Pastoral, Behaviour & Family Support Lead ( Goldenhill Primary Academy)

Goldenhill Primary Academy (Part of The Societas Trust); Hempstalls; On-site; GBP 28,000 - 36,000; Full time

Job summary

Goldenhill Primary Academy in the United Kingdom is seeking a highly skilled Pastoral, Behaviour & Family Support Lead to provide strategic pastoral and attendance support across the school. The role collaborates with the Headteacher, SLT, SENDCo and external agencies to promote positive behaviour, emotional regulation and strong family engagement, helping pupils overcome barriers to learning.

The post holder will lead family support, oversee attendance, and implement restorative approaches

Qualifications

• Experience of working with children, young people and/or families.
• Experience supporting children with behavioural, emotional or social needs.
• Experience working with parents and carers.
• Understanding of safeguarding and child protection.
• Understanding of attendance barriers and engagement.
• Ability to work with other professionals and agencies.

Responsibilities

• Build positive relationships with parents and carers.
• Provide practical support and guidance to families facing difficulties which may affect a child's education, wellbeing or attendance.
• Signpost families to appropriate external services and community support.
• Support Early Help processes and contribute information to multi‑agency meetings where appropriate.
• Maintain appropriate records of family contact, actions and outcomes.
• Work alongside the DSL and Deputy DSLs where family circumstances raise safeguarding concerns.
• Support positive parental engagement and strengthen relationships between families and school.
• Provide proactive support for pupils experiencing behavioural, emotional or regulation difficulties.
• Support the implementation of the Academy's Behaviour Pathways and agreed behaviour routines.
• Work with pupils following incidents using restorative approaches and support successful reintegration into class.
• Deliver targeted individual and small‑group work around behaviour, relationships, emotional literacy, regulation and SEMH.
• Support the effective operation of the Breakout Room and other regulation provision.
• Work alongside teachers to identify triggers, strategies and appropriate adaptations for pupils.
• Contribute to behaviour support plans, risk assessments and individual pupil plans.
• Monitor patterns of behaviour and provide information to SLT to support decision‑making.
• Model calm, consistent and relational approaches to behaviour.
• Work alongside the Headteacher as Attendance Lead to improve attendance and punctuality.
• Make appropriate contact with families where attendance is causing concern.
• Support pupils and families experiencing barriers to regular attendance.
• Contribute to attendance meetings, action plans and targeted support.
• Support reintegration following periods of absence.
• Help monitor pupils at risk of persistent absence and identify appropriate interventions.
• Liaise with the Education Welfare Officer where required.
• Act as a trusted adult for identified pupils.
• Provide appropriate listening and pastoral support.
• Deliver targeted interventions relating to resilience, emotional regulation, friendships and wellbeing.
• Support pupils during periods of transition or significant family difficulty.
• Help pupils develop independence and strategies to manage emotions successfully.
• Liaise closely with SEND and inclusion staff where needs overlap.
• Maintain a strong understanding of safeguarding procedures and statutory expectations.
• Report concerns immediately to the DSL/DDSL in accordance with Academy procedures.
• Contribute appropriately to safeguarding meetings and information gathering.
• Support the DSL team with agreed family liaison and follow‑up actions.
• Maintain confidentiality and professional boundaries at all times.
• Develop effective working relationships with external professionals.
• Attend meetings where requested and contribute relevant information.
• Support coordinated plans for children receiving support from more than one service.
• Help ensure agreed actions are followed through and reviewed.

Skills

Pastoral care

Behaviour support

Attendance support

Multi‑agency liaison

Safeguarding

Record keeping

Communication skills

Education

Relevant qualification in family support, pastoral care, behaviour, education, social care, youth work or related field

Job description

Pastoral, Behaviour & Family Support Lead – 37 hours per week, term time only

The Head Teacher and governors are seeking to appoint a highly skilled and well‑motivated practitioner to join our hard working and committed team.

Purpose of the Role

To provide high-quality pastoral, behaviour, attendance and family support across Goldenhill Primary Academy, helping pupils to overcome barriers to learning and ensuring that children and families receive timely, coordinated support.

The postholder will work closely with the Headteacher, SLT, SENDCo, DSL team, teaching staff, families and external agencies to promote positive behaviour, emotional regulation, strong attendance and positive engagement with school.

The role will provide an important link between home and school and contribute to Goldenhill's commitment that “Everyone Shines at Goldenhill.”

Main Responsibilities

Family Support and Early Help

• Build positive and professional relationships with parents and carers.
• Provide practical support and guidance to families experiencing difficulties which may affect a child's education, wellbeing or attendance.
• Signpost families to appropriate external services and community support.
• Support Early Help processes and contribute information to multi‑agency meetings where appropriate.
• Maintain appropriate records of family contact, actions and outcomes.
• Work alongside the DSL and Deputy DSLs where family circumstances raise safeguarding concerns.
• Support positive parental engagement and strengthen relationships between families and school.

Behaviour and Regulation

• Provide proactive support for pupils experiencing behavioural, emotional or regulation difficulties.
• Support the implementation of the Academy's Behaviour Pathways and agreed behaviour routines.
• Work with pupils following incidents using restorative approaches and support successful reintegration into class.
• Deliver targeted individual and small‑group work around behaviour, relationships, emotional literacy, regulation and SEMH.
• Support the effective operation of the Breakout Room and other regulation provision.
• Work alongside teachers to identify triggers, strategies and appropriate adaptations for pupils.
• Contribute to behaviour support plans, risk assessments and individual pupil plans.
• Monitor patterns of behaviour and provide information to SLT to support decision‑making.
• Model calm, consistent and relational approaches to behaviour.

Attendance

• Work alongside the Headteacher as Attendance Lead to improve attendance and punctuality.
• Make appropriate contact with families where attendance is causing concern.
• Support pupils and families experiencing barriers to regular attendance.
• Contribute to attendance meetings, action plans and targeted support.
• Support reintegration following periods of absence.
• Help monitor pupils at risk of persistent absence and identify appropriate interventions.
• Liaise with the Education Welfare Officer where required.

Pupil Wellbeing and Pastoral Support

• Act as a trusted adult for identified pupils.
• Provide appropriate listening and pastoral support.
• Deliver targeted interventions relating to resilience, emotional regulation, friendships and wellbeing.
• Support pupils during periods of transition or significant family difficulty.
• Help pupils develop independence and strategies to manage emotions successfully.
• Liaise closely with SEND and inclusion staff where needs overlap.

Safeguarding

• Maintain a strong understanding of safeguarding procedures and statutory expectations.
• Report concerns immediately to the DSL/DDSL in accordance with Academy procedures.
• Contribute appropriately to safeguarding meetings and information gathering.
• Support the DSL team with agreed family liaison and follow‑up actions.
• Maintain confidentiality and professional boundaries at all times.

The postholder would not replace the DSL or make statutory safeguarding decisions unless appropriately trained and formally appointed to such a role.

Multi‑Agency Working

• Develop effective working relationships with appropriate external professionals.
• Attend meetings where requested and contribute relevant information.
• Support coordinated plans for children receiving support from more than one service.
• Help ensure agreed actions are followed through and reviewed.

SABSEND

• Contribute actively to the Academy's SABSEND process.
• Provide information relating to safeguarding, attendance, behaviour and family support.
• Help identify pupils whose needs overlap across several areas.
• Support agreed actions and review the impact of interventions.

Wider Academy Responsibilities

• Promote the Academy values of Kindness, Resilience, Honesty, Curiosity, Respect and Independence.
• Model the expectations of Be Ready, Be Respectful and Be Safe.
• Work flexibly to respond to emerging pupil and family needs.
• Contribute to relevant staff training and professional development.
• Maintain accurate and confidential records.
• Undertake other appropriate duties consistent with the level and purpose of the post.

Person Specification

Essential Qualifications and Experience

• Relevant experience of working with children, young people and/or families.
• Experience of supporting children with behavioural, emotional or social needs.
• Experience of working effectively with parents and carers.
• Understanding of safeguarding and child protection.
• Understanding of the barriers that can affect attendance, behaviour and engagement.
• Ability to work successfully with other professionals and agencies.
• Good standard of written and verbal communication.
• Ability to maintain accurate, confidential records.
• Ability to work independently while also being an effective member of a team.

Desirable Qualifications and Experience

• Relevant qualification in family support, pastoral care, behaviour, education, social care, youth work or a related field.
• Experience of Early Help or multi‑agency working.
• Experience of attendance support.
• Experience of delivering SEMH or emotional regulation interventions.
• Experience of working in a primary-school environment.
• Training in restorative practice, trauma‑informed approaches or behaviour support.
• Safeguarding training beyond basic awareness.

Personal Qualities

The successful candidate will:

• Be warm, approachable and able to establish strong professional relationships.
• Remain calm and solution‑focused when situations are challenging.
• Have high expectations of pupils while showing empathy and understanding.
• Be resilient, organised and able to prioritise effectively.
• Maintain appropriate professional boundaries.
• Communicate confidently with pupils, parents, staff and outside agencies.
• Demonstrate discretion and integrity.
• Share Goldenhill's commitment to inclusion and ensuring that every pupil can succeed.

Please contact the Academy Office on 01782 235790 or by email at [e-mail] to either request a visit or an application pack.

Goldenhill Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Candidates are vetted thoroughly and appointments are subject to identity checks, DBS clearance, Online Checks and the production of satisfactory references. Candidates will be asked about their commitment to safeguarding children at interview.