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City Academy Norwich

Job Description

Job Title: Social Emotional Mental Health (SEMH) Lead

Grade: Scale 8, point 34

Term time + 2 weeks, 37 hours a week

Responsible To: SENCO

Fixed Term 1st January 2020 initially until 21st July 2020

Main purpose of the job

To offer advice and guidance to support children with social, emotional and mental health difficulties.

The post holder will be expected to work alongside the Academy and families, taking a lead role in delivering SEMH support to young people as identified by the Academy.

This will involve supporting parents of children with early signs of SEMH or behaviour concerns, working with them to prevent problems escalating and interfering with the child’s ability to engage with school and learning.

To provide support to students on a one to one basis with curriculum support, anger management sessions and supporting small groups with class based activities to help remove barriers to learning. The role will involve working under the direction of the Academy SENCO.

The Social Emotional Mental Health Assistant / Lead will also deal with low level wellbeing concerns sent to the safeguarding team via the referrals email and drop-ins from staff e.g. friendship issues, mild anxiety etc

Co-ordinating straight forward restorative meetings and conversations and running mentoring sessions eg. behaviour, self-esteem, friendship issues, anger, resilience, anxiety etc will be a key part of the role

Core job functions: Develop Supportive Relationships

• To respond in a timely, flexible and proactive manner to low level wellbeing concerns

• To be a key part of a multidisciplinary team to ensure the wellbeing of students

• To assist staff in identifying students showing early signs of disengagement and those who would benefit from mentoring help to overcome barriers to learning.

• To assess underlying reasons for disengagement.

• To support learning and personal development through relevant signposting and support

• To research mentoring programmes which provide a range of strategies that will motivate, challenge and empower further learning and will help children and young people to make positive changes.

• To develop, agree and implement a time bound action plan with students and those involved with them based on a comprehensive assessment of strengths and needs and to maintain accurate records of work for each identified student.

• Support children and young people to manage transitions in their lives.

Core job functions: Supporting learning, participation and social inclusion

• Promote inclusion, equality, participation and the rights of children and young people and participate in decisions that affect their lives.

• To support children and young people’s successful transfer between educational establishments and at key stages in their learning. Ensure good liaison with relevant schools. Support new and midterm entrants.

• To research alternative interventions and activities that support ‘Every Child, Same Chance’ outcomes, builds self-esteem and encourages learning and social participation.

• Contribute to processes and procedures for improving attendance.

Core job functions: Working in Partnerships

• Ensure your role is clearly understood by staff, parents and relevant agencies and produce materials to support their understanding.

• To develop and maintain appropriate contact with the families and carers of children and young people and other agencies who have identified needs and to keep them informed about the student’s needs and progress, and to secure positive family support for the student.

• Enable parents to develop ways of handling relationships and behavior that contribute to everyday life with children.

• Liaise with the systems within the Academy in order to facilitate access to specialist support services for students’ with barriers to learning.

• To negotiate, establish and maintain effective working partnerships with other agencies and individuals in order to address needs and help remove barriers to learning for children and young people.

Core job functions: Personal Responsibility

• To adhere to all academy policies including those relating to Race Equality, Equality Opportunities, Safeguarding and Health and Safety.

• To attend training and meetings as necessary and cascade any relevant information to relevant staff and stakeholders as appropriate.

• Be an excellent role model for all members of staff and for students in all aspects of academy life. To be an exemplar of all academy policies and practices to include risk assessments as appropriate. To actively promote the aims of the Academy.

• Support, promote and comply with decisions and policies agreed by the SLT and the governing body.

Core job functions: Administrative Responsibility

• Organises and maintains the student environment and takes responsibility for aspects of student organisation, administration and display.

• Collates records and reports as required

• Undertake such tasks as the Headteacher or line manager may require e.g. support administrative work on occasions taking part in out of school activities, supporting students in another class or activity etc.

Generic Accountabilities

• Assist in supporting and students at break and lunch times.

• Develop own professional knowledge, skills and understanding through active participation at meetings and training.

• Attend daily and weekly meetings, and occasional meetings during evening hours, at weekends or in academy holidays, as required to include annual review meetings where required.

• Make a positive contribution to all relevant areas of academy life.

• Actively organise and participate in activities connected with the Academy.

• Develop effective working relationships with professional colleagues.

Safeguarding Children

In accordance with the Academy’s commitment to follow and adhere to the Department for Education’s guidance entitled "Safeguarding Children and Safer Recruitment in Education" (January 2007) and all other relevant guidance and legislation in respect of safeguarding children, you are required to demonstrate your commitment to promoting and safeguarding the welfare of children and young people in the Academy. You are also required to know and comply with the DfE document ‘Guidance for Safer Working Practice for Adults who work with Children and Young People (January 2009). You are required to have satisfactory Enhanced DBS clearance. Your role requires you to observe and maintain appropriate professional boundaries at all times and avoid behaviour that might be misinterpreted by others. You must understand and carry out your duties in accordance with the responsibilities of being in a position of trust and despatch your duty of care appropriately at all times.

Confidentiality

During the course of your employment you may see, hear or have access to, information on matters of a confidential nature relating to the work of the City Academy Norwich or to the health and personal affairs of pupils and staff. Under no circumstances should such information be divulged or passed on to any unauthorised person or organisation.

General Data Protection Regulation (GDPR)

The post holder will hold and process any personal data including sensitive (special category) personal data relating to students and parents / carers in accordance with our legal obligations, for the purposes of safeguarding and child protection and in the manner set out in the Privacy Notice for parents and students and in accordance with our Data Protection Policy which can be accessed via the PA to the Headteacher at your request.

Freedom of Information

The post holder must be aware that any information held by the Academy in theory could be requested by the public, including emails and minutes of meetings. It is therefore essential that records are accurately recorded and maintained in accordance with the Academy's policies and procedures.

Physical Demands

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.

Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description

The Academy will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition.

City Academy Norwich is committed to safeguarding and promoting the

welfare of children and young people and expects all staff and

volunteers to share this commitment.

It is essential you will have previous experience of working with children of relevant

|CITY ACADEMY NORWICH |

|PERSON SPECIFICATION: SOCIAL EMOTIONAL MENTAL HEALTH (SEMH) LEAD |

|Qualifications and Experience |Essential |Desirable |How Assessed? |

| | | |Application (A) |

| | | |Interview (I) |

|Educated to at least GCSE standard or equivalent in English and |( | |A |

|Mathematics (certificate/s to be available at interview) | | | |

|Experienced TA / Teaching Assistant trained in NVQ level 3 or | |( |A/ I |

|equivalent with Team-Teach training would be beneficial | | | |

|High level of proficiency in the use of Microsoft Office packages/IT |( | |A/ I |

|skills. | | | |

|Relevant safeguarding / child protection qualifications and |( | |A/ I |

|experience (e.g DSL training) | | | |

|Experience of working with children/young people with additional |( | |A/ I |

|needs in either youth work or school settings in including with SEMH | | | |

|challenges. | | | |

|Hold a full UK driving license and have use of their personal vehicle| |( |A |

|for business use. | | | |

|Experience of working with disaffected challenging and vulnerable |( | |A/ I |

|young people. | | | |

|Experience or understanding of work in a multi-racial diverse |( | |A/ I |

|community and some knowledge of strategies to tackle issues of | | | |

|equality whilst promoting social justice. | | | |

|Knowledge and Skills |Essential |Desirable |A/ I |

|Passion for working with children with an innate ability to assess |( | |A/ T |

|their needs and make relevant referrals. | | | |

|Excellent communicator with experience of working across a |( | |A/ I |

|multidisciplinary wellbeing team | | | |

|Outstanding organisation skills with a flexible, adaptable and |( | |A/ I |

|pragmatic approach | | | |

|Understand the importance of positive role modelling. |( | |A/ I |

|Ability to build positive relationships with young people, their |( | |A/ I |

|parents and to work closely with individuals and organisations. | | | |

|Ability to resolve problems fairly and without prejudice and |( | |A/T |

|recognise discrimination in its many forms. | | | |

|Knowledge of and commitment to equality and diversity |( | |A/ I |

|A team player who can use their initiative and take direction and |( | |A/ I |

|guidance where needed | | | |

|Personal Qualities |Essential |Desirable |A/ I |

|Ability to employ strategies to improve a young person’s self-esteem |( | |A /T |

|and self-worth through relevant signposting | | | |

|Able to identify potential barriers to learning and engage in |( | |A/ T |

|strategies to overcome these barriers. | | | |

|Initiative and the ability to prioritise one’s own work. |( | |A/ I |

|Ability to follow direction and work in collaboration with Line |( | |A |

|Manager. | | | |

|Able to work flexibly to meet deadlines and respond to unplanned |( | |A |

|situations. | | | |

|Be committed to team work but able to work unsupervised and on own |( | |A/ I |

|initiative as required. | | | |

|Evidence of excellent attendance and punctuality record. |( | |A |

|Ability to communicate effectively and professionally with a variety |( | |A/ I |

|of stakeholders by written and verbal means. | | | |

|Commitment to the highest standards of child protection |( | |I |

|Recognition of the importance of personal responsibility for Health & |( | |A |

|Safety | | | |

|Commitment to the school’s ethos, aims and its whole community |( | |A/ I |

From Keeping Children Safe in Education 2019

Annex B: Role of the designated safeguarding lead only once DSL training has been undertaken.

115 Full details in Chapter one of Working Together to Safeguard Children.

116 Section 17(10) Children Act 1989: those unlikely to achieve a reasonable standard of health and development without local authority services, those whose health and development is likely to be significantly impaired without the provision of such services, or disabled children.

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