JOB DESCRIPTION: Primary Behaviour Support and Provisions Teacher Responsible to: Senior Teacher for Primary Behaviour Support & Provisions General Information about Primary Behaviour Support & Provisions Primary Behaviour Support and Provisions (PBSP) works in partnership with schools, parents and other professionals and agencies to support the personal, social and educational development of children experiencing social, behavioural, emotional and wellbeing difficulties. The service provides a range of training and support for school staff and those pupils experiencing social, behavioural, emotional and wellbeing difficulties (SBEW) to achieve their full potential within nursery, primary and special schools. Support is also provided to pupils and staff within specific educational provisions. Support can range from capacity building, with the aim of providing professionals with the knowledge and skills they need to support pupils in school, to advisory, targeted, early intervention and preventative support for pupils through to intensive intervention. A flexible programme of support is offered based on a continuum of the individual child’s needs. EOTAS programmes form part of the Education Authority’s Primary Behaviour Support and Provisions intensive intervention for pupils with SBEW needs. Pupils that take up a placement within any of the EOTAS programmes also remain on the register of their mainstream school. - Each EOTAS programme is managed by a Senior Teacher, under the direction of an Adviser for Primary Behaviour Support and Provisions. - Multidisciplinary work is an important part of the work in each programme. Education Psychologists, Education Welfare Officers, Youth Workers, Social Workers, Medical Officers and other services/ agencies can be involved with pupils and their families, the degree of which will depend on the needs of each case. - Ongoing liaison with schools is an important part of the work of the Primary Behaviour Support and Provisions programmes. Primary Behaviour Support and Provisions, inspire, support and challenge school communities to create child-centred, flexible and responsive approaches to meet the needs of all pupils. Guidelines in relation to role, responsibilities & communication The following document’s purpose is to facilitate the role of the Primary Behaviour Support and Provisions (PBS&P) Teacher. It is devised to be supportive, give clarity to the staff role and to communicate clearly expectations for both the post holder alongside those of management. The PBS&P Teacher, is responsible to the Senior Teacher for Primary Behaviour Support & Provisions, who will approve the PBS&P teacher’s timesheet and any travel and subsistence claims. The PBS&P Teacher will work with staff within Primary Behaviour Support and Provisions and other members of the Education Authority’s (EA) Children and Young People’s Services in developing and implementing programmes of support and teaching for pupils with social, behaviour, emotional and wellbeing (SBEW) needs. The PBS&P Teacher will be responsible for curriculum delivery within the EOTAS centre which provides a specialist support service to Key Stage 1 & 2 pupils who have SBEW needs. This will involve working directly with and teaching primary pupils at Key Stage 1 & 2 as well as supervising staff providing support to the teacher. The post will also involve supporting teachers in mainstream schools who are seeking advice and practical strategies on the management of pupils with challenging behaviour by delivery of training, consultation and implementing an intensive pupil intervention programme. The PBS&P Teacher will liaise closely with other areas of the EA including Statutory Operations within Special Education, Education Welfare Service, Psychology Service and other services and agencies involved with pupils referred to Primary Behaviour Support and Provisions. MAIN DUTIES AND RESPONSIBILITIES As detailed in the Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987. To view click here. In addition to teaching duties the successful candidate will be required to support the wider EOTAS provision at Key Stages 1 & 2 and may be required to work across other EOTAS Centres within a reasonable distance. The successful applicant will also be required to: 1. Contribute to the delivery of a range of interventions: 1.1 Contribute to the delivery of intervention for pupils who require more specific support in relation to SBEW; 1.2 Plan and implement individual, group or whole class educational programmes designed to address need. 1.3 Utilise an appropriate range of teaching and assessment approaches, in accordance with the identified needs of pupils. 1.4 Devise, implement and evaluate pupil support plans, as described within the Code of Practice, for pupils attending EOTAS and being supported within school. 1.5 Maintain reports of intervention, assessment and progress for each pupil receiving support. 1.6 Be involved in regular curriculum discussion and act as a coordinator for a specific curricular area. 1.7 Carry out a process of continuous assessment and recording of the development, progress and attainment of pupils. 2. Liaise with other EA Services and Agencies 2.1 Make the necessary links with referring pupil schools as required by the PBS&P Senior Teacher. 2.2 Promote a co-ordinated and multi-disciplinary approach to address the presenting needs of pupils both in school and on placement in EOTAS. 2.3 Provide advice and support to schools to develop and implement effective strategies and interventions to address the needs of pupils with SBEW. 2.4 Work collaboratively with mainstream schools, teachers, youth workers, parents/carers, other EA Services and external agencies to ensure that pupils’ needs are addressed holistically. 2.5 Contribute to multi-disciplinary meetings, as appropriate, regarding the needs of individual pupils. 3. Promote Parent/ Carer Involvement 3.1 Promote and develop effective partnerships with parents and carers to enable them to support their children‘s learning, well-being and development. This will involve liaising with parents, offering advice, support and encourage consistent management. 3.2 Encourage liaison between home and centre to maximise consistency in relation to the effective strategies that are being implemented to meet the needs of the pupil. 3.3 Encourage the participation of parents, carers and other relevant professionals in the planning and delivery of individual education plans. 4. Participate in Continued Professional Development 4.1 Keep informed of current approaches, teaching strategies, methodologies and resources relevant to teaching and supporting pupils with SBEW needs so that appropriate interventions can be applied in the learning environment. 4.2 Participate in staff development programmes and in-service training. 5. Any Other Duties 5.1 Undertake any other related duties as required by the Education Authority. 5.2 Comply with the Education Authority’s policies and procedures in relation to the duties and responsibilities of the post. 5.3 Maintain at all times confidentiality of information received. Have access to a suitable vehicle (appropriately maintained and insured for Authority Business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner. Appropriate travel and subsistence costs can be claimed. 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.