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Pastoral Support Assistant - New Forest Sen-school

Pastoral Support Assistant - New Forest Sen-school

19th October start
Full Time
Posted 7 days ago
Expiring 18th December
New Forest, Southampton
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Job description

Core Requirements of the Post: In fulfilling the requirements of the post, the Pastoral Support Assistant will demonstrate essential professional characteristics, and in particular they will Support all students to achieve their potential by following formulated action plans to help with behaviour and attendance. This is to be achieved by: - Working with the Pastoral Support Lead or other significant staff as required. - Complete and where required monitor behaviour referrals and incidents. - Provide input where required to the Pastoral Support Lead and other staff in the formulation of or review of action plans. - Use Tracker to record issues and identify potential issues. - Provide input on Case Studies where required. - Attend meetings for students under Case Studies. - Collate evidence for success or further intervention as required. Liaise with classroom teachers: - To intervene where students need support to achieve their potential-only intervene when requested by teacher. Attendance and punctuality: - Under the direction of the Pastoral Support Lead monitor attendance and punctuality for specific students including developing strategies for improvement. You will liaise with parents/carers to ensure the school targets are met. - Support the production of written plans. Parent/Carer/Home liaison: - Where directed to support the student at home and ensure Tutors have regular contact with parents. Liaise with the SENCo: - As directed by the Pastoral Support Lead to ensure challenging behaviour does not have an underlying SEN cause and that barriers to learning due to behavioural issues are removed where possible. Support the creation and implementation of Individual Behaviour Plans: - For students where a targeted approach is effective for improving student performance. - Give input to the half termly review of IBP. - Implement updates to IBP as when changes occur. - Ensure you are current with all students who have time-out strategies and how these should be supported to remain effective. - Attend weekly update meetings with the Pastoral Support Lead. Other Responsibilities: - Following up student/staff concerns, making telephone and written contact with parents, therapy, care staff or senior managers as appropriate as directed by the Pastoral Support Lead. - Following safeguarding issues in line with school policy and practice. - Supporting students who have been isolated from their teaching group – e.g. supervision, collection of work, providing guidance with the task, ensure completed work is returned to staff. - Supervision of students at lunchtime and break. - Support students to re-integrate and when they return to school. - Work with other staff to share good practice/offer support to one another on a regular basis. - Supervise students moving around the school site and in assemblies. Monitoring, Assessment, Recording, Reporting: - To assist the Teacher in the recording of data to evaluate pupils' progress and help set appropriate targets for improvement. - Additional and Special Educational Needs (SEN) and Disabilities - Promote a culture and practices that enables all students to access the curriculum - Have ambitious expectations for all students with SEN and disabilities - Supports the Head Teacher to ensure the school fulfils statutory duties regarding the SEND Code of Practice Accountability: - To support the development of the organisation in which all the staff recognise that they are accountable for the success of the school. - Present a coherent and accurate account of areas of responsibility regarding the school’s performance in a form appropriate to the range of audiences, including governors, the local community, OFSTED and others to enable them to play their part effectively. - Carry out any such duties as may be reasonably required by the Head of School, and Head Teacher. Safeguarding Children & Safer Recruitment: - This school is committed to safeguarding and promoting the welfare of children and young people as required under the Education Act 2002 and expects all staff and volunteers to share this commitment. Students: - The School looks after students who are of either sex and between the ages of 10 and 16 years. They will have suffered severe early life trauma which has left them angry, let down and distrustful of adults.Their behaviour is typically displayed through anti-social and challenging behaviours and this may include violence and aggression towards others (including staff). All have suffered some form(s) of abuse – psychological, physical, sexual and neglect. They present with a range of histories and challenging behaviours which may include the following: - Neglect - Self harm - Violence and aggression - Addictions of any kind - Enuresis - Encopresis - Substance abuse - Sexually predatory or vulnerable - Depression - Absconding - Criminal activities - Eating disorders - Personality disorders - Special educational or other needs (ADHD, ASD, SLD, MLD, EBD) - They may be diagnosed with psychiatric or psychological disorders. The above is not an exhaustive list but provides a realistic idea of the kind of students that we work with.
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    SEN School school in New Forest • Full Time
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    Core Requirements of the Post: In fulfilling the requirements of the post, the teacher will demonstrate essential professional characteristics, and in particular will: - To support the aims and ethos of the school; - To meet the standards set out in the teachers’ standards regulations; - Setting a good example in terms of dress, punctuality and attendance; - Attending all staff/curriculum and subject meetings; - To promote the welfare of children and to support the school in safeguarding children through relevant policies and procedures; - Inspire trust and confidence in pupils and colleagues; - Build team commitment with colleagues and in the classroom engage and motivate pupils; - To maintain good order and discipline among the pupils, safeguarding their health and safety; - Being proactive in matters of Health and Safety; - To organise and manage groups or individual pupils ensuring differentiation of learning needs, reflecting all abilities; - Demonstrate analytical thinking, Improve the quality of pupils' learning contribute to the school improvement / development planning and promote the learning priorities of the school SDP (School Development Plan); - Contribute to the development and / or implementation of school policies; - Use the performance management process to advance pupil learning and enhance professional practice in line with the school's aspirations and priorities; - Have lead responsibility for a subject or aspect of the school's work and develop plans which identify clear targets and success criteria for its development and / or maintenance; - Promote the wider aspirations and values of the school. 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Monitoring, Assessment, Recording, Reporting: - Use performance data to evaluate pupils' progress and set appropriate targets for improvement. - Use assessment to inform planning and teaching - Report on progress to all stakeholders. Pastoral Duties: - Promote the general progress and well-being of individual students. - Register students, encourage their full attendance at all lessons and their participation in other aspects of school life. - Contribute to the preparation of PEP’s (Personal Education Plans) and IBP’s (Individual Behaviour Plans) and other reports. - Alert appropriate staff to problems experienced by students and make recommendations as to how these may be resolved. - Communicate, as appropriate, with parents of students and persons or bodies outside the school concerned with the welfare of individual students, after consultation with appropriate staff. - Contribute to PSHE and citizenship and enterprise according to school policy. 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    Learn more
    Posted 7 days ago
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    Core Requirements of the Post: In fulfilling the requirements of the post, the Pastoral Support Assistant will demonstrate essential professional characteristics, and in particular they will Support all students to achieve their potential by following formulated action plans to help with behaviour and attendance. This is to be achieved by: - Working with the Pastoral Support Lead or other significant staff as required. - Complete and where required monitor behaviour referrals and incidents. - Provide input where required to the Pastoral Support Lead and other staff in the formulation of or review of action plans. - Use Tracker to record issues and identify potential issues. - Provide input on Case Studies where required. - Attend meetings for students under Case Studies. - Collate evidence for success or further intervention as required. Liaise with classroom teachers: - To intervene where students need support to achieve their potential-only intervene when requested by teacher. Attendance and punctuality: - Under the direction of the Pastoral Support Lead monitor attendance and punctuality for specific students including developing strategies for improvement. You will liaise with parents/carers to ensure the school targets are met. - Support the production of written plans. Parent/Carer/Home liaison: - Where directed to support the student at home and ensure Tutors have regular contact with parents. Liaise with the SENCo: - As directed by the Pastoral Support Lead to ensure challenging behaviour does not have an underlying SEN cause and that barriers to learning due to behavioural issues are removed where possible. Support the creation and implementation of Individual Behaviour Plans: - For students where a targeted approach is effective for improving student performance. - Give input to the half termly review of IBP. - Implement updates to IBP as when changes occur. - Ensure you are current with all students who have time-out strategies and how these should be supported to remain effective. - Attend weekly update meetings with the Pastoral Support Lead. Other Responsibilities: - Following up student/staff concerns, making telephone and written contact with parents, therapy, care staff or senior managers as appropriate as directed by the Pastoral Support Lead. - Following safeguarding issues in line with school policy and practice. - Supporting students who have been isolated from their teaching group – e.g. supervision, collection of work, providing guidance with the task, ensure completed work is returned to staff. - Supervision of students at lunchtime and break. - Support students to re-integrate and when they return to school. - Work with other staff to share good practice/offer support to one another on a regular basis. - Supervise students moving around the school site and in assemblies. Monitoring, Assessment, Recording, Reporting: - To assist the Teacher in the recording of data to evaluate pupils' progress and help set appropriate targets for improvement. - Additional and Special Educational Needs (SEN) and Disabilities - Promote a culture and practices that enables all students to access the curriculum - Have ambitious expectations for all students with SEN and disabilities - Supports the Head Teacher to ensure the school fulfils statutory duties regarding the SEND Code of Practice Accountability: - To support the development of the organisation in which all the staff recognise that they are accountable for the success of the school. - Present a coherent and accurate account of areas of responsibility regarding the school’s performance in a form appropriate to the range of audiences, including governors, the local community, OFSTED and others to enable them to play their part effectively. - Carry out any such duties as may be reasonably required by the Head of School, and Head Teacher. Safeguarding Children & Safer Recruitment: - This school is committed to safeguarding and promoting the welfare of children and young people as required under the Education Act 2002 and expects all staff and volunteers to share this commitment. Students: - The School looks after students who are of either sex and between the ages of 10 and 16 years. They will have suffered severe early life trauma which has left them angry, let down and distrustful of adults.Their behaviour is typically displayed through anti-social and challenging behaviours and this may include violence and aggression towards others (including staff). All have suffered some form(s) of abuse – psychological, physical, sexual and neglect. 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    Learn more
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    Learn more
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    About The School: This school is a dynamic, diverse, and deeply inclusive 370-pupil mainstream primary school where equity and pupil well-being drive everything they do. With 54% of the children receiving Pupil Premium support, they are proud to foster a nurturing environment that breaks down barriers to learning. Inclusion is central to their ethos: they coordinate provision for upwards of 55 EHCPs across the whole school, around 50% of which are based within the dedicated, high-needs Inclusion Centre. The Centre caters to a broad spectrum of needs, ranging from non-verbal pupils and children with complex developmental profiles to high-functioning neurodivergent learners (including ASD). The Role: We are seeking an inspirational, strategic, and experienced SENCO to lead and shape the whole-school SEND provision and oversee the dedicated Inclusion Centre team. Working as part of the Senior Leadership Team, you will drive high-quality inclusive practice across both mainstream classrooms and the specialist Centre. You will oversee the management of over 55 EHCPs, coordinate statutory processes, and lead a skilled team of support staff—ensuring every child, regardless of baseline or complexity of need, reaches their full potential. Key Responsibilities: - Lead, develop, and evaluate the school’s SEND strategy and statutory policy, championing high standards of inclusive teaching across all year groups. - Oversee the day-to-day coordination of SEND provision for over 55 EHCP pupils, ensuring smooth integration between mainstream settings and the Inclusion Centre. - Manage EHCP applications, coordinate annual reviews, track student progress data, and apply the Graduated Approach across the school. - Line manage, mentor, and upskill the team of SEN TAs and support staff, building capacity for specialised interventions (such as PECS, Makaton, and sensory integration). - Act as the key liaison for external specialists, local authority SEND teams, Educational Psychologists, Speech & Language Therapists, and medical professionals. - Build strong, compassionate, and transparent partnerships with parents and carers, placing families at the heart of decision-making. About You: Qualifications: - Qualified Teacher Status (QTS) is required. You should hold the National Award for SEN Coordination (NASENCO) or the NPQ for SENCo (or be willing to complete it within statutory timeframes). Experience: - Proven track record of successful teaching and SEND leadership in a mainstream primary or specialist setting. Demonstrable experience managing complex EHCPs and profound learning/sensory needs is essential. Knowledge: - Deep knowledge of the SEND Code of Practice, statutory assessment processes, and evidence-based interventions for ASD, communication disorders, and severe cognitive delays. Key Traits: - Exceptional organisational ability, emotional resilience, strategic vision, and the passion to champion high-needs inclusion in a high-deprivation community. …
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    Posted 2 months ago

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