Job summary

Salary : £26,873 - £28,770 pro rata (term-time only)

Hours per week : 37 hours

Interview date : Monday 14 October 2024

Education and Skills - Building Bright Futures

Our Behaviour Support Service is looking for a Behaviour Support Assistant to join the team and play a key role in strengthening inclusion in schools.

Main duties of the job

As a Behaviour Support Assistant, you will work as a peripatetic Teaching Assistant, supporting the inclusion of children. You will work alongside school staff to support children who are at risk of exclusion, developing the knowledge and skills of staff to promote inclusion.

You will liaise withBehaviour Support Teachers, school staff and other professionals as part ofdeveloping a suitable programme of support for children with social, emotional and mental health needs. You will contribute to the development of resources for schools to use with children and will work with colleagues in the team to develop and deliver training to school staff.

We are seeking a dedicated and experienced Teaching Assistant with up-to-date knowledge of a variety of strategies for behaviour and their implications for schools alongside an understanding of the SEN Code of Practice and Exclusion guidance.

If you are dedicated to supporting schools, to enhance the educational experience for children, we would love to hear from you.

About us

Wiltshire Council is a friendly, welcoming place to work, with a 'One Council' ethos. Thats why we focus on getting the things that matter to our people right.

Job description

Job responsibilities

Specific duties and responsibilities include : To work as a peripatetic Teaching Assistant in the support and inclusion of children with special educational needs (social, emotional and behavioural difficulties) To offer advice, support and training in behaviour management to school staff. To support children out of school by delivering programmes that teach the necessary skills to ensure successful integration into mainstream schooling To support children who are permanently excluded or close to exclusion. Training School Staff

To provide an understanding of the role of a Teaching Assistant supporting children with social, emotional and / or behavioural problems.

To give advice on best practice in all aspects of positive behaviour management.

To mentor and support newly appointed Teaching Assistants.

To offer strategies for behaviour management to Headteachers, SENCOs, Class Teachers, Teaching Assistants and MDSAs.

To assist with the induction of new Teaching Assistants through training and modelling of behaviour management skills.

To offer cluster, school, group or individual training for Teaching Assistants in positive behaviour management and social skills.

To support and train individual Teaching Assistants with pupils at all stages of the SEN Code of Practice including those with statements.

To assist in the delivery of training to Wiltshires Teaching Assistants.

To offer support to MDSAs through observation and training in positive behaviour management. Supporting the Pupil

To develop knowledge of a range of learning support needs and to develop an understanding of the specific needs of the children to be supported.

To support children to learn effectively both in group situations and on their own, using a range of learning support strategies clarifying and explaining instructions.

To ensure the child is able to use the equipment and materials provided.

To support the development of communication, social, emotional and behavioural skills to assist the pupil in accessing learning effectively.

To help pupils concentrate and develop their behaviour for learning skills.

To ensure physical needs are met, as required, whilst encouraging independence.

To liaise with Behaviour Support Teachers, school staff, other professional colleagues and parents about Individual Education Plans for Behaviour.

To develop appropriate resources to support individual children.

To establish a supportive and trusting relationship with children.

To encourage acceptance and inclusion of the child with special needs.

To observe individual children in a whole class situation and assess appropriate intervention with line manager, ie develop and implement programmes of work.

To provide support for individual pupils during transition.

To set up and attend review meetings with colleagues in order to monitor and evaluate the intervention.

To support and follow an appropriate programme with pupils educated out of school following a permanent exclusion.

To support the excluded pupils transition to receiving school.

To develop methods of promoting / reinforcing the childs self-esteem and independence.

To encourage children to develop strategies to accept and manage their own feelings and behaviour.

To provide individual or small group supervision in and out of the school / classroom environment for pupils with social, emotional or behavioural problems. Supporting the School and Staff

To liaise and assist in the development of a suitable programme of support for children with social, emotional and behavioural concerns.

To offer suggestions for alternative strategies to enable the child to access learning.

To understand and interpret reports that offer strategies for individual programmes for behaviour.

To develop a system of recording the childs progress in conjunction with the Class Teacher, and / or other professionals.

To contribute to the maintenance of childrens progress by writing reports following each session and to provide regular feedback to Class Teacher and, where necessary, Headteacher and SENCO.

To offer appropriate level of support to school staff through listening, advice and guidance.

To participate in the evaluation of the support programme via review meetings / multi-agency meetings.

To promote positive communication between all members of staff following training to disseminate information and develop good practice.

To develop a relationship to foster links between home and school, where appropriate.

To liaise, advise and consult with members of the school team andother outside agencies supporting the children.

To arrange and attend review meetings to monitor progress.

To be aware of school procedures.

To have an understanding of the SEN Code of Practice, especially pertaining to social, emotional and behavioural difficulties.

To be aware of confidential issues linked to home / pupil / teacher / school work and to keep confidences appropriately.

To be responsible for making and providing resources to be used in schools

Person Specification

Experience

Essential

• Previous relevant and practical experience.
• A thorough understanding of relevant procedures and working practices.
• Good knowledge of specialist function relevant to service area.
• Excellent ICT skills including use of Microsoft applications and specialist systems.
• Appropriate experience of working with the relevant client group and understanding of the relevant
• statutory frameworks / requirements.
• Practical knowledge of a range of procedures and specialist equipment to support clients.
• Ability to build and maintain constructive working relationships with a range of people.
• Sensitivity and empathy to build trusting and supportive relationships with clients and families.
• Care skills and basic knowledge of mobility, nutrition and financial issues in order to provide
• practical, emotional support to clients and families.
• Proven ability to follow routines, carry out set care plans, record and monitor changes in client
• condition.
• Ability to manage challenging behaviour in clients.
• Proven ability to communicate one to one and in small groups with relevant client group.

Qualifications

Essential

Desirable