Health and Safety s1

JOB DESCRIPTION

Department LITTLE LEVER SCHOOL

Job Title PASTORAL OFFICER

Grade GRADE 6 SCP 25 – 29

Primary Purpose of the To provide support and guidance to pupils (and staff working with them) by Job removing the barriers to learning in order to promote effective participation, enhance individual learning, raise aspirations and achieve full potential. Responsible to DIRECTOR OF HOUSE/PASTORAL MANAGER Responsible for No direct line management responsibility. Parenting and pupil groups. Principal Responsibilities To promote, develop and maintain effective and supportive mentoring relationships with pupils in support of other school teaching and learning professionals and external agencies. The aim being to promote positive activities in the school and community setting and support learning, participation and social inclusion of the pupil in the context of Every Child Matters principles.

MAIN DUTIES 1 To develop a sound understanding of the school curriculum and pastoral care provision. A nominated PO will provide support for the alternative curriculum including specialist knowledge of the curriculum, monitoring attendance and coursework. This will include recommendations for the programme and liaison with parents and carers at formal options events and on a one to one basis. 2 To assist in the identification of early signs of disengagement and contribute to specific interventions to encourage re-engagement with the curriculum and school life. To monitor/identify:  attendance and tackle low attendance, internal/external truancy  pupils at risk of exclusion  pupils with low self esteem, motivation  pupils with family and school issues impacting on school life  pupils educationally underachieving To liaise with the Directors of House and pastoral staff to identified an agreed caseload of pupils to work with. Re-integration plans over an agreed period of time. To respond to unplanned classroom incidents which require pastoral intervention. 3 To establish and develop effective 1:1 mentoring and other supportive relationships with children and young people. Each PO will be linked to a specific House to facilitate the development of relationships and for continuity of support. This will include the withdrawal and re-integration of students and encouragement to engage in out of hours school learning and development opportunities. This may involve being the first contact in relation to reported child protection issues e.g. parental complaints, bullying, students becoming homeless and providing an appropriate first response where senior staff are not immediately available. 4 To manage Directors of House timetables in support of Departmental Staff 5 To develop, agree and implement personalised action plans for groups and individual pupils based on a comprehensive assessment of their strengths and needs and strategies for overcoming barriers to learning i.e. behaviour, motivation, aspirations and academic achievement. This will include the development of 1:1 Mentoring material for personal and shared use. 6 To monitor the progress of individuals at regular intervals and set new targets when appropriate. MAIN DUTIES To formulate and regularly review agreed plans for students with challenging behaviour. 7 To identify appropriate support services within and outside the school and negotiate their possible role with the pupil and their parent/carer. 8 To facilitate access to specialist support services for pupils with barriers to learning. To monitor the effectiveness of that referral. To make recommendations as to the appropriateness of relevant agencies. 9 To assist pupils in making the transition between KS2/3 and KS3/4. This may include primary school liaison in support of the Year 7 Pastoral Co-ordinator. 10 To contribute to the development of group and individual programmes of support for pupils. Liaison with the curriculum, pastoral and departmental teams. This will also include liaison with SENCO and the Learning Mentors and SEN teams, including assisting in the creation, monitoring and review of IBPs and IEPs. IBPs to be developed covering up to 12 months ahead. This will also include administration of one off group programmes of support and also the delivery of group programmes of work. 11 To develop liaison with parents and carers. 12 To operate within agreed legal, ethical and professional boundaries when working with young people. This includes confidentiality policies. 13 To collect information, contribute to the assessment/evaluation and share the findings with relevant other professionals. Whole school data analysis is required to identify areas of concern. 14 To contribute to the sharing of good practice between individuals, local networks and partner agencies to enhance Pastoral Care provision. This will include multi agency referrals e.g. CAF 15 To contribute to the development of Pastoral policies and practices and promote monitor and evaluate provision within the school including benchmarking. Specifically POs will become subject specialists in nominated areas and be the school focal point for research, networking, development and referrals within the school i.e.  Substance Misuse  Sexual Health Awareness.  Bullying  Self Harm  Mental health e.g. CAMHS  Child protection This may require additional formal training to be qualified to guide pupils and staff on these issues. 16 To support the training and coaching of staff in working with challenging pupils and appropriate approaches and interventions. This will involve the development of topic mentoring material for personal and team use. 17 To support the School Charter Nominated POs will manage and administer Internal Exclusions and/or the on call system including supporting teachers by the removal of disruptive pupils. 18 To develop the Community liaison relationships This will include first response to local resident complaints regarding pupils including fact finding and recommended resolution. 19 To promote the work of the Media Centre and various clubs including the Homework club This will include development of the potential of the school VLE site for staff, pupil and parent/carer use. 20 To support the KS4 Work Experience Coordinator POs will support and administer the whole Work Experience programme providing the link between, students, parents/carers and employers. 21 To lead selected extra-curricular activities This includes homework and other clubs, charity events and the organisation and supervision of education visits and out-of-school activities. ORGANISATIONAL COMPETENCIES

Valuing Diversity

To accept everyone has a right to their distinct identity. To treat everyone with dignity and respect and to ensure that what all our customers tell us is valued by reporting it back into the organisation. To be responsible for promoting and participating in the achievement of the departmental valuing diversity action plan. Caring for Customers

To provide quality services which are what our customers want and need. To give customers the opportunity to comment or complain if they need to. To work with customers and do what needs to be done to meet their needs. To inform your manager about what customers say in relation to the services delivered. Developing Yourself and Supporting Others

To make every effort to access development opportunities and ensure you spend time with your manager identifying your development needs through your personal development plan. To be ready to share learning with others. Health and Safety

To operate safely within the workplace with regard to Health and Safety legislation. Confidentiality

An acknowledgement of the need to maintain confidentiality at all times and to become aware of the National, Corporate and School policies on Confidentiality, and the management and sharing of information. Limits of Authority

Within the framework of Council and School policies and instructions, and subject to the overriding authority of his/her line manager, the officer holding this post is authorised to undertake all duties appertaining to the areas of work outlined above. Energy Efficiency

To promote energy efficiency throughout the service area and within own area of activity

Date Job Description Prepared/Updated September 2012

Job Description Prepared By Mr P Hewitt PERSON SPECIFICATION

Job Title PASTORAL OFFICER

STAGE ONE Disabled Candidates are guaranteed an interview if they meet the essential criteria

MINIMUM ESSENTIAL REQUIREMENTS METHOD OF ASSESSMENT Skills And Competency

1. Ability to work effectively within a team environment. Application Form/Interview

2. Ability to build effective working relationship with all Application Form/Interview pupils and colleagues. 3. Knowledge and proven skills in managing challenging Application Form/Interview behaviour across the Secondary age range. 4. Ability to contribute to the writing of Individual Behaviour Application Form/Interview Plans 5. Ability to deliver group work programmes and formal Application Form/Interview presentations. 6. Ability to work with students at all levels regardless of Application Form/Interview specific individual need. A willingness to develop a range of approaches to assist in engaging with young people and encourage them to engage with the learning process. 7. Ability to adapt own approach in accordance with pupil Application Form/Interview needs. 8. Ability to promote a positive ethos and role model positive Application Form/Interview attributes. 9. Ability to identify potential barriers to learning Application Form/Interview

10 Ability to work jointly with students to devise Action Plans Application Form/Interview . with clear goal setting and strategies to overcome barriers to learning. 11 Planning skills to manage allocated caseload, Director of . House timetable and administration time with the flexibility to deal with priority unplanned issues. 12 Excellent numeracy and literacy skills. Application Form/Interview .

13 Excellent communication skills – both written and verbal. Application Form/Interview . Often dealing with sensitive information in a range of one to one and meeting settings. 14 Networking and facilitating skills. Application Form/Interview .

15 Highly developed interpersonal skills to form constructive Application Form/Interview . relationships with disaffected pupils and their parents/carers in a potential conflict and challenging situation. 16 ICT skills to at least intermediate level – effective use of Application Form/Interview . ICT to support learning, to interrogate data e.g. the use and design of reports, spreadsheets and curriculum and professional research. 17 Record keeping skills and the ability to create, develop and Application Form/Interview . evaluate compliant systems

18 Research skills e.g. new initiatives and activities relevant to Application Form/Interview . intervention mentoring, maintaining professional knowledge and expertise. 19 Ability to work under own initiative and independence in a Application Form/Interview . positive and solution-focused manner without constant referral back. The judgement of when child protection issues require immediate referral is however essential. Knowledge/Experience/Qualifications/Training etc 20 At least a level 2 qualification in Maths and English (GCSE Application Form/Qualifications grade C or above or equivalent) 21 Teaching degree, degree, HLTA or required to work Application Form/qualifications towards the HLTA qualification. 22 2- 3 years’ experience of working with children/young Application Form/Interview people (and their families) demonstrating high quality effective support. 23 A comprehensive knowledge and experience of delivering Application Form/Interview a range of intervention techniques. 24 Knowledge and ability to work effectively with a wide Application Form/Interview range of supporting services in both statutory and voluntary sectors. 25 Understanding of inclusion within a school setting Application Form/Interview 26 Working knowledge of relevant policies/codes of Application Form/Interview practice/legislation 27 Understanding and working knowledge of the national Application Form/Interview curriculum and other learning programmes 28 Working knowledge and understanding of principles of Application Form/Interview learning styles and independent learning 29 Experience of resources preparation to support learning Application Form/Interview programmes 30 Experience of delivering group programmes and making Application Form/Interview formal presentations. 31 Learning Mentor Training or willingness to undergo such Application Form/Interview training e.g. CWDC, CPD training related to strategies for dealing with challenging pupils.

Work Related Circumstances 33. To attend staff training days, twilight training sessions Interview and relevant out of hours training and events.

CORE ORGANISATIONAL COMPETENCIES Valuing Diversity Listen, support and monitor the diverse contributions made to service development without prejudice. Challenge behaviours and processes which do not positively advance the diversity Interview/Application form agenda whilst being prepared to accept feedback about own behaviour. Recognise people’s strengths, aspirations and abilities and helps to develop their potential. Understand how Valuing Diversity and inclusion can improve our ability to deliver better services and reduce disadvantage. Caring for Customers Listen and respond to customer need, seek out innovative ways of Interview consulting service users and engaging partners. Network with others to develop services for the benefit of the school/setting community Developing Self and Others Coach and PCO others. Be willing to share learning and encourage Interview/Application form others to do the same. Listen to others and respond to their needs. Strives for improvement and take responsibility for own development. Be self-confident and lead by example. Health and Safety The ability to identify risk to self and others when undertaking Interview work activities and appropriate actions needed to minimise risk. Confidentiality To acknowledge the need to maintain confidentiality at all times Interview and to become aware of the National, Council and school policies on Confidentiality, and the management and sharing of information. Energy Efficiency To be aware of the energy efficiency issues in own area of work Interview and throughout the organisation

STAGE TWO Will only be used in the event of a large number of applicants meeting the minimum essential requirements ADDITIONAL REQUIREMENTS METHOD OF ASSESSMENT 1. Skills/Knowledge/Experience 1. Experience working with children/young people and their Application Form/Interview families in a relevant secondary school environment. 2. Counselling qualifications Application Form/Interview

Note to Applicants: Please try to show in your application form, how best you meet these requirements

Date Person Specification Prepared/Updated September 2012

Person Specification Prepared By Mr P Hewitt