HAMPSHIRE COUNTY COUNCIL

Transcription

1 HAMPSHIRE COUNTY COUNCIL Data Protection Act This form will enable us to process any information you contribute to the role profiling process and will be used by Hampshire County Council evaluation panels for job evaluation purposes. At a later date, the information will also be used in other personnel areas, e.g. performance development review, induction, and training and development Processing of information includes storage of records electronically and in hard copy format. Personal data will only be made available to Hampshire County Council staff and trade union representatives involved in these processes. Any data required for statistical/research purposes will be depersonalised. Section A ROLE PROFILE FORM Role profile ref: Department/Section: Role Title: Reports To - (Supervisor/manager s role title) : Role Purpose: (why the role exists) Warblington School Safeguarding and Child Protection Administrator Assistant Head Safeguarding & Behaviour The Safeguarding Support Officer role is key to the provision of high quality support for the Safeguarding and Pastoral Team to support and guide vulnerable students in education. Section B Organisation Please provide a simple line drawing indicating where the role sits within the organisation in the box below. (See guidance notes with regard to the use of formal organisation charts). Head of Year (Pastoral Lead) Assistant Headteacher (Safeguarding & Behaviour) Safeguarding and Child Protection Administrator Page 1 of 5 June 2017

2 Section C ROLE REQUIREMENTS This involves identifying the most significant responsibilities of the role. Accountability statements are key functions of the role which in combination make up the main purpose. Accountabilities Accountability Statements Customer Service Providing effective support and guidance for all pupils with particular emotional and vulnerable needs. Liaising and co-operating with the pastoral support team in setting up regular appointments for referred pupils. To undertake clerical and administrative support to the Pastoral Team and act as PA to the Assistant Head Safeguarding and Behaviour. Administration Identify trends with behaviour and attendance linked to child protection/safeguarding, utilising results effectively. % of time Maintain appropriate files securely, up to date and in order. Prepare drafts on written communications with parents and outside agencies and liaise closely with all key workers. Attend and make necessary preparations for fortnightly referral meetings and take appropriate follow up action. Attend all relevant meetings, including Heads of Year and Tutor meetings. Provide daily monitoring and appropriate follow-up of pupils poor punctuality/attendance/behaviour in a safeguarding situation Liaise effectively with the Senior Leadership Team who have lead responsibility for safeguarding. To undertake continuous professional development, acquiring and refining skills and knowledge in new or related areas. To undertake any other duties within the overall function of the role, commensurate with the grading and level of responsibility of the job. Staff Management and Teamwork To support the work of the Pastoral Teamcontribute to team meetings, develop good practice within the team and assist colleagues in their work. 5 Page 2 of 5 June 2017

3 Partnership Working To work flexibly within the school s administrative and student support teams and to be responsive to the school s changing needs. To participate in the annual performance review process and all other school self-review processes. Support the Senior Leadership Team in the strategic development of the school. 10 Corporate and statutory initiatives equalities/health & safety/egovernment/sust ainability Awareness of equality issues and health and safety regulations Ensure that an understanding of the importance of confidentiality is applied when undertaking all duties. Understanding of safeguarding and child protection issues. 5 Section D The key decision making areas in the role Assessment of emotional or social difficulties attributing to poor behaviour, punctuality or attendance in a safeguarding situation. Making judgements regarding when to refer students to external agencies for counselling or more specialist intervention as appropriate. Deciding on appropriate support and advice for individual students according to their specific circumstances or difficulties experienced. Determinig appropriate types, level and criteria of the safeguarding threshold. Management and prioritisation of own workload. Negotiation, problem solving, giving advice and seeking information. Deal with sensitive and highly confidential issues on a regular basis requiring diplomacy and tact. Take prompt action to alert managers of particularly difficult/sensitive problems to enable appropriate and timely action to be taken. Section E The role dimensions financial (e.g. budgets) and non-financial (e.g. units, workload, customers/staff) >600+ pupils on role (secondary) 4/5 high level referrals per week No direct financial responsibility. Page 3 of 5 June 2017

4 Section F The main contacts external/internal customer contacts and purpose Students (daily) to assess social and emotional needs, behavioural difficulties and attendance and punctuality. Teachers (regular) to liaise with inclusion team. Parents to arrange visits to the school to discuss pupil behaviour, attendance and punctuality. External agencies (Education Welfare, Social Services, Pastoral Team, Early Help Hub). Section G working conditions environment and physical effort or strain Office based environment. Frequent contact with distressed individuals or challenging behaviour. Balancing various conflicting requirements. Display Screen Equipment. Section H Context/additional information Possible verbal abuse from parents/pupils. PROGRESSION IN ROLE Section I Entry : Necessary role related knowledge, skills and experience at selection Knowledge and understanding of the problems and issues families/parents face which affect behaviour, attendance and punctuality, particularly of those pupils with challenging behaviour. Knowledge of child development. Experience of working with children and young persons. Excellent communication skills which enable positive resolutions of difficult situations. Ability to listen effectively. High level of self-motivation and the ability to work on own initiative. Ability to work as part of a team and to establish good working relationships with outside agencies and parents. Experience of working with key agencies to resolve situations. Knowledge of child protection / safeguarding procedures. Page 4 of 5 June 2017

5 Section J - Context/Additional Information This role has a highly confidential component and required the post holder to gain and maintain the trust and confidence of students and their families. The postholder may be afforded access to child protection / family sensitive information and will be required to treat this accordingly. The post holder may experience stress as a result of working with individuals with a diverse range of complex and demanding behaviours. This role requires a high degree of integrity and a full understanding of the confidentiality of the issues with which the role holder will be dealing Page 5 of 5 June 2017