ROLE PROFILE FORM

WOLVERDENE SCHOOL / RCCO

Data Protection Act 1998. The information you provide on this form is to enable Hampshire County Council to evaluate the role. The information may also be used, in full or part, to support other processes such as performance development review, induction, recruitment and training and development. The information will be stored electronically and in hard copy format and made available to only to Hampshire County Council staff and trade union representatives involved in these processes. Any data required for statistical/research purposes will be de-personalised.

1.DEPARTMENT: Hampshire County Council

2.SECTION:Residential Schools

3.GROUP/SPECIALISM: SpecialEducation

4.ROLE TITLE IN FULL: Residential Child Care Officer

5.SAP ROLE TITLE: Residential Child Care Officer

6.REPORTS TO: Deputy Head of Care / Head of Care

7.ROLE PURPOSE:

To ensure the care and development of pupils in the residential unit are in line with guidelines on good practice, child legislation and HCC policies.

8.ORGANISATION

9.Accountabilities

  • Ensure the physical, emotional and cultural wellbeing of children in the residentialunitthroughabroadrangeofexperiencesandopportunities and a safe, secure and nurturing environment.
  • Manageriskandensurehighstandardsofphysicalcareforthechildren.
  • Maintain high environmental standards in the unit.
  • Promote equal opportunities amongst staff andchildren.
  • Organise and encourage care and leisure activities and maintain a stimulating and caringenvironment.
  • Develop childrens’ social and life skills through a range of activities, support andguidance.
  • Counsel and advise children to meet their personal and social needs and to promote their community responsibilities whilst they remain in the residentialunit.
  • Inliaisonwithschoolstaff,ensureindividualpupilneedscontinuetobe assessed and establish a development/care plan for each child which records measurable and achievable objectives.
  • Ensureeffectivecommunicationandco-operationismaintainedwith school staff, parents, carers, other agencies, over individualpupils.
  • Ensure effective communication between staff and children.
  • Assist with the transition from home to the residential unit including undertaking home visits to families to assess the needs of individual children and to report to parents on theirprogress.
  • Act as a key worker to individual children in meeting their particular social, emotional and developmentalneeds.
  • Promote personal development and resilience in children.
  • Workaspartofateamonarota basisincludingcoveringsleep-induties.
  • Assist with the induction of new staff and their basic training.
  • Obtain and update appropriate records of children and prepare necessary reports on the child’s social and emotionaldevelopment.Undertake risk assessments of individual pupils to ensure their safety and wellbeing.
  • Liaise with parents/carers for Doctors’ appointments and arrange if needed.
  • Administer and record medication, firstaid, etc.
  • Support pupils and school team during the school day
  • Supportpupilswithworkexperience,collegeplacementsandvocational work.
  • ComplywithHCCandschoolpolicies,childlegislation,NCSCguidelines.
  • Responsibility for own health and safety and forothers.

10.Key Decision Making Areas in theRole

  • Development/careplans-contributetomakingdecisionsonappropriate activities/course of action to meet the needs of pupils.
  • Riskassessments-assessdegreeofrisktopupilsinengagingincertain activities eg outside visits; manage risk and ensure high standards of physicalcare.

11.Role Dimensions – financial (e.g. budgets) and non-financial units (e.g. workload,customers/staff)

  • Noofpupils-upto14allocatedplaces(no.ofchildrenattendingwillvary)

12.MainContacts–external/internalcustomercontactsandpurpose

  • Children-daily: communicate and meet theirneeds.
  • Other residential staff- daily: exchange information, liaise.
  • Staff in the school: exchange information about individual pupils.
  • Social Services—liaise with over the needs of individual children.
  • Parents:homevisitstoassessneedsandtoreportonprogress.
  • Education welfare/Educational Psychology services: exchange information aboutchildren.

13.Working Conditions – environmental and physical factors, physical effort or strain and frequency ofoccurrence.

  • The children attending the residential provision have a range of special needs- physical, emotional and behaviour and are very vulnerable. In some cases special arrangements are required to meet the needs of individual pupils, including the use of physical restraint. Attendingtothepersonalneedsofpupils.
  • The working arrangements include unsocial hours and sleep-in duties on a rotabasis
  • The role can be emotionally demanding given the family background of some of thechildren.

14.Role requirements for operationaleffectiveness.

  • Experience of working with children in special needs.
  • Desired Level 3 qualification (or Level 2 – working towards level 3).
  • Provenabilitytoorganiseactivitiesandtocontributetoarangeofleisure activities forchildren.
  • Proven ability to work as a member of ateam.
  • Empathy with children with a range of special needs.
  • Specific training covering Safeguarding, Challenging behaviour, and Children’s Act.
  • Understanding HCC and schoolpolicies.
  • Understanding school behaviour management system and consistent application ofpolicy.
  • Familiarisation with the organisation and running of the Unit.
  • KnowledgeofHealthandSafety/ Securityregulationsandprocedures.
  • Knowledge of procedures for outdooractivities.
  • Knowledge of pupil’s individual social, emotional and developmentalneeds.
  • Knowledge of privacy and dignity policies relating to thepupils.
  • Knowledge of behaviour management techniques relating to pupils.
  • Provide a stimulating and caring environment for children and establish a range of activities which enhances wellbeing, interests and social / lifeskills.
  • Able to contribute to the assessment of the needs of pupils and the implementation of development/careplans.
  • Ensureproperandeffectiverecordsarekeptofindividualpupils.
  • Abletodevelopeffectiverelationshipswithchildrentomeettheirneeds.
  • Skilledinsupportingtheneedsofindividualpupils.
  • Able to communicate effectively with staff, children, carers, and other professionals.
  • Demonstrate a clear understanding of the key areas of legislation and guidelines/policies which apply.
  • Full UK driving license.

15.Context/AdditionalInformation

  • The residential unit is subject to an annual inspection by the Ofsted (National Minimum Standards for Residential Schools)