Logistic jobs in Grande-Bretagne

REPORTS TO: Project Lead of Specialist Setting Support Team through designated line manager

RESPONSIBLE FOR: In delivering this role, the Intervention Officer will provide advice to Specialist setting staff and parents and will support children directly in settings and home environments.

JOB PURPOSE:
The Intervention Officer will work as part of a regional transdisciplinary team to support the work of the SEN Specialist setting Support Team. In delivering this role, the Intervention Officer will provide advice to Specialist setting staff and parents and will support children directly in settings and home environments. The Intervention Officer will also contribute to training and cluster programmes, participate in collaborative working and contribute to the development of the service with the guidance of senior team members.

As a member of a transdisciplinary team, the Intervention Officer will work across traditional role boundaries. In promoting an effective and efficient service, all team members will be committed to the development of knowledge and skills beyond one specialist field.

MAIN DUTIES AND RESPONSIBILITIES

Children:

• Contribute to the assessment of children with special educational needs in partnership with Specialist settings;
• Contribute to the planning and delivery of individual programmes for identified children who require more intensive support;
• Prepare materials that may be required to support the individual child in all aspects of the school setting;
• Work closely with setting practitioners and special educational needs co-ordinators in schools to practice effective strategies and interventions in relation to individual children;
• Contribute to the monitoring and review of children’s progress in line with agreed protocols;
• Support the transition of children into their next phase;

Families:

• Providing a caring and empathetic service to families demonstrating an understanding of their experiences and the challenges they may face;
• Providing professional advice and support to parents of children who have been identified as having special educational needs;
• Liaising with parents and specialist settings to promote active partnership working and to seek consistency of approaches within the home and educational settings;
• Encouraging and facilitating parental partnership working with the specialist setting and with the next school setting as a child moves towards transition;

Support for Specialist Settings:

• Provide setting-based targeted support and pupil advisory support following service pathways;
• Seek feedback from settings in order to maintain an ongoing evaluation of the service;
• Provide advice to Specialist settings regarding practitioner themes including understanding a child’s learning difficulties and the use of appropriate assessment, strategies, materials and equipment;
• Support lead trainers in providing centre-based and setting-based training for Specialist settings;
• Provide, where appropriate and under guidance, a ‘link’ role to selected settings which will involve regular communication with key staff and responding to requests for support in line with service protocols for processing requests;

Collaboration with Others and Inter-agency Work:

• Participate in a co-ordinated approach in addressing the special educational needs of a child with complex learning difficulties;
• Follow service protocols in relation to collaborative working to ensure an efficient use of service time and resources;
• Follow a co-ordinated approach in the identification, assessment and support for children with SEN;
• Liaise, as appropriate, with members of other agencies including the Educational Psychology Service, Behaviour Support Services and other statutory and voluntary services/agencies;
• Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children;

Record Keeping and Information Technology:

• Maintain records of support and provide reports in line with agreed protocols;
• Prepare, as appropriate, reports on support provided to settings and on the progress of individual children under the supervision of a designated member of the service;
• Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft TEAMS, Word, Microsoft Excel, Microsoft PowerPoint, Boardmaker);
• Co-operate in the implementation of Information and Communication Technology;

Maintaining Quality of Service Delivery: Continuing Professional Development:

• Participate in and contribute to the service staff development programme;
• Engage in professional development activities in line with a transdisciplinary model of team development and in relation to personal targets and goals;
• Support the professional development of other team members in line with a transdisciplinary model of team development;

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;

This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.

PERSON SPECIFICATION

NOTES TO JOB APPLICANTS:

1. You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted.
2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
3. The stage in the process when the criteria will be measured is outlined in the table below.
4. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
5. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.
6. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria.

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.

Hold a third level qualification (HNC or above) or equivalent and have three years’ experience of directly working with children with complex needs in an education, youth or health and social services setting;

OR

have five years’ experience of directly working with children with complex needs in an education, youth or health and social services setting.

Demonstrable experience of using direct implementation of specific interventions for effective management and support of pupils with complex Special Educational Needs.

Demonstrable experience of effectively working with pupils, parents, school staff and management, and other relevant professionals.

Shortlisting by Application Form

Have knowledge and experience of supporting staff in their approaches to address behaviours of concern in their settings.

Shortlisting by Application Form

The successful candidate will be required:

to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion;

OR

be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion.

Shortlisting by Application Form

Section 2 - Essential Criteria:

The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model.

Candidates should demonstrate knowledge of

• child development as it applies to children with SEN
• current legislation and policy context in promoting the inclusion of children with SEN in educational settings

Candidates should demonstrate experience of designing and implementing programmes of support for children with SEN, including specific strategies and methods suitable for working with children with complex SEN and behaviours of concern.

Demonstrable experience of working in a context where personal innovation, adaptability and ability to work well in team were required.

Interview

In line with EA’s Game Changing People Model we will look for evidence of:

A high degree of interpersonal skills and an ability to use initiative, working logically and with precision.

The ability to engage and communicate sensitively and professionally with families, setting staff and a range of professionals to promote the best interests of the child.

The ability to plan and organise work effectively for children with SEN in both the home and in educational settings.

Interview

Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here.

Interview

Section 3 - Desirable Criteria:

Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted.

Have experience of providing advisory support/training to school staff, parents, colleagues or other professionals.

Additional training or a relevant qualification in the area of Special Educational Needs relevant to the post.

Shortlisting by Application Form

Our Values:

Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential.

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.

APPLICANT GUIDANCE NOTES:

To view the applicant guidance notes, please click here.

To learn about the many great benefits of joining the Education Authority, click here.

The Education Authority is an Equal Opportunities Employer.