Job Reference:

26007483)

Primary Location

: Antrim-Ballyclare-Ballyclare High School

Contract Type : Fixed-Term (May be subject to extension or reduced for any valid reason)

Duration of Contract/Contract End Date : 30th June 2028

Status : Full-Time

Hours per Week : 36 hours per week

Working Pattern : Monday - Friday

Grade/Scale : Administrative Officer | NJC pts 29 - 32 | £39,862 - £42,839 per annum pro rata

Additional Allowance(s) : Not Applicable

Anticipated Interview Date(s) : TBC

Additional Information: This position is being offered on a fixed-term basis until 30th June 2028 (may be subject to extension or reduced for any valid reason). Due to the funding arrangements associated with this post, the successful candidate will only be required to work during the periods of the year when the school is operational up to 30th June 2028, plus an additional two weeks. The timing of these additional two weeks will be determined at the discretion of the Principal. Salary will only be paid for hours actually worked on a pro rata basis.

Emotional Wellbeing and Support Officer

Contract: Full time (36 hours per week), 2 year fixed-term with possible extension up to 3 years.

Location: Ballyclare High School

Reports to: Vice Principal Pastoral

Purpose of Role:

Work alongside teacher responsible for pupil emotional health and wellbeing support across all key stages. Work with other relevant postholders to ensure all pupils fully access and benefit from curriculum, interventions and support programmes to improve their emotional health and wellbeing.

Take professional responsibility for and lead emotional wellbeing interventions. In conjunction with the Vice Principal Pastoral, and Teacher in charge of Emotional Health and Wellbeing, develop and facilitate action plans for aspects of student emotional wellbeing and support in school.

Support school staff by providing specialist knowledge and integrity in decision making that is required for effective pupil support.

Specific duties/responsibilities

• Contribute to school improvement through the delivery of evidence-based group and individual interventions in line with school development priorities and the EHWB Framework.
• To improve the emotional wellbeing of all year groups through the delivery of evidence-based programmes of intervention to identified pupils within groups or as individuals.
• Identify, in partnership with HoYs, pupils who would benefit from support. Demonstrate an in-depth understanding of their individual needs and priorities and develop appropriate strategies to meet them.
• Intervene with personal issues that are affecting pupils’ performance at school and advise senior and middle leaders on appropriate action.
• Monitor the development and success of interventions, including the provision of data, to show evidence of impact and progress, in line with the whole school reporting protocols.
• Implement strategies and support for pupils to enable them to positively regulate emotions, build self-esteem, confidence and resilience.
• Contribute to the co-ordination of support for pupils in lessons who are experiencing difficulties.
• Support pupils with integration issues within their wider social environment.
• Contribute to the development of best practice across the school in all areas of pastoral care.
• Provide regular and systematic feedback to pupils, staff, and parents/carers (where appropriate), on targets and progress made towards them.
• Flexibly meet the needs of targeted pupils, amending practice to facilitate positive outcomes and progress by placing the child at the centre of the provision.
• In line with school protocols, develop effective relationships with parents of pupils requiring support, advising them on strategies to support their child’s emotional health and wellbeing where appropriate.
• Support the Pastoral Vice Principal as required with providing feedback to members of staff and other professionals working with the pupil and assist in making further recommendations.

External Agencies

• To manage contact with other agencies, on behalf of the school and parents/carers and to liaise when required, including attendance and input at multi-agency meetings.
• Network with other appropriate professionals e.g. social workers and CAMHS as advised by Pastoral Vice Principal.
• Be responsible for positive and effective communication with school teams, external agencies and stakeholders.
• Manage conflicting priorities and various workplace demands.
• Be accountable for personal performance management, setting challenging objectives/targets in line with the school priorities.
• Actively monitor provision to ensure efficiency and value for money, providing feedback to the Pastoral Vice Principal and Teacher in charge of Emotional Health and Wellbeing.
• Ensure high quality records are kept and information is shared appropriately in line with guidance, including the preparation of written reports when required.
• Maintain accurate and up-to-date pupil information on school’s management information systems and own pupil filing records in line with school protocols.

Other

All service providers and staff are expected to:

• uphold the duty to safeguard and promote the welfare of pupils;
• maintain up-to-date role specific knowledge;
• develop trusting and professional relationships with each other and with pupils in order for them to access support with the outcome of improving emotional wellbeing;
• work flexibly to meet the needs of pupils; this may include evening work where appropriate;
• facilitate open and clear lines of communication with all stakeholders;
• contribute to the school’s development and implementation of policies designed to achieve the school’s priorities and targets;
• ensure parents are well informed about the school and their child’s progress;
• contribute to sustaining an inclusive environment and support the development of strategies to improve attendance.

The job description is not necessarily a comprehensive definition of the post. It will be subject to modification or amendment, after consultation with the post holder. The post-holder should also avail of regular, professional supervision.

PERSON SPECIFICATION

Section 1 - Essential Criteria

The following are essential criteria which will initially be measured at the shortlisting stage and which may 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.

The following are additional essential criteria which will be measured during the interview/selection stage.

Please note: the successful candidate will be required to work on a term-time only basis. Term-time basis is to work during school term plus up to two weeks annually. The timing of the additional two weeks is at the discretion of the Principal of the school. Payment will be for hours worked.

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 you WILL be 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.