JOB PURPOSE
The SBEW Intervention Officer will work as part of a special school, based within the special school’s Support for Learning Framework or as directed by the principal, to support with children and young people with SBEW needs.
In delivering this role, the SBEW Intervention Officer will provide support and advice as appropriate and will contribute to the improvement of outcomes for children and young people within special education settings with SBEW needs through the implementation of effective early intervention, preventative, nurturing approaches and interventions.
The SBEW Intervention Officer will also contribute to training and group programmes, participate in collaborative working, and contribute to the development of provision with the guidance of designated team members.
The role will include:
-Providing intense support for appropriate children and young people, within a special school community
-delivering programmes of intervention
-contributing collaboratively within a multidisciplinary team.
-modelling strategies and interventions to help build capacity of practitioners and parents on-site
-disseminate and implement best practice / practical strategies
-providing practitioner advice and guidance within settings as appropriate
-attendance at case discussions and meeting with staff from various agencies throughout the locality
The post holder will work with a range of education settings, school staff, parents, pupils and members of the Children and Young People’s Services (CYPS) Directorate, Health partners, Charitable and Voluntary organisations.
MAIN DUTIES AND RESPONSIBILITIES
Support for children and young people with SBEW or complex behaviour needs, training and support.
Work within the guidance of designated school team members to support children and young people within the special school
1. Contribute to the assessment of children and young people with SBEW/complex needs in special schools or related provisions.
2. Contribute to the planning and delivery of individual programmes for identified children and young people who require more intensive support.
3. Prepare materials that may be required to support the individual child or young person in context as well as other aspects of the school setting.
4. Work closely with special school staff to model/ practice effective strategies and interventions in relation to individual children and young people.
5. Contribute to the monitoring and review of children’s progress in line with agreed protocols.
6. Support the transition of children and young people across education settings, as appropriate.
Work under the guidance of designated special school team members to support special school educational settings by:
7. Providing setting-based targeted support and pupil advisory support following special school pathways.
8. Seek feedback as appropriate within the special school setting in order to maintain an ongoing evaluation of the intervention/ support.
9. Provide advice as appropriate regarding practitioner themes including understanding of SBEW needs and the use of appropriate assessment, strategies, materials and equipment.
·Support the promotion of best practice and a co-ordinated approach with staff within the special school education settings in responding to and supporting needs.
10. Support lead trainers in providing online training, or centre-based and setting-based training
11. Provide, where appropriate and under guidance, a ‘link’ role to which will involve regular communication with key staff and responding to requests for support in line with service protocols for processing requests.
12. Promote parental involvement by;
a) Liaising with parents and encouraging a holistic approach to progress and success at school, including the lived experience
b) Encouraging liaison between home and school setting to maximise consistency in relation to implementing effective support strategies.
Collaboration with Others and Inter-agency Work
13. Participate in a co-ordinated approach in addressing the special educational needs of a child or young person with SBEW difficulties.
14. Follow special school protocols in relation to collaborative working to ensure an efficient use of service time and resources.
15. Follow a co-ordinated approach in the identification, assessment and support for children and young people with presenting SBEW needs.
16. Liaise, as appropriate, with members of other agencies including the Educational Psychology Service, Education Welfare Service and other statutory and voluntary services/agencies.
17. Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children.
Record Keeping and Information Technology
18. Maintain records of support and provide reports in line with agreed protocols.
19. Prepare, as appropriate, reports on support provided by special school education settings and on the progress of individual children under the supervision of the special school.
20. Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft Word, Microsoft Excel, Microsoft PowerPoint)
21. Co-operate in the implementation of Information and Communication Technology.
Maintaining Quality of Delivery: Continuing Professional Development
22. Participate in and contribute to the special school staff development programme.
23. Engage in professional development activities in line with a regional model of team development and in relation to personal targets and goals.
Other Duties
24. Complying with EA/school policies and procedures in relation to the duties and responsibilities of the post.
25. Contributing to the ongoing evaluation of the special school provision
26. Maintaining at all times confidentiality of information received.
27. Any such other duties that the special school may from time to time require.