Job Descriptions and Person Specifications - Template



| |Job Description |

|Job Title: |Team Lead/Specialist Keyworker |Job Number: |N/A |

|Directorate: |Coventry and Warwickshire Mind (CW Mind) |Post Number: |N/A |

|Services: |Children and Young People’s Service |Grade: |NHS Band 7 |

|Location: |Co-Location: Far Gosford Street/Coventry and Warwickshire Partnership Trust (CWPT) |

|Job Purpose: 60% Team Lead 40% Specialist Keyworker role |

|Coventry and Warwickshire Mind are hosts and the post holder will be expected to work in partnership with Coventry and Warwickshire Partnership Trust, NHS, |

|Education and Social Care across Coventry and Warwickshire. |

| |

|Team Leadership |

|To lead a team of Specialist Keyworkers and Keyworkers to deliver the ‘Keyworker Project’ |

|To provide oversight of the project to report into the multi-agency delivery group |

|To provide operational management to the Specialist Keyworkers, Keyworkers and Admin within the team |

|To escalate risks/issues to the project via the operational delivery group |

|To monitor referrals, caseloads, outcomes of the project team |

|Work with the operational delivery group to monitor capacity and demand |

|To contribute to business cases as required |

| |

|Specialist Keyworker |

|Develop and maintain a strong, positive relationship with children and young people with a learning disability, autism or both, who are inpatients or at risk of |

|being admitted to hospital, to ensure children, young people and their families get the right support at the right time and that local systems are responsive to |

|meeting their needs in a holistic and joined up way |

|To facilitate transition to a support worker within the team to enable a step-down process ensuring continuity of the right system of community services and |

|support to meet the child/young person’s needs once keyworking involvement ceases |

|To hold services across the system to account ensuring children and families get the right support at the right time |

|To manage a caseload that allow sufficient time for personalised support required |

|Main Duties and Responsibilities: |

|In preparation for the key working pilot submission parent/carer forum representatives, young people with autism and relevant professional partners from across |

|Coventry and Warwickshire were mobilised to discuss a shared vision for the key worker function. People said they wanted the function to: |

|Navigation and coordination |

|Provide support to access the right help at the right time across complex systems particularly the transition between children and adult’s services. |

|Build relationships and support coordination across the system. |

|Coordinate provision, care and assessments related to the child or young person, working with other agencies and services to ensure agreed actions are carried out|

|- (inc. those agreed as part of Care Education Treatment Review - CETRs) |

|Follow-up on any actions from CETRs to ensure they have been assigned, and that progress is being made |

|Involvement in the young person’s life needs to be flexible and based on need |

|Hold services across the system to account where action plans are in place or actions have been agreed. |

|Produce reports on completed work including recommendations for future service provision and gaps in services. |

|Develop and strengthen effective strategic, multi-agency partnerships |

|Communicate clearly with the child, young person, and their family to help them understand and navigate the system, for example conveying complex legal and |

|medical information around Tier 4 admissions in a clear, accessible way. |

|Work with services to increase understanding of the child/young person and family including their strengths, ambitions, and support needs. |

|Coordinate assessments |

|Maintain/hold responsibility for continuity of care and support for the child or young person |

|Facilitate the provision of interventions to prevent admission to in-patient settings where appropriate and support to facilitate transition out of secure |

|settings. |

|Identify, guide, and refer to other services where needed e.g. Carer Support Services, Child and Adolescent Mental Health Service (CAMHS), short breaks provision |

|etc. |

|Support to navigate statutory and non-statutory services within the community. |

|Tracking the young person's progress on outcomes and facilitates a gradual 'step-down' programme where appropriate |

|Maintain clear, accurate records of work with each young person in accordance with local procedures on record keeping. |

|Keep up-to-date records and support the evaluation of the project, providing relevant data and anonymised case studies. |

|Assess procedures, systems and pathways of existing provision and teams and identify areas for improvement. |

|Identify gaps in local and regional service provision, and evaluate what is/is not working |

|Identify changes that would increase flexibility, integration, joined-up working, improve communication and above all lead to better outcomes for children and |

|young people with autism and/or learning disability. |

|Support at home and in the community as an alternative to admission |

|Coordinate care on behalf of the young person and their family to support community living. |

|Supporting families to access Personal Budgets, to enable greater choice and control over their child/young person’s care. |

|Advise services on appropriate adjustments for the young person based on their autism profile. |

|Support discharge from specialist services. |

|Support settlement within community support. |

|Exploring digital ways of support including through the use of apps |

| |

|Champion of Autism |

|Support colleagues across the system to become autism aware and provide autism friendly services. |

|Model strategies relevant for children, young people and families with autism increasing levels of understanding. |

|Actively listen, so as to accurately capture and then convey the lived experience of the child or young person and their family Seek and offer supervision and/or |

|support where appropriate. |

|Rethink systems and approaches based on what is in the best interests of children and young people. |

|Flexible and person-centred |

|Delivery of flexible, personalised, and child-centred support, to ensure the complex and often varying needs of children, young people and their families are met.|

|Use creative and accessible ways to communicate with children and young people with a range of communication needs, e.g. using pictures or role plays, to agree a |

|set of outcomes for the Keyworking intervention. |

|Provision of an open and revolving door to allow young people to return and reconnect with their key worker to help with de-escalation, avoid crisis and |

|re-admission. |

|Offer flexible service hours and sufficient out of hours provision, to support the flexible, personalised nature of keyworking support provided. |

|Independence and empowerment |

|Support young people to develop their own solutions, led by their needs, wants and aspirations. |

|Encourage young people to develop their own networks of support. |

|Facilitate the provision and implementation of tailored behavioural and emotional support to help a child or young person and their families develop skills for |

|progress and self-management to meet their agreed goals and outcomes. |

|Develop an autism profile that helps an autistic person to understand their strengths and areas of support. |

|Provide information, support, and advice to ensure that autistic people can access support they want when they need it. |

|Support parents to access and implement support and tools for managing behaviour. |

|Create and encourage a culture which prioritises keeping children and young people within the home and local community by persuasively communicating with a range |

|of teams and services and staff at different levels of seniority. |

|Keep track of young person’s progress to gauge ongoing support requirements and address any challenges. |

|Support my voice |

|Advocate and challenge on behalf of the young person, including attending Multi-Disciplinary Teams (MDTs) and escalating issues where required. |

|Be a trusted person who actively listens and understands the young people and families they are supporting. |

|Represent and champion the young person and their family in discussions around provision of care as required, communicating compassionately with the young person |

|and their family, and communicating confidently with the range of professionals involved in their care. |

|Challenge inpatient admissions to ensure they are measured, appropriate and necessary. This may involve intervention, working with services to prevent admission |

|to inpatient settings where appropriate. |

|Troubleshoot on behalf of the child, young person and their family where required to ensure the necessary support is put in place to enable them to remain within |

|or be discharged into the community and to promote joined-up, consistent care that meets their needs and rights. This may involve constructively challenging the |

|status quo, bureaucratic decision making and decision making in silos. |

|Additional roles/responsibilities: |

|Communication |

|Communicate effectively and appropriately at many levels, working with children, young people, adults, and families with communication difficulties, with |

|professional and care staff and with senior officers within a multi-agency environment. Communication style and methods should be adapted accordingly to deliver |

|difficult information in a sensitive manner. |

| |

|Responsibility for patients/clients |

| |

|The post holder will: |

| |

|Act always in such a way as to promote and safeguard the wellbeing and interests of patients and clients in accordance with relevant professional regulation. |

|To act always in such a way as to promote and safeguard the wellbeing and interests of patients and clients in accordance with National Occupation Standard |

|Advise agencies on the most appropriate service for the child, dependent on need. |

|Work in collaboration with adult mental health services for the care of young people whose mental health needs are likely to continue to adulthood. |

|Devise structured and detailed plans of intervention using evidence-based practice, specifying need, interventions and desired outcome which may be implemented |

|within a wide variety of care settings, i.e. school, short breaks. |

|Maintain regular contact with the child in all potential environments, home, school etc. |

|Maintain safe working practices, following the lone working policy. |

|Provide advice to others regarding safe management of challenging behaviour. |

|To work in partnership with others, to assess and identify the child/young person’s needs, taking into account parenting capacity, environment as well as the |

|child/young person’s needs. |

|Ensure care plans have clear measurable goals which have taken into account the views of the child/young person and carers. |

|Coordinate the delivery of care, feeding in relevant information to support wider service planning. |

| |

|Responsibility for staff for Team Lead role |

| |

|The post holder will: |

| |

|Participate in and provide supervision to specialist/keyworkers. |

|Contribute to the training or specialist/keyworkers and staff within public/private providers bespoke to the child/young person/young adult’s needs. |

|Adhere to Safety Policy for staff working in the community. |

|Participate in Staff Appraisals. |

|Plan and prioritise own workload and that of specialist/keyworkers |

|Maintain and develop professional knowledge and competence and demonstrate acquired knowledge |

| |

| |

|Leadership |

|Responsibility for the day-to-day operational management of the identified team, including patient, team activity, performance, quality, and staffing matters. |

|To contribute to the delivery of the transformational change programme for the Integrated Children’s Services business unit, particularly through the development |

|of a more integrated, multi-professional and multi-agency workforce. |

|To support the delivery of project against agreed performance and quality targets and within budget, whilst delivering agreed cost improvements. |

|Management of staff. |

|Contribute to effective partnership working with key external services, such as social care, the acute sector and key third sector organisations, to enable the |

|delivery of shared outcomes. |

|Contribute to the development and implementation of responses to relevant national and local policies, programmes, and initiatives. |

| |

|Analytical and Judgemental Skills |

| |

|Monitor team performance, quality and activity levels on a regular basis and take appropriate action to address any issues arising. |

|Implement agreed processes and systems to identify, assess and respond to service user requirements. |

|Contribute to the analysis of relevant national and local policy, programmes, and initiatives. |

|Contribute to overseeing and ensuring the health, safety, and security initiatives within the service; adhering to the principles of risk management and health |

|and safety legislation, taking action when issues are identified within the service. |

| |

|Planning and Organisational Skills |

| |

|To contribute to the development and implementation of business plans for the service. |

|Support and promote the development of evidenced based practice in all aspects of the team, including participation in training staff as required and specific to |

|areas of clinical expertise. |

|To contribute to the identification and understanding of health needs of local populations. |

|To implement new ways of working that lead to more effective practice and more efficient use of resources. |

| |

|Responsibility for Financial and Physical Resources |

| |

|To ensure appropriate equipment use, in line with evidence-based protocols and Trust policies and procedures. |

|Monitors and contributes to the drawing up of department budgets or financial initiatives. |

| |

|Responsibility for Staff for Specialist Keyworker role |

| |

|Provide leadership and management of the staff within the team, including direct reports. |

|Management support of staff through service development and change. |

|Be responsible for, participate in (as appropriate) and oversee the recruitment and selection process for new team staff. |

|To ensure all personnel policies and monitoring required for the team is undertaken as appropriate e.g. sickness absence monitoring, disciplinary and grievance |

|policies, etc. |

| |

|Contribute to workforce planning for the service. |

|To ensure the most effective deployment of staff within the team, reflecting need, local circumstances, and policy priorities. |

| |

|Responsibility for Information |

| |

|To be responsible for the provision of briefings and reports to senior ICS management and Operational Management Team meetings, as required. |

|To manage team performance and quality, as indicated through KPIs, quality measures, taking corrective action as required to achieve targets. |

|Any other task relevant to the role. |

|The post holder must comply with health and safety policy and, in particular, is required: - |

| |

|To take reasonable care for their own health and safety at work and of those who may be affected by their actions or by their omissions. |

|To cooperate with their line manager and senior management, to work safely, to comply with health and safety instructions and information and undertake |

|appropriate health and safety training as required. |

|Not to interfere with intentionally or recklessly or misuse anything provided in the interests of health, safety, and welfare. |

|To report to their manager any health and safety concerns, hazardous condition or defect in the health and safety arrangements. |

| |

|Any further Health and Safety responsibilities relevant to this post will be set out in the offer letter and Written Statement of Particulars |

|The post holder must comply with the Interagency procedures of the Safeguarding Boards and Coventry and Warwickshire Mind (CW Mind) policies for safeguarding |

|children and safeguarding adults and, in particular, is required: |

|To ensure they are aware of the signs that may suggest a child or vulnerable adult is being abused or neglected. |

|To report to their manager, or other appropriate manager, any concerns they may have that suggest that a child or vulnerable adult may be being abused or |

|neglected immediately. |

| |

|Any further Safeguarding Board responsibilities relevant to this post will be set out in the offer letter and Written Statement of Particulars |

|Post holders will be accountable for carrying out all duties and responsibilities with due regard to the required Equal Opportunities Policy. |

| |

|Duties which include processing of any personal data must be undertaken within the corporate data protection guidelines. |

|Responsible for: |Specialist Keyworker/Keyworkers |Responsible to: |Keyworker Operational Group/Senior Operations |

| | | |Manager |

|Date Reviewed |25/10/20 |Date Updated |25/10/20 |

| |Person Specification |

|Job Title: |Team Lead/Specialist Keyworker |Job Number: |N/A |K |

| |Description |

|Area | |

|Knowledge: |A proven understanding of the needs and characteristics of children and young people with a diagnosis of Autism and or complex |

| |communication difficulties |

| |Strong, holistic understanding of the education, health, and care system to fulfil keyworking function of holding services to |

| |account |

| |Experience of working with children and/or young people with learning disability, autism or both and complex needs and their |

| |families |

| |A proven understanding of the difficulties likely to face children and young people with Autism and or complex communication |

| |difficulties |

| |A proven understanding of strategies and resources that will support children and young people with Autism and or complex |

| |communication difficulties and awareness of locally available provision, as well as how to apply in practice. |

| |A proven understanding of the role adults play, in supporting children and young people with Autism and or complex communication |

| |difficulties |

| |An understanding of equal opportunity issues and an awareness of what this involves, e.g. being able to communicate with people from|

| |minority groups, people with disabilities |

| |Strong understanding of children’s mental health and human rights |

| |An understanding of the challenges experienced by Parents of Children and Young People (CYP) with Special Educational Needs and |

| |Disability (SEND) and Autism |

| |Legislative knowledge and relevant national policies including; Children and Families Act, Mental Health Act, Mental Capacity Act |

| |and Deprivation of Liberty Safeguards (DoLS), 117 After Care Procedures, the Care Act, Equality Act, Chronically Sick & Disabled |

| |Persons' Act, SEND Code of Practice, Education Act, Keeping Children Safe In Education |

| |An understanding of safeguarding procedures |

|Skills and |Empathy/Understanding – Believes in an approach that requires an understanding of needs from the perspective of the child, young |

|Abilities: |person, and family |

| |Respect – Respects the opinions and beliefs of the child, young person and their family and works to ensure they are represented, |

| |with a commitment to the principles of child-centred, personalised care |

| |Positive and Solution focused – Has positive, solution focused approach to ensuring the best outcomes for the child, young person, |

| |and their family |

| |Commitment – Commitment to ensuring the rights of young people with learning disability and/or autism are protected and enforced and|

| |that their views and preferences, and those of their families, are listened to. Tenacious in the pursuit of the appropriate support |

| |and outcomes |

| |Always learning – Commitment to personal learning and helping the system learn and improve |

| |Compassionate – To listen and respond to the needs to the child, young person and their family with understanding and compassion |

| |Collaborative – Commitment to joined-up, collaborative working |

| |Active listener – Committed to fully concentrate, understand, respond, and then remember what is being said by children or young |

| |people and their families |

| |Skilled in developing and maintaining good relationships with children, young people, and adults |

| |To communicate clearly verbally and writing and keep accurate and timely records. Ability to influence, persuade and negotiate |

| |To have good organisational skills |

| |To be able to plan for the needs of individuals with Autism and or complex communication difficulties |

| |To be confident to work independently to model strategies and give advice to support children and young people with Autism and or |

| |complex communication difficulties |

| |To be able to manage time effectively |

| |To be able to act independently, work under own initiative and accept authority and supervision when appropriate |

| |To be confident in delivering training packages |

| |To be able to deal with situations calmly and efficiently |

| |To be able to keep accurate records |

| |To be able to work under pressure |

| |To be IT proficient |

| |To work as a member of a team |

|Managerial Skills and |Must be able to demonstrate strong verbal and written communication skills, with the ability to translate and present complex |

|Abilities |information to a variety of internal and external audiences |

| |Must be able to demonstrate an ability to establish and maintain effective working relationships across organisational and |

| |professional boundaries |

| |Conflict resolution skills |

| |Strong understanding of national policy in relation to health services for children and young people |

| |Good interpersonal and relationship management skills |

| |Chairing skills and ability to manage meetings |

| |Good analytical skills and ability to draw conclusions from combinations of qualitative and quantitative information sources and |

| |present in a concise manner |

| |Ability to develop and implement innovative solutions, to problem solve and respond to sudden unexpected demands |

| |Demonstrable capability to plan over short, and medium-term timeframes and adjust plans and resource requirements accordingly |

| |Ability to champion a more effective use of technology within the service and new ways of working |

| |Ability to positively motivate staff |

| |Ability to manage poor performance |

| |To be confident to lead meetings with parents and other professionals |

|Experience: |Experience of working with children/young people with Autism and/or learning disabilities and complex communication and behavioural |

| |issues |

| |Experience of liaising with multi-disciplinary professionals and working across agencies |

| |Experience of delivering training |

| |Experience of working with families |

| |Experience of achieving change and unblocking the system |

| |Experience of service development and change management |

| |Experience of supervising others |

| | |

| |Team Leader Specific |

| |Experience of implementing new pathways of care |

| |Demonstrable experience of driving service improvements |

| |Experience and understanding of safeguarding |

| |Experience of developing and maintaining monitoring systems to measure team performance or quality |

| |Experience of managing budgets, involvement in budget setting and working knowledge of financial processes |

| |Experience of addressing equality and diversity issues within a service context |

|Education |Relevant Professional qualification, e.g., Social Worker, Nurse, Occupational Therapist, Speech & Language Therapist, Teacher, JNC |

| |Youth Worker |

| | |

| |AND |

| | |

| |Experience of working at a senior supervisory level. |

| | |

| |AND |

| | |

| |Evidence of post graduate training specific to Autism, Learning Disabilities with children/ young people and/or adults. |

| |AND |

| | |

| |Meet Core Competencies: Placing child, young person and family at the centre | Enabling direct support | Effective communication | |

| |Challenging and influencing | Knowledge a) law and rights b) understanding the system | Problem-solving a) individual/family level |

| |b) systems level | Building strong relationships | Coordinating | Personalisation. |

| | |

| | |

|Special Requirements: |This post is exempted under the Rehabilitation of Offenders Act 1974 and as such appointment to this post will be conditional upon |

| |the receipt of a satisfactory response to a check of police records via Disclosure and Barring Service (DBS). |

| | |

| |N.B For posts subject to Protection of Children and Vulnerable adults please delete as Appropriate |

|Date Reviewed: |25/10/20 |Updated: |25/10/20 |

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