JOB PROFILE. These relate to the school development plan priorities of (extract):

Transcription

1 JOB PROFILE Job Title Human Resources Assistant Grade Scale 4 Directorate Children Schools and Families Division Swiss Cottage School Reports to Human Resources Manager Job Purpose The post holder will be an effective member of the Business Team within the school. They will provide a professional level of support to the HR Manager, Senior HR Assistant and Business Manager and with specific focus on the HR admin within the school. Outcomes Duties and responsibilities: Working to assist the HR manager and Senior HR Assistant by: o Maintaining the single central record, in conjunction with the Senior HR Assistant o Entering staff absence onto the system daily o Undertaking recruitment paperwork under the direction of the HR manager and Senior HR Assistant o Administrating the vaccination programme within the school under the direction of the Senior HR Assistant o Completing sick returns monthly o Preparing of new staff starter packs o Preparing changes forms, leavers forms and other HR forms for borough processing o Processing return to work and request for leave forms, accurately updating the SIMS database daily. o Managing the filing for the HR department daily o Managing assorted HR administration duties, including filing, photocopying and shredding amongst other duties. o Answering all incoming s to the HR and Recruitment inboxes within 48 hours. o Updating staff details on SIMS and on the Text to Parents service o Minute taking for HR related meetings and producing minutes. o Assisting the HR Manager in producing Outcome letters and Case summaries following HR meetings. o Maintaining and updating the supply teacher log o Undertaking any other HR related paperwork or information gathering as requested by the HR manager or SBM These relate to the school development plan priorities of (extract): "Effectiveness Of Leadership & Management In Embedding Ambition And Driving Improvement 3.1 Effective planning for and management of TAs, including further development of lead TA role. 3.5 Ensuring that all staff are aware of policy and implement equalities action plans as part of the focus on whole school priorities. 3.6 Continuing to refine our safeguarding monitoring procedures and practice. 3.8 Using TA s to achieve maximum support for learning, teaching and pupil well-being. 1

2 3.8 Training support staff in basic skills in Literacy, maths and IT in liaison with Working Men s College and other providers. 3.8 Effectiveness of how we deploy resources to achieve value for money Improving Business Infrastructure and support for key staff and key processes in the school 5.2 Analysing and evaluating the team s ability to provide an efficient service to all stakeholders. Examining all key processes and agreeing an action plan and training plan to address this. 5.2 Creating/building/embedding MIS infrastructure for supporting key processes 5.2 Reviewing the roles of Sn LT, focussing on their roles in Strategic Planning, monitoring, reporting and reviewing. Further reviewing the leadership roles of all TLRs and team Leaders re strategy and day to day management 5.2 Working closely with staff and in line with attendance policy on improving whole staff attendance by 2%. 5.2 Reviewing policy and practice of CPD linked to the SDP with a particular focus on quality, relevance accessibility and impact. New Swiss Cottage Specialist Sen School 6.0 Staff training auditing staff skills, identifying the gaps and providing quality training to meet the needs of current/future pupils e.g. AS 6.0 Planning carefully to integrate JTS into the Swiss Cottage way of working, including our positive culture." Swiss Cottage Business Team Common Core (Based on the National Occupational Standards for Supporting Teaching and Learning, and The Common Core) Contributing to positive relationships and effective team practice: Recognise and value the strengths and expertise you bring to a team and that brought by your colleagues Giving adults your full attention when they are communicating with you Demonstrating that you have understood them and clarifying any misunderstandings Communicate openly and honestly with your colleagues Acknowledge the views and opinions of colleagues constructively Work in ways that conform to decisions taken by the team Address and handle in a constructive manner any issues in your relationship with colleagues which can be resolved by your own actions Provide positive feedback to other team members for activities which they have undertaken effectively Meet your commitments to colleagues effectively and in accordance with your overall work priorities Give clear, accurate and complete information to other team members as needed for them to work effectively Provide consistent and effective support for colleagues in line with the requirements and responsibilities of your role Keep your colleagues informed about aspects of your work and schedule which may affect the support you can offer them Have the confidence to challenge situations by looking beyond your immediate role and asking considered questions Identify and share information on opportunities for improvement in team practice in a constructive manner Demonstrate a willingness to share information and expertise which could benefit other team members in their work offer other team members appropriate support and 2

3 encouragement when they are undertaking new or difficult tasks Offer help and advice to colleagues when they ask for it, when this is consistent with your other responsibilities Judge when you should provide the support yourself and when you should refer the situation to another practitioner or professional Show respect for individuals and the need for confidentiality when reporting issues Accurately and fairly report any issues in the team which cannot be resolved to someone who can facilitate reaching a resolution Develop your effectiveness in a support role: Maintain an up-to-date understanding of the requirements of your role and responsibilities Embrace change and the evolution of systems Reflect on your practice to identify achievements, strengths and weaknesses Make effective use of the development opportunities available to you Seek and take account of constructive feedback on your performance from competent others Undertake agreed development actions conscientiously and within the required timescale Reflect on Practice and Professional Development Use reflection to solve problems, improve practice and enhance confidence and selfesteem Use Emotional Intelligence to reflect on your interactions with others Identify areas in your knowledge, understanding and skills where you could develop further Be able to identify gaps in information Monitor processes, practices and outcomes form your own work Share your reflections with others and use their feedback to improve your own evaluation Develop and negotiate a plan to develop your knowledge, skills and understanding further Seek out and access opportunities for continuing professional development as part of this plan Use continuing professional development to improve your practice Keep Children Safe By: Recognise potential hazards in the setting and deal with these promptly, according to procedures Remain calm and follow the organisation's procedures for accidents and emergencies, according to your role and responsibility Develop appropriate professional relationships with children and young people Interact Effectively with Children and Young People: Ensure adults involved are knowledgeable about children/young people's disabilities and special educational needs and confident in their roles and responsibilities Understand the boundaries for behaviour with children/young people and families within the context of the wider school Have an understanding of issues related to the behaviour of our children and the appropriate response in a variety of situations Note: All Camden employees are expected to be flexible in undertaking the duties and responsibilities attached to their post and may be asked to perform other duties 3

4 Position in Organisation/Organisation Chart Full time post, 35 hours per week Work Environment This post will be over 5 days, starting work at 8.30am Weeks/year: 52 weeks per year Some hazards as faced by all staff working in special needs schools: Infection (hep B and other communicable diseases), manual handling, and occasional lone working. Work Dimensions Ability to cultivate positive relationships and to represent the school to a wide variety of stakeholders, both internal and external, on the phone and in person. Ability to function successfully as part of the school's business team using the common core standards outlined above. Ability to observe the highest standards of confidentiality Personal responsibility for all equipment in own area. Knowledge, Qualifications, Skills and Experience Educated to A level and holding Maths and English GCSE C or above. Recognised minute taking course 4

5 Knowledge: Know about: The roles and responsibilities of colleagues with whom you work and how these relate to your own role and responsibilities The lines and methods of communication that apply within the school setting The importance of respecting the skills and expertise of other practitioners The differences between work relationships and personal relationships and how work relationships can be maintained effectively The School's Staff Relationship Guidelines Principles of Emotional Intelligence Techniques of reflective analysis and using reflection as a tool for aligning what we say we do and what we actually do The importance of integrating new information and/or learning in order to meet current best practice, quality schemes or regulatory requirements Key policies and how to access them Know who to share information with and when; understand the difference between information sharing on individual, organisational and professional levels Know what to record, how long to keep it, how to dispose of records correctly, and when to feed back or follow up. Understand what is meant by safeguarding, being aware of national guidance and local procedures Understand that signs of abuse can be subtle and be expressed in play, artwork and in the way children and young people approach relationships with other children or adults Appreciate the effect of witnessing upsetting situations and know how to get support Have an understanding of issues related to aggression, anger and SIMS Software 5

6 violence, and know the appropriate responses to conflict Understand the way that partner services operate - their procedures, roles and relationships - in order to be able to work alongside them effectively. Skills and Behaviours: Able to take the initiative and work independently Able to complete tasks set Flexibility of attitude Punctuality and reliability Commitment to the highest standards of professionalism and to maintaining the school s outstanding status Relevant Experience: HR administration experience Experience taking minutes in formal meetings Experience using Mentoring and Coaching Experience in an educational context A Commitment to: Name Signature Name Signature Equal opportunities and to assisting the school in enabling all its learners to fulfil their potential Safeguarding and promoting the welfare of children and young people The school s Mission, Vision, Values and priorities All agreed school policies and procedures A healthy lifestyle to support regular attendance Approved by Job Holder Date Approved by Line Manager Position Date Occupational Codes 6