Job Advert Head of Behaviour Management Blossom House is an Ofsted-rated Outstanding specialist school for children aged 3 19 years of age with speech, language and communication difficulties. Although many of the children have some associated difficulties such as fine motor problems or poor organisational skills, they are all within the average range of cognitive abilities. Our children benefit from an integrated on-site team of therapists across a range of disciplines which include Speech & Language Therapists, Occupational Therapists, Physiotherapist, Music Therapists, Art Therapists and Drama Therapists who work closely with Teachers and Teaching Assistants. Head of Behaviour Management (Permanent, Full-Time) We have an exciting opportunity for an enthusiastic, experienced and skilled individual to take on the senior role of Head of Behaviour Management to join our team, supporting children who have speech, language and communication difficulties. Extensive experience of behaviour management across all key stages, and actively managing groups of children and coping with challenging complex behaviour are essential for the role. The ideal incumbent will be expected to have a continuous presence within the school and will be responsible for managing and supporting staff with behaviour management by actively supporting and intervening where appropriate. Responsibilities will include the development of relevant policies and delivery of behaviour training, and the management of behaviour data. The role requires a relevant qualification and registration where applicable, and may suit someone with a background in Speech & Language Therapy, Occupational Therapy, Teaching, Clinical Psychology, Mental Health and/or Behaviour Management, along with experience of working collaboratively within a multi-disciplinary setting. The school currently adopts a holistic nurturing approach to behaviour management and ensures that behaviour strategies are child-focused and linked to embedding long-term positive behaviour goals. Excellent verbal and written communication skills are required and the successful applicant will have an ability to work flexibly and independently, as well as be an integral and valued member of the wider multi-disciplinary team. The ideal candidate will have the ability to build good working relationships with colleagues, children, teachers, parents, therapists, and carers and our external network including Social Services, Local Authorities and other external stakeholders. Page 1 of 7
Continuing Professional Development (CPD) is supported and external supervision and 1:1 mentoring within the creative arts therapies team is provided. Team training, team meetings and peer supervision are also in place for support and development. The role is permanent, full-time, 5 days per week (8:30 17:00) With an annual salary commensurate with experience Closing Date: Sunday, 21 st May 2017 Applicants will need to complete an application detailing how they meet the requirements of the person specification. If you wish to apply for the post, please download the application from the school website: www.blossomhouseschool.co.uk/vacancies and email completed s to recruitment@blossomhouseschool.co.uk This role is subject to the relevant Safeguarding checks which will include an Enhanced DBS check and right to work in the UK checks. Job Description Job Title: Reports to: Accountable to: Line Management Responsibility: Contract term: Head of Behaviour Management Principal Joanna Burgess, Principal Behaviour Team and various roles within the school. Permanent (reviews at 6 and 11 months) Hours per week: Monday to Friday (8:30 17:00) Salary per annum: Salary commensurate with experience Overview: Responsibilities and Duties To oversee the behaviour support across the school from Early Years, Primary, Secondary and Post 16. To ensure the ethos of the school s behaviour management is consistently applied across all phases. This is in line with the school s mission statement. To maintain a high standard of behaviour management skills, strategies and techniques across all phases. To be a proactive part of the Head of Curriculum and Therapies Management Team, Page 2 of 7
representing behaviour support. To ensure that all staff receive full behaviour induction training within the first two weeks of starting work. To ensure that the relevant teams of staff receive regular INSET training aimed at continuing to develop and improve staff specialist knowledge and skills. To ensure that all staff understand the school s holistic approach to behaviour. To work closely with the SLT, OT, and ARCP team, and Teaching teams in creating holistic behaviour plans. To ensure that all behaviour plans are tailored to the needs of the individual are regularly reviewed. To ensure that pupils are included in the design, implementation and review of behaviour plans as much as possible. To oversee the inclusion of pupil voice in the school s behaviour support provision Training and Skills Ensure that own specialist knowledge of positive behaviour support for children and young adults with SLCN is current and up to date. This includes attending relevant CPD courses, reading the relevant journals and texts and completing relevant qualifications where appropriate. Ensure that direct reports and Behaviour Team staff s knowledge and skills are current. Ensure that own knowledge and understanding of the needs of pupil on the autism spectrum is to a high standard. It Is essential that this includes up to date knowledge of theory and practice. To complete relevant training in non-violent physical intervention to trainer level. To ensure that all members of the behaviour help team receive in-house physical intervention training and attend termly refresher training sessions. Ensure that the school s behaviour tracking and outcomes analysis is up to date with current regulations and best practice procedures. Meetings Weekly meetings with the Behaviour Team, Primary and Secondary Behaviour Coordinator and Behaviour Support to review the previous weeks individual behaviour data and subsequent actions, as well as monitoring the Sanctions Record and Physical Intervention Record. Behaviour Strategy Meetings with Behaviour Co-ordinators and ATCP representative. Ad hoc team behaviour meetings with Phase Behaviour Co-ordinator to provide training, support and supervision. Ad hoc team behaviour meetings regarding individual pupils. Ad hoc behaviour meetings with phase behaviour co-ordinator(s) to provide training, support and supervision. Attend Annual Reviews regarding behaviour management where required. Attend Heads of Curriculum and Therapies Management meetings. Page 3 of 7
Record Keeping Write minutes and action plans for all behaviour related meetings, email to relevant staff in a timely manner to and ensure minutes and documents are saved in appropriate files. Ensure phase behaviour co-ordinators maintain up to date individual and group records (e.g.: behaviour section of current provision s, individual behaviour plans and analysis, summary of behaviour plans doc where appropriate.) Ensure Sanctions Record and Physical Intervention Records are accurately maintained, reviewed and shared with the Senior Management Team. Progression Data Ensure that phase co-ordinators are carrying out weekly and half termly behaviour tracking, analysis and action plans with the teams working with the individual. Ensure that termly behaviour tracking, analysis and action plans are carried out by phase co-ordinators and saved with main progression data. This should demonstrate the impact of behaviour intervention. Overview the weekly tracking and outcomes data supplied by the Behaviour Data Support and Phase Co-ordinators. Provide termly outcomes data for the termly and annual review of the whole school s SEP and SIP. SMSC and British Values Ensure that the Behaviour Team is proactively contributing towards the school s SMSC and British Values provision across the phases. Ensure the school s behaviour support is in line with Ofsted and DfE s current policies, recommendations and guidance. Policies Ensure that all behaviour related policies remain up to date and reference current guidelines and DfE legislation. All Policies should be fully reviewed evert September. Ensure that the Primary and Secondary Behaviour Policies are monitored and reviewed. Safeguarding and Child Protection Ensure close liaison is in place with the CPO and CP Team, so that all current SG and CP regulation and guidelines are being met. Ensure that the Behaviour Help Team and Co-ordinators are up to date with the latest guidelines and statutory regulations, as well as being secure with the process for reporting and SG/CP related concerns which arise. Ensure that staff (current and new) are aware of the school s expectations re the safe use of the internet and social networks, both in and out of school (detailed the Social Network s Policy), Amend this as an when necessary and in staff. Work with the Child Protection Officer, All therapy and teaching teams, and Senior Leadership, and other relevant parties to ensure that a minimum of annual training regarding cyber bullying and the safe use of the internet is carried out for parents and Page 4 of 7
Essential Essential pupils and staff. Policies responsible for: Anti-bullying Physical Intervention Social Networks Approach to Behaviour Management Touch Behaviour support aspect of the Holistic Curriculum document Person Specification Qualifications Educated to minimum degree level Hold QTS/Specialist qualifications relevant to SEN education and therapy Hold post-graduate certification, be working towards or be willing to undertake Knowledge & Understanding An evidenced understanding of how children develop & learn An in-depth understanding of Safeguarding and child protection in schools An understanding of supporting diversity and equal opportunities Up to date knowledge of statutory requirements of schools in line with 2014 Code of Practice Understanding of Local Authority expectations for education and monitoring of pupils with a statement/ehcp An understanding of health and safety procedure and confidentiality Page 5 of 7
Essential Essential Essential Skills Clear written and spoken English and exceptional documentation skills Ability to be able to maintain, monitor and assess budget (levels) and expenditure Exceptional level of articulation Ability to forge and maintain skilful and productive relationships with parents and external agencies Ability to manage and develop staff Ability to work collaboratively with members of BH staff Experience Experience of working with children in a school or therapeutic provision Experience of working with or supporting children and families with Mental Health issues Experience of managing behaviour Experience supporting children and families Experience of behaviour policy development and implementation Management of whole departments/groups of staff Experience with, and understanding of effective and holistic pastoral care Experience of working with children with challenging behaviour Personal Attributes Flexibility and creativity in your approach to tasks Ability to build good and sustain relationships with children, teachers, parents, carers and external agencies Page 6 of 7
Essential Patience and a positive attitude Ability to adapt to changes quickly Ability to work as part of a team Ability to work under own initiative Desire to participate in training and other learning activities Ability to inspire confidence in staff, parents and external agencies Willingness to support diversity and ensure all pupils with speech & language difficulties have equal access to opportunities to play and develop Safe-guarding & Child Protection (COMPULSORY) Experience of being responsible for safeguarding and child protection and related policies A commitment to the protection and safeguarding of children and young people Documented training within the last three years Successful Enhanced DBS Status Recruitment Activity (to accompany your application ) Please answer the following questions: 1. Please describe how your experience, qualifications and skills make you a suitable candidate for this position. 2. Please describe 5 challenges you expect to encounter in your fist term and how would you overcome them. Page 7 of 7