JOB DESCRIPTION:Well-Being Assistant

Viking Academy Trust

JOB DESCRIPTION:Well-Being Assistant

PREAMBLE

All staff and members of governance make the education of pupils at the Viking Academy Trust their first concern and are accountable for achieving the highest possible standards in work and conduct.

All staff and members of governance act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

WHO ARE EDUCATION SUPPORT STAFF?

A number of different job titles are used for staff supporting teaching and learning. At the Viking Academy Trust we use the term to include staff based in the classroom for learning and pupil support but may be based outside of the classroom learning environment, e.g. WBA (Well-Being Assistants), HLTAs, Senior TAs, teaching assistants (TAs), special needs support staff, Mentors, EYFS practitioners, minority ethnic pupils support staff and bilingual assistants.

Purpose of the Job:Well-Being Assistant JOB SUMMARY

The Well-Being Assistant’s primary role is to support and develop the high levels of well-being our children must display if they are to achieve their potential. The Well-Being Assistant provides a complementary service to teachers and other staff,addressing the needs of children who require assistance in overcoming barriers to learning in order for them to take an active part in their individual learning journey.

The Well-Being Assistant will be school-based but have a wider remit including families and the wider community. This position incorporates many aspects of ‘Family Liaison’, establishing positive home /school relationships that have the child’s well-being as their core purpose. The post holder will engage with parents / carers and families to provide early intervention, support and guidance to increase engagement with the school and improve learning outcomes for pupils.

They will work with a range of pupils, but give priority to those who need the most help. The variety of issues covered is vast, ranging from making and maintaining friendships, punctuality, absence, bullying, challenging behaviour, abuse and low esteem to working with able and gifted pupils who are experiencing difficulties.

WELL-BEING ASSISTANT DUTIES AND RESPONSIBILITIES

PUPIL SUPPORT:

A Well-Being Assistant works mainly with individual children or with small groups acting as a:

• An active listener;
• Facilitator for learning;
• Encourager;
• Motivator;
• Role model

A Well-Being Assistant will work closely with parents and families in order establish home school links that will best support the child.

FAMILY SUPPORT:

• Be liaison between families and school and ensure excellent lines of communication available which fully utilise social media platform
• Work with identified families/parents/carers through use of individual/group support strategies to improve behaviour management skills, increasing their self-esteem, confidence, achievement and attendance at school
• Assist families/parents to access agencies where necessary, ensuring their child fully benefits from the educational opportunities available and enable parents to fully support their children through school
• To inform parents/carers of appropriate welfare provisions, e.g. free school meals, clothing grants etc., to assist them where necessary in completing requests for such provisions and to carry out certain checks in relation to these provisions.
• Encourage parents to attend school events, reviews, parents evening and accompanying parents during school meetings or transfers
• To support parents/carers completing online primary and secondary school applications.
• Support pupils in knowing and employing coping strategies to deal with emotions and behaviours
• Develop a shared understanding based on clear expectations of citizenship within the school, local community and extended community

ADMINISTRATIVE SUPPORT:

• Liaise with families and visitors to the school
• To carry out and complete the administrative duties alongside office staff as are relevant to the role.
• Produce lists/information/data as required, e.g. pupils’ data.
• Undertake typing, word-processing and other IT-based tasks.

ATTENDANCE / EXCLUSION ISSUES

• Work with parents including those with children who have emotional and behavioural difficulties where poor/irregular attendance is identified as a problem and where exclusion is identified to be a risk, minimising absenteeism and risk of exclusion
• Work on a one to one basis or with small groups of irregular attendees for encouragement and support including the development of positive attitudes towards the value of regular and punctual school attendance
• Work with school “refusers” to maintain a link and facilitate a return
• Liaise with families and pupils when exclusion is in force, advising of procedures and rights, keeping pupil up to date with homework and support arrangements in the school for reintegration

ASSISTANT SENCo Duties:

• Supporting the Trust-wide SENCo to meet the individual needs of our SEND pupils
• Liaise and establish good working relationships with other professional agencies and support bodies, e.g. Education Welfare, Social Services, school medical staff, attending meetings and conferences as appropriate
• To be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.
• Ensure that all possible Child Protection concerns of an urgent nature are referred to the appropriate SLT member immediately and all concerns (urgent or non-urgent) are notified.
• Take part in the review of whole school policies, e.g. Behaviour, attendance and in the review of the Special Educational Needs provision
• Ensure relevant staff are up to date on issues which may affect a pupil’s learning in school, having regard to confidentiality and sensitivity of issues at all times

WELL-BEING ASSISTANT WILL BE ALSO INVOLVED IN:

• Meeting parents at home to discuss issues and problems, running group sessions for parents at school;
• Advising parents on behaviour strategies and parenting skills;
• Undertaking observations, record keeping communication with staff
• Networking with other members of the Viking Academy Trust Well-Being Team and referring pupils to other appropriate professionals, e.g. social workers, educational psychologists.
• Attending and participating in relevant local and national training.
• Representing the school in multi-agency meetings

OTHER ACTIVITIES MAY ALSO INVOLVE:

• Organising and running activities in schools, such as Homework Club, sports, music and discos, during lunch times or as out of school activities;
• Drop-in ‘offload’ sessions for pupils and parents
• Basic counselling;
• Helping with transition activities (internal annually) as well as external transition, moving from one school to another (eg Year 6/7) and well as mid-year starters.
• To assist pupils and families new to the country and the school in understanding the education system, school routines and how best they can support achievement.

GENERAL:

• This is not an exhaustive list of duties and responsibilities, and the postholder may be required to undertake other duties which fall within the grade of the job, in discussion with the manager.
• This job description will be reviewed regularly in the light of changing service requirements and any such changes will be discussed with the postholder.
• The postholder is expected to comply with all relevant policies, procedures and guidelines, including those relating to Equal Opportunities, Health and Safety and the Confidentiality of Information.

• The postholder may be required to work outside normal school hours on occasion, with due notice.
• Because of the nature of the post, candidates are not entitled to withhold information regarding convictions by virtue of the Rehabilitation of Offenders Act 1974 (Exemptions) Order 1975 as amended. Candidates are required to give details of any convictions on their appointment form and are expected to disclose such information at the appointment interview.
• Because this post allows substantial access to children, candidates are required to comply with departmental procedures in relation to Police checks. If candidates are successful in their application prior to taking up post, they will be required to give written permission to the Department to ascertain details from the Metropolitan Police regarding any convictions against them and, as appropriate the nature of such convictions.

Above all you need to like children, to want the very best for them and be prepared to put their needs first. Children will be at the heart of your work. You must be able to demonstrate that you understand the importance of educating the whole child within a creative & innovative school setting.

To maintain the highest standards of confidentiality at all times*

Any other task – as requested by the Executive Headteacher or Trust leadership Team and which shall be deemed to fall within the general boundaries of the post**

PERFORMANCE APPRAISAL

To attend regular staff meetings with the Line Manager and to participate in the school’s annual performance review procedure.

*NB Under no circumstances should a staff members discuss or share any information about a pupil or other matters with any parent or third party without prior consent. All enquiries concerning pupils should be directed to the class teacher or Head of School.

**This job description describes in general terms the normal duties that the post holder will be expected to undertake. However, the job description or the duties therein may vary or be amended from time to time without changing the level of responsibility associated with this post or grade

Person Specification

Person Specification:WELL-BEING ASSISTANT (WBA)

The following outlines the criteria for this post. Applicants who have a disability and who meet the criteria will be shortlisted.

Applicants should describe in their application how they meet these criteria.

• Knowledge and skills equivalent to national qualifications
  level 3.

• Previous experience of working with children and families
• in the public, private or voluntary sector.

• Experience of facilitating groups.

• Experience working within a multi-agency environment.

• Supervisory experience.
  

• Excellent communication, listening and observation skills.
• Ability to deal with difficult/sensitive situations.
• Ability to manage confidential information.
• Organisational abilities and accurate record keeping skills.
• Ability to facilitate parenting skills.
• Good inter-personal skills.
• High level written communication skills – including report writing.

• Sound knowledge and understanding of child growth and development.
• Knowledge of the parenting needs of children.
• Knowledge of barriers to learning.
• Knowledge of the working practices and referral processes of relevant external agencies.
• Demonstrate an understanding of confidentiality and safeguarding / child protection issues in a school setting.

Appendix 1

The National Occupational Standards and Well-Being Assistants

National Occupational Standards anchor Well-Being Assistant practice in a national context, providing national recognition for the role. They provide a quality benchmark to ensure best practice in terms of equality of opportunity, respecting diversity and ensuring a commitment to the quality of service provision for children, young people and those who care for them.

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Viking Academy Trust: Job DescriptionWell-Being Assistant