team members in the specialist area and in the use of specialist programmes / equipment.

Use of Technology to support job role (e.g. Outlook, Word, TEAMS).

Competent in implementing and contributing to inclusion strategies in relevant curriculum learning areas.

Commitment to undertake relevant training in MAYBO for pupils who may require assistance learning when in a state of anxiety.

Training in the relevant Inclusion strategies and a commitment to further training

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relevant to this role.

General Skills/Attributes This relates to more general characteristics required to do the job effectively, e.g. effective written communication skills, ability to delegate, motivation or commitment etc.

The ability to relate to pupils and to understand their needs. 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.

Proven ability to communicate effectively.

The understanding of the range of support services, agencies, providers and knowledge of their effective use. Ability to train others.

Ability to debrief and support others following an incident.

Support the professional development needs of the team.

The postholder must be perceptive and self-motivated and able to see the work that needs to be done to ensure the smooth, efficient running of the department and be able to relate to the members of staff within this area.

Experience This is the proven record of experience and achievement in a field, profession or specialism or could include a minimum period of experience in a

3 years + specific training and /or

Experience of working with young people in

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defined area of work if required by an external body (for example a period of post- qualification experience).

experience of working in relevant area.

an educational environment and / or managing a small group / team.

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