• Job Description

  Req#: 51318
  Job description Reports To: Designated line manager e.g. Primary EOTAS Senior Teacher/ Assistant Advisory Officer (AAO) Responsible For: In delivering this role, the PBSA will provide support to mainstream and Primary EOTAS setting staff and parents and will support referred children directly in settings and Primary EOTAS centres. Job Purpose - To support children referred to Primary Behaviour Support and Provisions (PBS&P) in education settings to build capacity and raise standards of achievement. - To build capacity within a child and to support staff in their management of a pupil presenting with social, behavioural and emotional wellbeing (SBEW) needs. - Through the modelling of interventions, support the capacity development of Classroom Assistants appointed by a school to support a pupil. - To work with school staff on programs which promote the development of children in relation to skills and competencies that are developmentally appropriate. - To contribute to assessment, intervention, progress monitoring and reporting on individual children. - To support the effective inclusion of children with SBEW in mainstream settings to promote learning, age appropriate development and independence. - To work in conjunction with early education providers and professionals from other services and agencies. This work will be carried out under supervision. MAIN DUTIES AND RESPONSIBILITIES Early Intervention Support for Children, Families and Education Setting s Work under the direction of designated PBS&P staff to support children referred to the service with social, behavioural and emotional wellbeing (SBEW) needs by: - Providing a caring and empathetic service to schools demonstrating a knowledge of supporting children with SBEW needs and appreciation of the challenges they may face. - Modelling effective strategies which support learning and play. - Linking with school staff and parents to promote active partnership working and by promoting consistency of approaches within the home and educational settings. - Supporting the development and implementation of pupil support plans and programmes to enable the child to effectively engage with learning and benefit from available social and learning opportunities. - Contributing to agreed baseline and on-going assessment of children with SBEW needs. - Implementing agreed evidence based early intervention programmes under supervision to support the needs of children with SBEW. - Working closely with parents, school staff and special educational needs co-ordinators in schools to communicate agreed practical advice, model approaches and promote effective strategies and interventions in relation to individual children. - Contributing to the monitoring and review of children’s progress in line with agreed protocols. - Building the capacity of education settings to support identified children by consistently modelling approaches and promoting appropriate strategies. - Working collaboratively with school staff and under the supervision of relevant PBS&P staff. - Providing a professional standard of intervention, directly facilitate and model interventions in primary school classes, with groups and individual pupils. Primary EOTAS Centres - Support and contribute to the delivery of social and wellbeing programmes within the Primary EOTAS centre. - Support teachers both at the Primary EOTAS centre and in mainstream schools as directed by complementing the work of teaching staff. - Support teachers in the implementation of pupil support plans, using agreed strategies for dealing with presenting difficult behaviours. - Providing support and supervision of children attending Primary EOTAS during any off-site work. - Organise appropriate learning experiences and activities for children attending Primary EOTAS during informal times, e.g. break time, lunch time, social outings. Monitoring Progress and Promoting Outcomes - Assessing and recording children’s developmental stages using agreed recording tools. - Keeping accurate records of interventions and visits. - Contributing, as appropriate, to reports on the progress of individual children under the supervision of a designated member of the service. - Using a range of Management Information Systems and software packages to support record keeping and record management and resource development (for example Microsoft Word, Canva). Collaboration with Others and Inter-agency Work - Working closely with other identified professionals as directed to ensure that the use of resources is maximised, and support provided is consistent. - Follow a co-ordinated approach in the identification, assessment, and support for children with SBEW in line with service protocols. - Provide information, when directed, to members of other Services including the EA Psychology Service, Pupil Support Services and other statutory and voluntary services/agencies. - Attend meetings as appropriate, both internally and with other stakeholders, under the direction of designated service staff. Maintaining Quality of Service Delivery: Continuing Professional Development - Enhancing skills and broadening knowledge by participating in the service staff development programme. - Taking responsibility for professional development and attending relevant training when requested. - Implementing learning from training and professional development, under supervision, to improve the quality of support provided. Other Duties - Complying with EA policies and procedures in relation to the duties and responsibilities of the post. - Contributing to the ongoing evaluation of the service. - Maintaining at all times confidentiality of information received. - Any such other duties that the EA may from time to time require. 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.

• About the company

  The Education Authority is a non-departmental body sponsored by the Department of Education in Northern Ireland.

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