Behaviour Support Assistant (Special Educational Needs - Sbew) Primary Eotas Lit - 8 Posts

Education Authority; Belfast City District; Sur place; GBP 26 000 - 32 000; Plein temps

Résumé du poste

Education Authority is seeking a proactive practitioner to support pupils with Social, Behavioural and Emotional Wellbeing (SBEW) needs within Primary EOTAS and mainstream settings. You will model interventions, assist in developing pupil support plans and monitor progress in collaboration with families and school staff.

The role emphasises inclusive practices, data recording and cross-agency collaboration, under supervision, to improve learning outcomes for children in the EOTAS programme.

Qualifications

• Experience supporting pupils with Social, Behavioural and Emotional Wellbeing (SBEW) needs.
• Ability to work with school staff and families to implement pupil support plans.
• Awareness of inclusive education practices and safeguarding considerations.

Responsabilités

• Provide support to pupils referred to Primary EOTAS with SBEW needs in mainstream and EOTAS settings.
• Model effective strategies to support play, learning and development.
• Support the development and implementation of pupil support plans.
• Contribute to baseline and ongoing assessments and monitoring of pupil progress.
• Collaborate with parents, carers and school staff to promote consistent approaches.
• Maintain accurate records using suitable management information systems.

Connaissances

Interventions modelling

Assessment

Progress monitoring

Record keeping

Outils

Microsoft Word

Canva

Description du poste

JOB DESCRIPTION

Reports To: Primary EOTAS Senior Teacher

Responsible For: In fulfilling this role, the BSA will provide support to pupils with Social, Behavioural and Emotional Wellbeing (SBEW) needs, in mainstream and Primary EOTAS settings.

Job Purpose

• To support pupils referred to Primary EOTAS within their educational setting, to build capacity and raise achievement

• To build capacity of setting staff in supporting a pupil presenting with SBEW needs e.g. 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 pupils in relation to skills and competencies that are developmentally appropriate

• To contribute to assessment, intervention, progress monitoring and reporting on individual pupils

• To support the effective inclusion of pupils with SBEW in mainstream settings to promote learning, age appropriate development and independence

• To work in conjunction with professionals from other services and agencies. This work will be carried out under supervision.

Main Duties and Responsibilities

Early Intervention Support for Pupils, Families and Educational Settings

Work under the direction of designated Primary EOTAS staff to support pupils referred to the service with Social, Behavioural and Emotional Wellbeing (SBEW) needs by:

• Providing a caring and empathetic service to schools by demonstrating a knowledge of supporting pupils with SBEW needs and appreciation of the challenges they may face

• Modelling effective strategies which support play and learning

• Linking with school staff and parents/carers 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 baseline assessment and on-going assessment of children with SBEW needs

• Implementing agreed evidence based early intervention programmes under supervision to support the needs of pupils with SBEW

• Working closely with parents/carers, 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 pupils

• Contributing to the monitoring and review of progress in line with agreed protocols

• Building the capacity of educational settings to support pupils by consistent modelling of appropriate approaches and strategies

• Working collaboratively with school staff and under the supervision of relevant Primary EOTAS staff

• Providing a professional standard of intervention, directly facilitating and modelling interventions, with groups and with 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 and resources

• Providing support and supervision of pupils attending Primary EOTAS during any off-site activity

• 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 of pupil’s developmental stages using agreed recording tools

• Keeping accurate records of interventions and visits to settings

• Contributing, as appropriate, to reports on the progress of individual pupils under the supervision of a designated member Primary EOTAS staff

• Using a range of Management Information Systems and software packages to support record keeping/management and resource development (for example Microsoft Word, Canva)

• Collaboration with others and inter-agency work

• Working closely with other 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 of pupils with SBEW in line with Primary EOTAS policies and procedures

• 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.