Job Description
Reports to: The Practice Leads will report to the Team Leader at a local level with case-based management and at locality level to the Assistant HOS or equivalent manager with service policy responsibility for the area.
Core job purpose: Manage a caseload including where specialist practice is required, co-working with EWS cases if appropriate; as allocated by EWS manager. This may include cases within teams area or regionally
To provide specialist advice, support and supervision, including peer group supervision, to Education Welfare Officers that ensures critical learning and reflection, co-working as required and though this the development of knowledge of specialisms.
To consider and develop evidence of best practice and ensure that this informs practice standards and achieves excellence in relation to specialist area of practice.
To facilitate research, including the development of research proposals and identifying funding opportunities, and innovative practice opportunities, in partnership with others disciplines and agencies as appropriate.
Ensures that practitioners have access to continuous professional development in area of specialist practice, including practitioners in other teams, divisions and directorates.
Designs and implements practice review, benchmarking and audit in relation to specialist area of practice, ensuring that EA is compliant with relevant legislation and regulations. Works with and supports service managers to develop and achieve business goals, providing consultancy and cover for team managers when required.
Represents EA at inter-agency workshops, conferences and meetings as required by EWS managers.
Promote the work of EWS and the EA through sharing of best practice including professional publications.
To lead, develop and support service delivery and provide high quality specialist guidance within a defined area of specialism for the benefit of children, young people, families and schools.
To develop and sustain effective joint working relationships across sector areas within EWS, with other EA teams and with a wide range of partners and other bodies to encourage integrated ways of working wherever appropriate.
Main Duties and Responsibilities
To develop and maintain areas of specialism and project work to meet the changing needs of children, young people and their families;
* To develop and promote creative methods of intervention to provide opportunities for inclusion for marginalised young people in Education;
* To develop local community partnerships to support the participation of ethnic minorities in Education;
Service development, research and quality assurance
* To be responsible for development and implementation of policy and guidance related to a defined area of specialism across the Service
* Lead on cases with complexities within the area of specialism as the direct intervention officer for the child/young person, the school and the family.
* To develop and maintain areas of specialism and project work to meet the changing needs of children, young people and their families;
* To develop and promote creative methods of intervention to provide opportunities for inclusion for marginalised young people in Education;
* To provide a local and regional lead on their area of specialism working with the EWS Management on development of best practice policy and practice guidance for the service
* Provide a specialist casework service for EWS including taking responsibility for and holding a range of complex cases, and providing advice and mentoring to staff
* To ensure design, delivery and evaluation of resources aimed at improving practices within Education Welfare Service is based on research findings and best practice.
* Ensure that best practice in their area of specialism is used to support and engage with families more efficiently in relation to school related issues, identifying and removing barriers to learning and closing the gap for vulnerable groups.
* Develop and deliver campaigns and initiatives related to the area of specialism.
* Provide identified support input to the Complex Case Panel and Court Panels as and when required by Team Leader
* Chair MAST meeting and other EWS meetings on behalf of the SEWO when input is required or in relation to the area of lead responsibility across a group of young people or schools.
* To take lead role in the development of an evidence base for assessments interventions and work with children and young people drawing on local, regional and international practice
* Lead in the development of practice guidance for EWS around area of specialist development and input into EWS, CYPS and EA wide policy.
* Participate and lead on EWS groups supporting service improvement, communication and policy development.
Partnership working
* Develop guidance and information documents in relation to the area for schools, families, and the service.
* Build trust and improve communication across agencies so that information and data is shared effectively and suitably.
* To take a lead role in external interfaces with Health social care and other fora around their areas of expertise and specialism. To represent EA in multi-agency fora and working groups.
* Offer support at key points in children and young people’s lives (especially at transition points between schools), identifying those with additional needs and agreeing the most effective ways of targeting and responding to parents.
* Work with other Services, agencies and Departments, as appropriate in cross sector working related to the areas of specialism.
Training and development
* Provide specialist input to the development of EWS generally and specialist training and awareness raising.
* Plan, develop and deliver training and development opportunities for all staff in the service in the area
* Provide group-based supervision on area of specialism for service staff and school staff.
* Provide training in relation to the area for education settings, the service and other services, as well as families.
Data Development
* To work with the service in development of data and OBA metrics for their areas of specialism
* Take a lead on the use and development of research, data and statistics realising to best practice dissemination across the Service in the area
Role description
Specialist EWO are staff who will take a regional and local practice and policy lead for the service in an area of specialism. They will work within the general EWO job description but with the focus on the development of specialist knowledge and practice and service improvement.
This is a generic job description for a range of the specialist roles and staff will be expected to use their skills and knowledge to develop and practice in specialist areas to meet the need of children and young people. The role will include development of EWO policy and procedures and systems around the area of specialism The areas of specialist practice include:
EWS Specialist Post EWS Specialist Post Restorative Practice
• Consultation Meetings
• Juvenile Justice 4
Emotional Health & Wellbeing
1
School Aged Parents Regional 1 TOTAL 6
Emotional Health and Wellbeing
To support ‘Emotionally Based School Non-Attendance (EBSNA)’ who experience challenges in attending school due to negative feelings (such as anxiety). EBSNA is commonly associated with emotional and physical distress, and a reluctance to attend school, which can lead to reduced attendance and further anxiety regarding school. This work will be undertaken in collaboration with Educational Psychology (EA).
* Targeted work with Schools to address Drug related matters impacting school exclusion or attendance
* Whole School awareness training e.g. emotional wellbeing, anxiety, EBSNA
* Working with parents/carers is considered essential to develop support systems, gain parental views
* Parents/Carers provision of advice and support to help understand and manage their child’s anxiety
* Identified key worker with School Pastoral support – for parental support
* Development of resources with Educational Psychology that directly support identified pupils
* Key worker response to the young person in collaboration with Schools
* Development of EBSNA referral procedures to raise concerns
* Liaison with third sector support bodies to establish pupil-based interventions
* Educational programmes for school pastoral support
* Working with statutory/voluntary services to ensure ‘team around the child’ interventions are assessed and developed to maintain suitable educational provisions
Restorative Practitioner/Peer Mentoring
Overview
This role is central to promoting a positive school culture, resolving conflicts, and building strong relationships among students, staff, and families. The Restorative Practitioner will use restorative practices to address behaviour, resolve disputes, and foster a sense of community and accountability within the school. The practitioner will also support professional development of RP amongst educationalists.
* Lead restorative conversations, circles, and conferences to address conflicts or disciplinary issues.
* Support students and staff in repairing harm and rebuilding relationships.
* Facilitate preventative circles to strengthen relationships and foster a sense of belonging.
* Collaborate with school staff to prevent students’ disengagement and exclusions is in a restorative, non-punitive manner.
* Develop individualized plans for students involved in repeated conflicts or incidents.
* Support re-entry processes for students returning from suspension or other disciplinary actions.
* Establish a culture of relational practice for staff among staff as well and young people and families.
* Provide training to staff and students on restorative principles, conflict resolution, and communication skills.
* Mentor school staff in implementing restorative approaches in classrooms and schoolwide.
* Engage families and the wider school community in restorative practices.
* Participate in conferences and deliver workshops to professionals.
* Attend and contribute to meetings were appropriate to assist in the journey towards a more inclusive, restorative school where connection within the community is positive.
* Track and document restorative interventions, outcomes, and impact on school climate.
* Provide regular reports to Head of Service on trends, progress, and areas for improvement.
* Act as a trusted resource for students, staff, and families, fostering open communication and mutual respect.
* Collaborate with community organisations to provide additional resources and support for restorative initiatives.
School Age Parent Co Ordinator (Regional)
This role is to work with All School Age Parents that have been identified by EWOs as needing additional support.
The identified worker will work with School Age Parents to support them in maintaining school attendance using individual and group work. They will work collaboratively with the school, Family Nurse partnership and other agencies in identifying relevant training specific to supporting school aged parents in an educational setting.
* Complete initial assessments to identify need and provide appropriate support for School Age Parents
* Complete intensive levels of casework with identified school aged parents in relation to specific issues.
* Provide information, advice, guidance, and practical support to schools, Families and other relevant agencies
* Engage with School Age Parents to identify gaps in service delivery
* Engage with the young carer using a strengths-based approach to identify needs.
* Coordinate the provision of targeted workshops and activities to empower School Age Parents to make informed decisions in relation to training, education and employment
* Develop an understanding of an outcome-based accountability approach to providing support to School Age Parents
* Participate in Regional Panels in relation to school age parents such as the Family Nurse Partnership
Other Duties
* Ensure that the Authority’s policy on Data Protection (processing sensitive personal information) is properly complied with.
* Participate as required in the selection and appointment of staff in accordance with the policy and procedures laid down by the Authority.
This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.
In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.
To view the summary of terms and conditions for this post, click here .
PERSON SPECIFICATION
NOTES TO JOB APPLICANTS
1. You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant.
2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
3. The stage in the process when the criteria will be measured is outlined in the table below.
4. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
5. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.
6. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria.
Section 1 - Essential Criteria
The following are essential criteria which will initially be measured at the shortlisting stage and whichmay also be further explored during the interview/selection stage.You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.
Factor Essential Criteria Method of Assessment Qualifications/
Experience
Hold either:
(a) Degree/Diploma in Social Work or equivalent as recognised by NISCC; OR
(b) Bachelor’s Degree (UK Qualification and Credit Framework Level 6) or an equivalent or higher qualification in youth or psychology; OR
(c) Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland.
AND
Have three years’ demonstrable experience in addressing complex needs of children and young persons in one or more of the following specialist areas:
(a) Restorative Practice;
(b) Emotional Health & Wellbeing;
(c) School Aged Parents.
AND
Demonstrable experience of evidence-based interventions/programmes.
Shortlisting by Application Form
Knowledge
Demonstrable knowledge and understanding of policy and practice in one or more of the following specialist areas:
(a) Restorative Practice;
(b) Emotional Health & Wellbeing;
(c) School Aged Parents.
Shortlisting by Application Form
Other
Ability to attend meetings outside normal working hours as and when required.
The successful candidate will be required:
to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion;
OR
be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion.
Shortlisting by Application Form
Section 2 - Essential Criteria
The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model .
Factor Essential Criteria Method of Assessment Skills/
Abilities
In line with EA’s Game Changing People Model we will look for evidence of:
Excellent leadership and management skills.
An influential and persuasive communicator who recognises the value of working with key partners, internal and external stakeholders and can gain commitment across groups to achieve shared objectives.
Data management skills and the ability to analyse and present outcomes from interventions.
Ability to assess family dynamics and situations.
Ability to use own initiative and judgement to solve problems and respond to others.
Ability to take a responsive and customer focused approach to work.
Ability to engage young people and families in the helping process.
Good organisational skills and ability to organise a busy workload to deliver effective results on time.
Interview/Presentation
Values Orientation
Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here .
Interview
Section 3 - Desirable Criteria
Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted.
Factor Desirable Criteria Method of Assessment Experience
Demonstrable experience of multidisciplinary working in a Social Work setting.
Experience of working as part of team with cross functionality.
Shortlisting by Application Form
Knowledge
Demonstrable knowledge of early intervention strategies and prevention.
Demonstrable knowledge and application of research to practice.
Shortlisting by Application Form
Our Values
Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential.
DISCLOSURE OF CRIMINAL BACKGROUND
The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’.
In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that youWILLbe expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage.
Further information can be accessed at NI Direct or the Department of Justice.
APPLICANT GUIDANCE NOTES
To view the applicant guidance notes, please click here .
To learn about the many great benefits of joining the Education Authority, click here
The Education Authority is an Equal Opportunities Employer.
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