Proposals to Restructure Alternative Education, Behaviour...

Alternative Education, Behaviour and Attendance Services Consultation Version: 1 Issued: September 2013

Proposals to Restructure Alternative Education, Behaviour and Attendance Services Consultation Document 9 September 2013


CONTENTS

1. BACKGROUND AND CONTEXT……………………………………………………………3

2. TIMESCALES FOR COMMENTS…………………………………………………………...6

3. CURRENT STRUCTURES AND WORKING ARRANGEMENTS……………………….7

4. BUDGETS/SAVINGS…………………………………………………………………………7

5. PROPOSALS FOR NEW STRUCTURE AND WORKING ARRANGEMENTS……… 7

6. ACCOMMODATION…………………………………………………………………………14

7. ASSIMILATION, RING FENCING AND PAY PROTECTION………………………… 14

8. SELECTION CRITERIA…………………………………………………………………… 16

9. VOLUNTARY REDUNDANCY…………………………………………………………… 16

10. SUPPORT AND DEVELOPMENT………………………………………………………….17

11. TIMETABLE FOR RESTRUCTURE………………………………………………………..18

APPENDIX 1 EXISTING STRUCTURE CHARTS………………………………………20

APPENDIX 2A DELETED FILLED POSTS ……………………………………………….25

APPENDIX 2B DELETED VACANT POSTS……………………………………………...27

APPENDIX 2C POSTS WHICH WILL NOT CHANGE…………………………………...28

APPENDIX 3A – 3F NEW STUCTURE CHARTS………………………………………………29

APPENDIX 4 PROPOSED NEW JOB DESCRIPTIONS……………………………….35

APPENDIX 5 RESULTS OF JOB MATCHING…………………………………………181

APPENDIX 6 SUPPORTING STAFF THROUGH CHANGE……………….…………188

APPENDIX 7 EQUALITY ANALYSIS……………………………………………………190


3

1. Background and context

1.1. This consultation focuses on the Council’s alternative education, behaviour, attendance and looked after children education services within the Council’s Education, Health and Social Care Department. All services within scope play an important role in providing support to the Borough’s most vulnerable children and young people. This includes: providing education for pupils excluded from mainstream schools or unable to attend due to health problems; improving pupil attendance at school and taking enforcement action when required; providing pre-exclusion and in-school behaviour support to Brent schools; and helping looked after children to maximise their educational attainment.

1.2. Over the last six months, the Council has carried out a fundamental review of the in-scope services as part of its One Council Programme, working closely with schools’ forums, pupil referral unit management committees and staff and managers within the in-scope services. The review has sought to determine how the Council can best meet a complex range of policy, financial and operational challenges, including:

Responding to changes to the alternative education funding framework and ensuring value for money– the Government has recently introduced new place-plus arrangements for alternative education and has a longer-term intention to devolve responsibility and accountability for excluded pupils to schools. This means that pupil referral units will increasingly be required to demonstrate value for money and potentially compete in an open market of alternative provision. While Brent’s alternative education services are generally performing well, the service is high cost, with some PRU places in excess of £30k per annum. Opportunities for new, more efficient ways of working which will continue to deliver a quality service for pupils need to be explored.

Responding to new service trends and demographic pressures – Permanent exclusions in Brent continue to fall, offering opportunities to free up capacity and develop new ways of working. Increasingly the DfE will be scrutinising throughput within place-plus funded schools and questioning the need for PRU provision if there are consistently high vacancy levels. This means that there needs to be a closer match between the supply and demand for PRU places in the borough. Population growth and rising pupil numbers are also putting pressuring on both primary and secondary school places, making it increasingly difficult to reintegrate pupils who have been out of school for any length of time. Barriers to reintegration need to be more effectively addressed.

Increasing the choice and suitability of provision for pupils outside mainstream settings - the existing KS 3 and KS 4 pupil referral units are based on a traditional teaching model. There is currently limited mental health support, or access to social workers and educational psychologists within PRUs. This reduces the PRUs’ ability to respond to some pupils’ needs effectively. Equally, the Brent Education Tuition Service (BETs), originally set up to address the needs of pupils with medical needs, has increasingly been required to support a wide range of children with varied and/or complex needs and cannot always meet the legal requirement to provide full time education for pupils (where this is appropriate). Our review has found that some of the children within BETs could be better supported in more specialist or mainstream settings.


4

Developing a more proactive, preventative service model – around 80 per cent of in scope funding is currently targeted at pupil referral units, including BETs. However, research consistently shows that life chances are significantly reduced for pupils who spend a significant amount of time out of mainstream school or whose education is disrupted. An increased emphasis on preventative work and inclusion is therefore required. This will involve a changed pattern of resourcing, improved joined up working between agencies, and greater ownership and collaboration from schools.

A need to strengthen strategic leadership of looked after children education team/Virtual School. The looked after children education team play a valued role in supporting individual children in care to achieve their potential. However, more work is needed to strengthen the team’s corporate parenting role and ensure that effective monitoring arrangements are in place to target resources effectively. Good practice suggests that the Virtual Head role needs to be held by a senior individual in the authority with direct access to Directors and Assistant Director’s of Children’s Services.

Addressing wider financial pressures – the Council is facing significant budget reductions across all services. It is therefore imperative that all services operate as efficiently as possible by reducing duplication, improving use of staff, data and IT resources, and introducing better ways of working. Services that are developed through restructuring need to be sustainable in the context of overall budget pressures.

1.3. Work undertaken to assess schools’ views of current behaviour, attendance and inclusion

support has also helped to shape the proposals. Twelve schools and six primary schools provided feedback as part of an independent review of behaviour management in schools, with views also sought via schools’ forums. This identified a number of issues that have been taken into account in developing the Council’s proposals:

Schools are increasingly developing a range of in-house support for pupils with behavioural, emotional and support difficulties, with some examples of innovative practice. This provides scope for sharing learning between schools and for more school-to-school services.

Almost all schools identified the need to unify leadership of all aspects of behaviour and alternative provision within Brent. Schools stated that a central point of contact and increased transparency and cohesion in the in the work of local authority teams would result in more effective, streamlined provision. An increased focus on short term preventative work with pupils at risk of exclusion was also widely supported.

While several schools felt that provision for Black boys as a distinct group was good, there are other groups with the Borough (such as some Somali girls and Eastern European pupils) who would benefit from similar support which is not currently available. More gender balance across outreach teams working at primary and secondary level was also considered important.

There was support for developing partnership working and networking on behavioural issues to benefit all schools and developing shared criteria for the quality assurance of alternative provision from the private and voluntary sectors. Schools would welcome a central directory of services providers within and outside the Council.

The work of the pre-exclusion officers is highly valued by schools, with some Heads keen to see an expansion of this role. Outreach work currently provided by the KS 3 PRU was also considered helpful in terms of preventing exclusions.


5

There is a need to ensure effective support for children at KS 1 and KS 2 and ensure that alternatives are available quickly when a child needs to be excluded. More support for behaviour work in early years provision, and at transition between primary and secondary schools, were also flagged as important priorities.

1.4. This document now sets out the Council’s proposals for the future delivery of alternative education, behaviour and attendance services and outlines how we intend to implement the changes proposed. It explains the rationale for the changes and why we expect the new arrangements to deliver improvements and achieve savings. Broadly we expect to achieve improvement by:

Creating a structurally coherent Brent Learning and Inclusion Service that pulls together the Council’s range of alternative education, behaviour and attendance services and provides better integration across different teams and provisions. This will also offer new opportunities to strengthen behaviour and attendance policy and practice across the authority, working in partnership with schools and other stakeholders.

Amalgamating the KS 3 and KS 4 PRUs under a single management structure. This will smooth transition for those pupils who move from the KS 3 and KS 4 PRU, improve opportunities for staff development, and reduce costs. The curriculum will also offer greater choice for pupils, with a wider vocational offer. A range of commissioned programmes, including short-term places, for schools to buy into will help to further reduce permanent exclusions.

Closing the Brent Education Tuition Service and establishing a smaller Heath Needs Education Team, with a specific focus on pupils absent from schools for more than 15 days due to physical or mental health problems. The service will be developed in partnership with one of Brent’s Special Schools, allowing pupils (and teachers) better access to health resources and specialist expertise and facilities.

Investing resources in a new multi-agency Inclusion Support Team that will help to support pupils with emotional and behavioural difficulties within the pupil referral units, the health needs education team, and in mainstream schools. Work with primary schools and around transition will be an important focus for the team, with additional provision commissioned for KS 1 and KS 2 pupils who need short or longer term support outside mainstream settings. Clinical input into the team will be commissioned separately, ensuring effective supervision and support arrangements for staff. This new approach will increase the focus on prevention by tackling problems as they first emerge and help to reduce long-term costs.

Re-focusing the work of the Looked After Children Education Team /Virtual School. This will involve moving away from the current case work model in order to increase capacity to provide training and support to social care staff and schools, improve support for looked after children at risk of poor educational attainment, and strengthen reporting to the Corporate Parenting Group. Improved management information systems will ensure that resources are targeted at those pupils who are at most risk of poor educational attainment.

Streamlining assessment and referral arrangements for pupils who have fixed term and /or permanently excluded and improving arrangements for collecting and managing data on exclusions. This will mean stopping some work that does not add value or where the cost of an activity outweighs the benefit.


6

Moving the management of projects set up for those children who are educated other than at school (EOTAS) to sit within the remit of the Brent Learning and Inclusion Service. This will help to streamline management arrangements and to ensure that there are clear pathways between the full range of ‘other than at school’ provision.

1.5. The success of the new structure will be dependent on delivering new ways of working and supporting some staff to adapt successfully to new roles and responsibilities. Resources will therefore be set aside from the savings to support professional and management training relevant to the effective delivery of the service. A more detailed service improvement plan for the new service will also outline further policy, process and IT improvements that will be taken forward to embed the changes and ensure a successful transition to the new service model.

2. Timescales for comments

2.1. Section 11 of this document outlines the detailed timetable for achieving the restructure. Formal consultation will begin on 9 September 2013, with the new structure (and any necessary transitional arrangements) in place from 1 January 2014.

2.2. Comments are invited from all staff affected by the changes by 8 October 2013. Written comments can be sent to [email protected] by email. A regular summary of questions and comments will also be posted to all in-scope staff on a regular basis during the consultation period.

2.3. A consultation session for all affected staff will also be held on 17 September 2013 and provide an opportunity for the Operational Director, Education and Early Help to set out the new proposals and for staff to raise questions and concerns. Further one-to-one meetings with HR and line managers will also be available to staff on request.

2.4. A final response to the consultation will be issued on 21 October 2013, with interviews for ring-fenced interviews carried out in the first half of November 2013.

2.5. Employees who are in-scope but temporarily away from work due to secondments, maternity leave, employment breaks and long-term sickness will receive a copy of this consultation document. They will also have the opportunity to tell us how they want to be consulted in the future.

2.6. Meetings have been held with staff side representatives from NASUWT, NUT, GMB and UNISON throughout the development of the new structure and they will also be invited to the staff consultation session on 17th September 2013. Further meetings will be held with trade union representatives during the consultation process to ensure that staff concerns are fully considered.

mailto:[email protected]


7

3. Current structures and working arrangements

3.1. The proposals set out in this document affect all staff in the following services: the three Pupil Referral Units, consisting of Brent Education Tuition Service (BETs), Poplar Grove (KS 4) and Stag Lane (KS 3); the Day 6 (Kingsbury) Assessment Centre; the Alternative Education Central Management Team; the Education Welfare Service; the Behaviour Support Team; the Pre-Exclusion Team; and the Looked After Children Education Team. The proposals will also have implications for the management of Right Track and suite of ‘education other than at school’ projects as their management will transfer to the new service. However, staff who work in these areas are not directly affected by the proposals set out in this document.

3.2. The in-scope services currently have 97 posts, with a combined gross budget of £5,564

million in 2013/14 (£4.975 million net). 85 per cent of overall service expenditure is met by the Dedicated Schools Grant (DSG). Structure charts for the existing services are set out in Appendix 1.

3.3. Appendix 2A sets out filled posts which we propose to delete as part of this process and Appendix 2B sets out vacant posts we intend to delete. Appendix 2C sets out posts which will not change, though some of these will be subject to further review within this financial year.

4. Budgets and Savings

4.1. The estimated full year savings to the dedicated schools budget from the new structure are

£705,000. However, £480,000 of these will be in part be used to fund new initiatives, including support payments to schools allocated pupils under Fair Access arrangements, the development of a new virtual classroom resource, commissioned support for the small number of KS1 and KS2 pupils who require out of school placements and clinical input for the new inclusion support team. The remaining net savings will be used to offset the historic deficit in the schools’ budget.

5. Proposal for new structure and working arrangements

5.1. The proposed new structure for the service is set out in Appendix 3A-3F. 5.2. Job descriptions and person specifications for the new posts, including the evaluated

grades, are set out in Appendix 4. These are subject to consultation and some may need to be re-evaluated if they are changed substantially.

5.3. Appendix 5 sets out the results of job matching and sets out which existing posts have been matched to new posts in the new structure.

5.4. The proposed structure contains 68 posts, compared to 97 posts in the old structure. This means that the new structure will lead to a reduction of 29 posts. However, of the 97 existing posts, 36 are currently vacant. Of the 61 staff currently in post, three are on fixed term contracts and one is an interim agency appointment, meaning that 56 permanent Council staff are affected by these proposals. An earlier round of voluntary redundancy in pupil referral units resulted in 23 voluntary redundancies, reflecting the Council’s continuing commitment to avoid compulsory redundancies where practicable.


8

5.5. Details of the new structure and some of the key changes to staffing structures and working practices are set out below.

Management Structure 5.6. A new Head of the Learning and Inclusion Service/Virtual Head of the LAC Team who will

have overall management responsibility for the service and be responsible for delivering its strategic objectives will head the Learning and Inclusion Service up. This will help to ensure that the new service benefits from a single culture and vision, with a strong focus on promoting joint working and integration across the different teams/ provisions, developing effective working relationships with schools, and promoting continuous service improvement. The Head will also act as the Virtual Head of the Looked After Children Virtual School. This will strengthen the focus on looked after children’s education across the authority and help to ensure that the Council’s corporate parenting responsibilities are fully met. As management responsibilities include both school-based and Council functions, the post will be on the Soulbury Grade.

5.7. Four service leads and a Head Teacher of a new, amalgamated KS 3/KS 4 PRU will have a reporting line to the Head of the Service, with each managing a distinct service area or portfolio of services:

The Education Welfare Service Team Leader will continue to ensure that all schools comply with pupil attendance, registration and enforcement requirements. However, the role of the team will be extended to include some elements of the Council’s work on post-exclusion support. (see team details below).

A LAC Education Lead Advisor will have day-today operational management responsibility for the development the LAC Education Service Plan, coordinating regular performance and practice reports to the Corporate Parenting Group, developing good practice tools and resources for other practitioners, and extending the training and development offer across schools and social care. This post will be on a Soulbury grade. (see more team details below).

A Head of the KS3/KS4 PRU will oversee place-based provision for permanently excluded pupils and those at risk of exclusion (via commissioned places), providing leadership across both centres and be directly accountable to the Management Committee of the Brent Learning and Inclusion Federation.

A Head of EOTAS and Inclusion Services will ensure that the Council meets its statutory responsibility to provide full time education for those temporarily without a school place or (where appropriate) those with physical and mental health needs. The post holder will have direct responsibility for two new teams: a health needs education team and an inclusion support team. Services commissioned either to meet the individual needs of a pupil and other commissioned services, such as Right Track and the wider range of ‘out of school’ services funded from the out of schools budget, will also be managed by this post holder. This will provide more opportunity to develop links across different provisions and ensure that pupils get the right type of support. This post holder will be on a Soulbury grade.

A Service Development Manager will provide high level business support to the Head of Service, with responsibilities including: development of a commissioned services portfolio and service level agreements, production of service information, and ad hoc project development, such as work to improve policies and procedures across the service and to develop the virtual classroom offer. They will also have management oversight of the commissioning and quality assurance of AP and other ‘out of school’ provisions.


9

5.8. The following section set out the details of functions and roles within the overall team structure, with a focus on those areas which are subject to more significant changes.

Education Welfare Team

5.9. The role and staffing structure this team will remain relatively unchanged, with no reduction in the number and role of education welfare officers or changes to management arrangements. However, the team will take on more responsibility for managing post exclusion work. This will include: monitoring changes in legislation relating to exclusions, advising schools of policy and practice, acting as the designated EWO for the PRUs and other EOTAS provisions, developing related web and information resources, and liaising with families of excluded pupils, including undertaking home visits and initial assessments when a pupil is permanently excluded. A new EWO (Exclusions) Officer post will be created to take this work forwards. Data management related to fixed term and permanent exclusions will also be managed within the EW team, with on-going support from the existing Business Support Officer and the departmental Policy and Performance Team. A more detailed review of the EWO teams working practices will be undertaken in late 2013/14 to identify any further scope for efficiency savings and improvements.

Looked After Children Education Team/Virtual School

5.10. The role and staffing structure of this team will change, with increased focus on

reporting to the Corporate Parenting Group, providing training and guidance to other professionals, and ensuring effective data management / quality assurance of the PEP process. Changes reflect the outcomes of a more detailed review of the LAC Education Team/Virtual School which highlighted a need to further strengthen practice in these areas and raise the profile of the team’s role within the organisation.

5.11. A new Looked After Children Education Lead Advisor post will be created, with existing management posts in the team deleted. The Lead Advisor will have operational responsibility for the day-to-day management of the team, including coordinating reporting to the corporate parenting group, extending the training and development offer and ensuring effective information management. The overall Head of the Learning and Exclusion Service will be formally recognised as Head of the Virtual School, helping to promote effective challenge and ensure more effective integration of the LAC Education Team/Virtual School with the wider service offer. This is line with good practice and with OFSTED and other guidance recommending that the Virtual Head role should be a senior individual in the authority with direct access to Directors/Assistant Director

5.12. Data management and quality assurance of personal education planning process within the team will be strengthened through the creation of a new LAC Information Analyst post. This post holder will play a key role in analysing and evaluating data to help shape service priorities, developing ICT solutions to improve pupil tracking, and developing and implementing a new quality assurance framework for the PEP process. Three LAC Advisory Teachers (on teacher’s terms and conditions) will continue to focus on improving the educational attainment of children looked after by Brent, with reduced numbers reflecting a new focus on prioritised interventions and supporting other professionals rather than a more traditional casework approach.


10

Key Stage Three/Four Pupil Referral Unit 5.13. The KS 3 (Stag Lane) and KS 4 (Poplar Grove) PRUs will be amalgamated and

placed under a single Head Teacher. While the provisions for KS 3 and KS 4 will remain separate, teaching staff will be expected to work across the different age ranges in the service, potentially smoothing the transition for those pupils who move from the KS 3 to KS 4 PRUs and increasing opportunities for staff development. The model will ensure more effective use of staffing resources, with professional expertise and leadership shared across the service. The Head Teacher will provide strategic leadership across the school, develop strong relationships with Brent schools and Council Services, and be directly accountable to the Management Committee of the Brent Learning and Inclusion Federation.

5.14. Within the service, two Heads of Centre, plus two Assistant Heads of Centre, will provide effective leadership, helping to ensure quality control, drive up standards and safeguard positive outcomes for pupils. The number of fully qualified teachers (8) and teaching assistants (7) will be able to provide a broad and balanced curriculum, with sufficient enrichment activities to promote engagement in education. To meet the demands of the service, teachers will be expected to meet the needs of pupils through individual support and tuition, support on call and withdrawal and systems, and teach one or more core subjects across key stages. Pupils at the KS 3 Centre will be taught in groups of 6 to 7 pupils; at KS 4 there will be a maximum of 9 pupils per group when the Centre is at capacity.

5.15. A Behaviour and Attendance Coordinator will provide advice and support for behaviour and attendance across the school, including leading on the development of restorative practice.

5.16. The main focus of the PRU will be on place-based provision, with outreach activity currently undertaken by the KS 3 PRU transferred to a new Inclusion Support Team (see below). A key role for the PRU will be to strengthen the vocational offer for pupils and develop a programme of commissioned services /places for schools to buy into at the start of each financial year. Schools will also have access to dual placements at the centre, with provision focussing on improving motivation, improving peer and adult relationships and pupil self-image. There will be 36 places at the KS4 PRU and 20 places at the KS3 PRU, with places used both for statutory and commissioned placements.

5.17. A part-time Finance Officer will have responsibility for day-to-day finance support to in the KS 3 /KS 4 PRU. This will include reconciling and monitoring budgets, payroll administration, submission of financial returns and production of budget reports as required. Other parts of the service will be supported by the Council’s Business Support service (see paragraph 5.30 below).

5.18. Two Administrative Officers, one based at each Centre, will have responsibility for day-to-day administrative support, including preparation of DfE Census returns, ordering goods and services, HR administration and other general and office support. The School Meals Assistant currently based at the KS 3 PRU will continue in post, though a review of meals provision will be undertaken across the school later in 2013/14 to identify scope for efficiencies and better ways of working.


11

5.19. All teaching assistants and non-teaching staff within the KS 3 / 4 PRU will be on term-time only contracts (41 weeks), ensuring effective support to pupils during term time.

Health Needs Education Service

5.20. A new Health Needs Education Service will provide education to children and young people of statutory school age who are temporarily unable to go to school in order to minimise the disruption to normal schooling. Access to the service will be in line with the Council’s health policy; this requires all referrals to be supported by evidence from a Consultant Paediatrician, Consultant Child or Adolescent Psychiatrist which explains the impact the illness has on the pupil’s ability to attend school. The service will continue to be registered as a pupil referral unit, but this may be reviewed as links and working relationships with a special school develop.

5.21. The team will provide up to 20 places for children who meet the referral criteria, with a Team Leader providing leadership for the service. Five teachers will deliver core subjects, with a wider pool of supply teachers and Teaching Assistants (2) used helping to ensure participation in education, deliver a balanced curriculum, and ensure continuation of exam-related study. A Teacher/Coordinator will have a responsibility for coordination and assessment of referrals and act as the SENCO for the service. Links between the team and the Village Special School will be developed to ensure that both pupils and teachers have better access to specialist facilities and expertise, with potential for reciprocal working relationships currently being explored.

5.22. Pupils within the service will be taught in small groups unless they are unable to leave the home in which case they will receive home tuition or on-line learning. They will also remain on the school roll no matter how long the period of absence. The service will also work closely with schools to promote flexibility. For example, some schools may simply need advice on supporting a child with particular medical needs within the school and there may be occasions when pupils with complex social, emotional and behavioural needs (SEBD) are referred to the service and supported for short periods.

5.23. An Administrative Officer, with responsibility for day-to-day support, including ordering goods and services, HR administration and other general and office support, will support the team. .

5.24. All teaching assistants and non-teaching staff within the Health Needs Education Service will be on term-time only contracts (41 weeks), ensuring effective support to pupils during term time.

Inclusion Support Team

5.25. A new Inclusion Support Team will offer a wide range of support strategies to schools, the pupil referral unit and health needs education team so that pupils with SEBD are effectively supported and, where possible, helped to stay in mainstream settings. Targeted services will be aimed at early intervention, including support for children in early years settings, as well as pupils aged 5-16. Work with primary schools and around transitions will be an important focus of the service, increasing the likelihood that problems will not escalate. The team’s key functions will be to:

Work in partnership with schools and families in order to build capacity to meet the learning, social, emotional and behavioural needs of children and young people.

Support the identification, assessment and interventions for vulnerable pupils through the provision of holistic multi-agency support schools, focussing on improving outcomes.


12

Contribute to the development of policy and practice with regard to pupils at risk of exclusion and those with SEBD.

Ensure that children in care make progress and receive their educational entitlement.

Support primary children at key transition points, including moves from primary to secondary school and reintegration form specialist provision.

Work directly with school staff to develop knowledge, understanding and skills so they develop knowledge, understanding and skills so they develop increased confidence and ability in managing pupils who are at risk of exclusion and those with SEBD.

Facilitate pupil focussed intervention for those pupils who display severe and complex SEBD so that, wherever possible, pupils have equal opportunities with an educational context to a relevant curriculum irrespective of their culture, class or race.

5.26. The Inclusion Support team will include both clinical and non-clinical expertise, with

some specialist resources independently commissioned to ensure appropriate access to clinical supervision and professional development. Commissioned resources will include input from: a clinical psychologist, specialist social workers with systemic family therapy expertise, a play therapist and educational psychotherapist. A specification for clinical input is currently prepared and resources should be in place by the service go-live date of 1st January 2014.

5.27. Non-clinical staff within the team will include a range of multi-disciplinary expertise, through directly employed staff. A summary of the key roles and responsibilities of these post-holders briefly summarised below:

An Inclusion Support Team Leader will provide leadership for the team and work with schools and the PRU to develop and deliver high impact intervention strategies to children and young people with SEBD. The post-holder will make a key contribution to Council policy and practice on behaviour issues and provide advice and learning strategies for schools. The post will be on a Soulbury grade (Scale points 12-16).

Two SEBD Advisory Teachers, with one working primary level and one at secondary level, will support schools in meeting the requirements of the DfE Special Educational Needs Code. This will include delivery of specialist intervention strategies in schools targeted at individuals or groups, support to schools in reviewing and evaluating their practice, and providing training and behaviour coaching for teachers and other school staff.

Two Behaviour Support Workers will work under the supervision of the SEBD Advisory teachers to support class teachers in schools, the PRU and other alternative settings in the development and education of children with SEBD. This will include the reintegration of children back into mainstream schools.

Two Parent Support Advisors who will help parents improve their parenting skills. This will include delivery of Webster Stratton classes run in conjunction with incredible years programmes for children in schools; promoting high quality parenting in the home; and supporting parents and their children at points of transition. The post holders will also ensure effective signposting and onward referral of cases to other agencies.


13

An SEBD Advisory Caseworker will be responsible for monitoring provision and progress of pupils with SEB statements/ at School Action Plus, including those who are looked after by the Council. The post will also play an important role in developing the ability of Brent schools to meet the needs of children with SEN/SEBD and further reduce the number of pupils placed in out of borough independent schools.

Four Inclusion Support Officers will work directly with schools, building on the role of the two existing Pre-Exclusion Officers. The officers will continue to provide direct support to schools and parents in respect of the exclusions process and related policy developments, ensure that the local authority meets its legal obligations, and present critical information and reports to the weekly exclusions meeting and Fair Access Panel. The expansion of the team will also allow the officers to play greater role in the reintegration of pupils and direct support for disaffected pupils.

5.28. Referrals to the service will be made via schools and other professionals and will be related to: behaviour in school, school attendance and/or emotional well-being. Referrals will be made via a CAF and discussed at weekly referral meetings, with schools informed of the outcome of the referral meeting within two days. In emergency/crisis situations, schools will be able to contact their linked Inclusion Support Officer who will respond within 24 hours.

5.29. The current TAHMS project (targeted mental health in schools project) will be based within the Inclusion Support Team, helping to ensure effective links and more opportunity to share professional expertise and practice. However, continuation of the service will be dependent upon financial support from schools and other sources.

Learning and Inclusion Resource Team

5.30. A small number of staff will provide specialist support to the overall service, including

commissioning and quality assuring alternative education provision, developing traded services, and delivering ad hoc improvement projects, such as the development of the virtual classroom. Headed up by the Service Development Manager, the team will comprise three additional posts, including:

An Alternative Provision and School Engagement Coordinator who will be responsible for building up a portfolio of accredited Alternative Provision (AP) that can be accessed by schools and the PRUs, developing an AP accreditation framework and quality assuring provision. The post-holder will also work closely with schools to help them assess the suitability of provision for individual pupils and ensure appropriate placements.

A Referrals and Data Coordinator will have responsibility for ensuring that referral and attendance information on excluded pupils is consistently recorded on TRIBAL, that PRUs/service teams access and use Council ICT systems effectively, and for carrying out research and special projects related to ICT and other service issues, including development of the virtual learning environment and effective management information systems.

5.31. Financial and administrative support to centrally based teams, will be provide by the Council’s Business Support Service, with requirements set out within an agreed service level agreement. This service will also provide financial support to the Health Needs Education Service. Resources have been earmarked within the overall service budget to ensure that the costs associated with supporting the team can be met effectively.


14

6. Accommodation

6.1. There will be no change in accommodation arrangements for PRU staff with Poplar Grove continuing to be the based for KS 4 pupils and KS 3 pupils based at Stag Lane. However, management and teaching/teaching support staff at both centres will be expected to work across both locations. The Health Needs Education Team and Inclusion Support Team will be based at Ashley Gardens, with the potential for both services to use the specialist resources at the Village School currently are being explored. All other staff will be based at Brent Civic Centre.

7. Assimilation, ring fencing and pay protection

Non teaching posts

7.1. Selection for new posts will be in accordance with the Council’s Change Management Procedure. For non-teaching posts, new job descriptions and person specifications have undergone an evaluation process to determine the appropriate grading. A matching process has been undertaken to determine the recruitment and selection process for each post in the structure, based on job descriptions and /person specifications for new and existing posts. The following approach has been taken to the matching exercise:

Direct assimilation occurs when the old and new posts are substantially similar to existing roles within the same grade range, and there is the same number, or fewer potential redeployess.

Competitive Assimilation – competitive assimilation occurs when there are more potential re-deployees than roles available and the roles are substantially similar.

Ring-fencing – this occurs when displaced (unmatched) employees are potentially matched to posts using the skills profile information. The post is a maximum of two grades up or one grade below and the role is deemed as a suitable alternative by management.

7.2. Appendix 5 sets out the results of the matching process for each new officer role in the structure.

7.3. Any in-scope staff not identified within the matching table will be considered for vacancies that may be suitable and are encouraged to advise their manager of any preferences.

Teaching posts

7.4. Teaching staff (including leadership grades) on teachers terms and conditions within the scope of the review will be matched to available posts on the following basis:

Key Stage 3 and Key Stage 4 PRU and Kingsbury Assessment Centre teaching staff will initially be matched to available teaching/leadership posts in the new KS 3/4 PRU.

Teaching staff at Brent Education Tuition centre will initially be matched to available teaching/leadership posts in the new Health Needs Education Service.

7.5. A key objective of this proposal is to ensure continuity of teaching support for existing pupils.

However, if teaching vacancies emerge in any setting during the course of the selection and assimilation process, unmatched teaching staff will be considered for any vacant teaching post in any setting.


15

7.6. All teachers matched to teaching posts within the Health Needs Education Service or the Key Stage 3-4 will additionally need to demonstrate that they have up-to-date expertise / previous qualifications in the required curriculum.

7.7. Within the Key Stage 3 and 4 PRU the teaching specialisms required are: English; Mathematics; Science and other enrichment subjects (including PHSE, expressive arts, ICT, food technology, media studies and PE) up to GCSE and BTEC level.

7.8. Within the Health Needs Education Service the required teaching specialism are: English; Mathematics; Science and other enrichment subjects (including PHSE, expressive arts, ICT, food technology, media studies and PE) up to GCSE and BTEC level.

7.9. Teachers who do not teach one of the core subjects to GCSE level (English, Maths; and Science) are expected to teach at least two of the subjects identified as enrichment subjects.

7.10. Where existing teachers cannot cover the specialisms required within the services, they will not be eligible to be considered for available posts. Where there are two or more teachers who can only cover one of the specialist areas, ring-fenced interviews will be held to identify the most suitable candidate.

7.11. Appendix Five sets out the results of the matching process for each new teaching role in the structure.

Pay protection for non teaching staff

7.12. Where non-teaching staff suffer financial loss by accepting a post on a lower grade than their current post, pay protection will apply, provided the drop in grade is no more than 2 grades. Pay protection is for a period of one year. This does not apply to a reduction in the number of hours worked.

7.13. Pay protection will apply where a notice of redundancy has been issued and have found redeployment; or for those who have been offered suitable alternative employment due to organisational change.

7.14. When the protected period has ended, the salary will be revised immediately and paid in accordance with the salary grade on appointment and which protection was given. No other allowances or payments, which are not relevant to the new appointment, will continue to be paid beyond the pay protection period.

7.15. Protection of salary will cease when:

the protection period has ended

the salary of the new post reaches or overtakes the protected salary

If an employee applies voluntarily for, and is appointed to, another position within the authority, where the salary is lower than that protected

7.16. Pay protection for non-teaching staff is set out in the Council’s Managing Change Policy.

Pay Protection for Teaching Staff


16

7.17. Pay protection for teaching staff will be in accordance with School Teachers’ Pay and Conditions Document 2013. At the time of writing this document the final document has not been issued (publication expected September 2013).

8. Selection Criteria

8.1. Selection for new posts in the structure will be based on the extent to which employees meet

the person specification for the post(s). Appraisal, supervision and disciplinary records may also be used to assess job performance, attendance, conduct and timekeeping. Employees involved in selection processes will be informed beforehand what records will be used to inform decision-making.

8.2. The selection process for ring-fenced posts will generally be to attend an interview. We may also use written tests as part of the assessment. However, in exceptional circumstances, where an employee is unable to participate in an interview or other selection process for good reason (determined by management), selection will take place by management assessment.

8.3. The Council will provide a package of support to help staff prepare for the selection process. Details of the support available are set out in Appendix 6 of this document. If any compulsory redundancies occur as part of this process, an employee(s) will be supported in finding suitable alternative employment through the Council’s redeployment process up to their last working day of employment with the Council.

9. Voluntary redundancy

9.1. The Council is committed to mitigating the results of compulsory redundancies and will

consider applications for voluntary redundancy from staff affected by these proposals.

9.2. Applications for voluntary redundancy can be submitted up to and including 27 September 2013. Applications should be sent to Shereen Moussa, HR Services Manager at [email protected]. Applicants will be notified of the decision on their voluntary redundancy application in writing by 11 October 2013.

9.3. The decision on the applications will be made by the Assistant Director, Early Help and Education, in conjunction with the Interim Head of Pupil Inclusion Services and relevant service managers. Costs and operational needs will be in considered in reaching decisions on individual applications.

9.4. Full details of the Council’s procedures relating to redundancies and redeployment are set out in full in the Council’s Managing Change policy.



17

10. Support and development

10.1. As indicated earlier, support will be provide to staff affected by these proposals, with access to half day sessions on job search and e-learning modules on interview skills and CV and application form writing. Staff can also get support during the change process through the Council’s employee assistance programme. The scheme included face to face counselling as well as telephone counselling. The service is free and confidential, and telephone lines are open 24 hours a day, seven days a week. Details of the range of support available are set out in Appendix 6 of this document.

10.2. Members of the Children and Families HR team will also be available for one to one sessions with staff during the consultation period. Sessions can be booked through sending an email to [email protected].

10.3. Staff appointed to posts within the new structure will also benefit from professional, management and IT training as appropriate. Training will be implemented as part of a wider service improvement pan and be supported by a needs analysis to identify individual training needs.



18

11. Timetable for Achieving Restructure

To Whom What When Documents/method

Trade Unions Meeting to discuss consultation proposals 5th September 2013

Consultation document

All staff at risk of redundancy and / or affected

121 meetings with line manager/HR to discuss impact on individuals 2nd

– 6th September

2013 121 meetings with all staff

All staff affected and trade unions

Launch of formal consultation document, including new structure, JDs, results of job matching and arrangements for assimilation and ring-fencing

9th September 2013 Formal consultation document

circulated

All staff affected Formal notification to staff at risk of redundancy

9th September 2013 Individual letter

All staff affected

Applications for voluntary redundancy submitted (3 week period) 9th September to 27

September 2013

Application in writing

All staff affected/trade unions

HR hold individual meetings with staff affected/trade unions as requested 9th September to 7

th

October 2013

121 meetings

All staff /affected All staff /trade union representative consultation at Village School @ 3.30 -5pm

17th

September 2013 Formal consultation meeting

All staff affected/trade unions

Deadline for response to consultation proposals 8th October 2013

All VR applicants

Notification of decisions on voluntary redundancy applications 12th October 2013 Individual letters

All staff affected and trade unions

Final version of the consultation document published, setting out the response to comments received during feedback (including final assimilation and ring-fencing decisions)

21st October 2013 Consultation feedback and final

proposals circulated


19

To Whom What When Documents/method

All staff affected

Ring-fenced/staff subject to competitive assimilation processes advised of dates for interviews and assessment process. All staff to be assimilated are notified and new post confirmed.

21st October 2013 Individual letter

HR Vacant posts with no identified internal candidates advertised

21st October 2013 Internal/external advertisement

Ring fenced staff

Selection process take place for posts in new structure 28th October – 15

th

November 2013 Interviews/assessment tasks

Staff appointed to new posts/ staff not appointed

Staff advised of outcome, placed on Council redeployment register. Notices of termination issued as individual opportunities in the new structure are exhausted.

28th October – 16

th

November 2013 Confirmation letter

HR Any remaining vacant posts advertised.

Mid November 2013

Internal/external advertisement

New Brent Learning and Inclusion Service goes live


20

APPENDIX ONE: EXISTING STRUCTURE CHARTS

EXISTING STRUCTURE CHART – PUPIL INCLUSION SERVICE

Key Fixed Term Contract post holder < 2 years

Vacant Posts including VR

Total Posts = 24 (23.3 FTE) Total number of staff in post = 23 (22.3 FTE)/1 vacant post with agency cover

Head Of Pupil

Inclusion Service

Head of Virtual

School for LAC

PO6

1.0 X FTE

LAC

Advisory Teacher

PO2

1.0 FTE

LAC Advisory Teacher

PO2

0.8 FTE


PO2

1.0 FTE


PO2

1.0 FTE

Deputy

Head

Teacher

PO3

1.0 FTE

Team Leader

Primary Behaviour

Support Team

Soulbury

15-18

1.0 X FTE

Specialist

Behaviour Officer

S02

1.0 FTE

Specialist Behaviour Officer

SO2

0.5 FTE

Behaviour

Support Teacher

Soulbury 10-14

1.0 FTE

Post Exclusions

Officer

PO3

1.0 X FTE

Lead Pre-Exclusions

Officer

PO3 1 X FTE

Pre Exclusions

Officer PO2 1.O x FTE

Teacher In Charge

(Kingsbury Assessment

Centre)

U3 TLR2B 1 SEN

1.0 FTE

Second In

Charge

(Kingsbury Assessment

Centre

PO1

1.0 FTE

Team Leader

Education Welfare Service

PO5

1.0 FTE

EWO

PO2

1.0

FTE

EWO PO2

1.0

FTE

EWO

PO2

1.0

FTE

EWO

PO2

1.0

FTE

EWO

PO1

1.0

FTE

EWO

PO1

1.0

FTE

EWO

PO1 1.0

FTE


21

EXISTING STRUCTURE CHART – KS3 STAG LANE Key Fixed Term Contract post holder < 2 years


Total Posts = 16 (14.08 FTE)

Total number of staff in post = 12 (10.41 FTE) (including 1 fixed term contract) Total number of vacant posts (including first tranche VR ) = 4

Head Teacher

L21

1.0 FTE

PA

SO2

1 X 1.0 FTE

School Meals Assistant

Manual/hourly

1 X 0.35 FTE

Teacher

U3/TLR2/SEN1

1 X 1.0 FTE

Teaching Assistant (HLTA)

BLG3

1 X 0.67 FTE

Teacher

U1/TLR2/SEN1

1 X 1.0 FTE

Lead Teacher

U3/TLR2/SEN1

1 X 1.0 FTE

Teaching /Admin Assistant/

Attendance

TA2

1 X 0.67 FTE

Mentor/

Attendance

BLG4

1 X 1.0 FTE

Deputy Head Teacher

1 X L14

1 x 1.0 FTE

Teacher

M6 TLR2 SEN1

1 X 1.0 FTE

Teaching Assistant

(HTLA)

BLG4

1 X 1.0 FTE

Teacher

M5 TLR2 SEN1

1 X 1.0 FTE

Teacher

M6 TLR2 SEN1

1 X 1.0 FTE

Teacher

M5 SEN 1

1 X 1.0 FTE

Financial Administrative

Assistant

Scale 6 (22-25)

1 X 0.39 FTE


22

Existing Structure Chart - KS4 Poplar Grove Key Fixed Term Contract post holder < 2 years


Total Posts = 22 (20.24 FTE) Total number of staff in post = 14, including two fixed term contracts (12.24 FTE) Total number of vacant posts (including first tranche VR) = 8 *Offsite project manager – This post is within the Councils central management structure but based at the KS4 poplar grove PRU.

Head Teacher

L21

1 X FTE

Bursar

Vacant

1 X 1.0 FTE

Administrative

assistant

AO1 pt 9

0.44 FTE

Teaching Assistant

Vacant

S 1/2

1 X 1.0 FTE

Teaching Assistant

Vacant

S1/2

1 X 1.0 FTE

Teaching

Assistant

Vacant

S1/2

1 x 1.0 FTE

*Offsite Project

Manager

PO1 1

1.0 x FTE

Teaching

Assistant

S1/2

1 X 0.9 FTE

Teaching

Assistant

S 1/2

1 X 0.9 FTE

Deputy

Head

Teacher

L 11

1 X 1.0 FTE

ICT Teache

r

M1-U3

TLR1

1 X 1.0 FTE

Maths

Teacher

M1-U3 TLR1

1 X 1.0 FTE

Teacher

M1-U3 TLR1

1 X 1.0 FTE

Teacher

M1-U3 TLR1

1.0 X 1.0 FTE

Behaviour and

Attendance Manager

PO3

1 X 1.0 FTe

Learning

Mentor

S5

1 X 1.0 FTE

Assistant head

L8-12

1 X 1.0 FTE

Art Teache

r

M1-U3 TLR1

1 X 1.0 FTE

Engagement

Worker

U1-U6 TLR2

1 X 0.4 FTE

Engagement

Worker

U1-U6 TLR2

1 X 0.6 FTE

Engagement

Worker

U1-U6 TLR2

1 X 1.0 FTE

Admin/

office manager

Vacant

Scale 2

1.0 FTE


23

EXISTING STRUCTURE CHART – BETS Teaching Staff Key Fixed Term Contract post holder < 2 years


Total posts = 35 (28.2 FTE) Total number of staff in post = 11 (8.9 FTE) Total number of vacant posts (including first tranche VR) = 24

Head Teache

r

L21

1 X 1.0 FTE

Head Of

English

U2 TLR2B 1 SEN

1 X 0.9 FTE

1 X Teache

r

U1 2SEN

1 X 0.9 FTE

Head Of

Maths

U3 TLR2B 1 SEN

1 X 1.0 FTE

Teacher

U2

1 SEN

1 X 0.6

FTE

Teacher

U2

1 SEN

1 X 0.7 FTE

Teacher

U3 TLR2A 1 SEN

1 X 1.0 FTE

Head of Science

U3 TLR2B 1SEN

1 X 1.0

FTE

Teacher

U3 SEN

1 X 0.8 FTE

Teacher

U3 SEN

1 X 0.5 FTE

Teacher

U 3 SEN

1 X 0.6 FTE

*Deputy

Head

Teacher

L14

1 X 1.0

FTE

Teacher In

Charge

KS2

TLR2B 1 SEN

1 X 1.0 FTE

Teacher

U2 1 SEN

1 X 0.4

Teacher

MPS 1 SEN

1 X 0.8

1 X SENCO

Co-ordinator

U3 TLR2 1 SEN

1 X 1.0FTE

SEN Teache

r

U2

2 SEN

1 X 0.5 FTE

SEN Teache

r

U2

2 SEN

1 X 0.7 FTE

SEN Teache

r

U2

1 SEN

1 X 0.4 FTE

SEN Teache

r

M6 1 SEN

1 X 0.6 FTE

Head Of

Dept

U3 TLR 2A

2 SEN

1 X 1.0 FTE

Head Of

Dept

U3 TLR 2B

1 SEN

1 X1.0 FTE

Head Of

Dept

U3 TLR 2A

1 SEN

1 X1.0 FTE

Head Of

Dept

U3 TLR 2A

1 SEN

1 X 0.6 FTE

Teacher

U1 SEN

1 X 0.3 FTE

Head Of

Dept

U3 TLR 2A

2 SEN

1 X 0.6 FTE

Coordinator

U3 TLR2

1 SEN

1 X 0.8 FTE

Coordinatot

U3

TLR 2

1 SEN

1 X 1.0 FTE

Coordinator

U3

TLR 2

1 SEN

1 X 1.0

FTE


24

EXISTING STRUCTURE CHART – BETS Support Staff

Deputy Head Teacher

L14

1 X 1.0 FTE

Office Manager

AOL4 Sp 37

1 X 1.0 FTE

Business Support Officer

SC6 Sp28

1 X 0.6 FTE

Receptionist

1 X 1.0 FTE

Fixed Term and Vacant

Teaching Assistant

SC 6 Sp 28

1 X 1.0 FTE

Teaching Assistant

SC3 Sp17

Fixed Term and VR

1 X 0.9 FTE

Data Manager

SC6 Sp28

1 X 1.0 FTE


25

APPENDIX 2A – EXISTING FILLED POSTS TO BE DELETED

It is proposed that the following filled posts will be deleted. All posts are based in the

Education, Health and Social Care Department. Posts filled with non-permanent staff are

highlighted in orange.

Service Area Job Title Grade

1. Alternative Education Head of Alternative Education Soulbury

2. Looked After Children Education Team Head of Virtual School For LAC PO6

3. Looked After Children Education Team Deputy Head Teacher PO3

4. Looked After Children Education Team LAC Advisory Teacher PO2




8. Behaviour Support Team Leader, Primary Behaviour Support

Soulbury 15-18

9. Behaviour Support Behaviour Support Teacher Soulbury 10-14

10. Behaviour Support Specialist Behaviour Officer SO2

11. Behaviour Support Specialist Behaviour Officer SO2

12. Alternative Education Post Exclusions Officer PO3

13. Alternative Education Lead Pre-Exclusions Officer PO3

14. Alternative Education Pre- Exclusions Officer PO2

15. Alternative Education Off-site Project Manager PO1

16. Kingsbury Assessment Centre Teacher in Charge MPS + 1SEN &TLR 2

17. Kingsbury Assessment Centre Second in Charge PO1

18. Stag Lane – Pupil Referral Unit Personal Assistant to Head SO2

19. Stag Lane – Pupil Referral Unit School Meals Assistant Manual

20. Stag Lane – Pupil Referral Unit Teacher MPS + 1 SEN TLR 2


22. Stag Lane – Pupil Referral Unit Lead Teacher MPS + 1 SEN TLR 2



25. Stag Lane – Pupil Referral Unit Teacher MPS + 1 SEN

26. Stag Lane – Pupil Referral Unit Teaching Assistant – Attendance TA Level 2

27. Stag Lane – Pupil Referral Unit Teaching Assistant - HLTA TA Level 4

28. Stag Lane – Pupil Referral Unit Deputy Head Teacher Leadership

29. Stag Lane – Pupil Referral Unit Financial Administrative Assistant Scale 6

30. Poplar Grove – Pupil Referral Unit Head Teacher Leadership

31. Poplar Grove – Pupil Referral Unit Administrative Officer Scale 1

32. Poplar Grove – Pupil Referral Unit Deputy Head Teacher Leadership

33. Poplar Grove – Pupil Referral Unit Behaviour & Attendance Manager PO3

34. Poplar Grove – Pupil Referral Unit Teacher MPS – TLR 1



37. Poplar Grove – Pupil Referral Unit Teaching Assistant Scale 1/2


39. Poplar Grove – Pupil Referral Unit Learning Mentor Scale 5


26

Service Area Job Title Grade 40. Poplar Grove – Pupil Referral Unit Engagement Worker U1-U6 TLR 2

41. Poplar Grove – Pupil Referral Unit Engagement Worker U1-U6 TLR 2

42. Poplar Grove – Pupil Referral Unit Engagement Worker U1-U6 TLR 2

43. BETS – Pupil Referral Unit Head of Science MPS – TLR 2 plus 1 SEN

44. BETS – Pupil Referral Unit Head of Department MPS – TLR 2 plus 1 SEN

45. BETS – Pupil Referral Unit Head of Department MPS – TLR 2 plus 1 SEN

46. BETS – Pupil Referral Unit Coordinator MPS – TLR 2 plus 1 SEN

47. BETS – Pupil Referral Unit Teacher U1 plus 2 SEN



50. BETS – Pupil Referral Unit SEN Teacher U2 plus 2 SEN

51. BETS – Pupil Referral Unit Office Manager PO1

52. BETS – Pupil Referral Unit Business Support Officer Scale 6

53. BETS – Pupil Referral Unit Data Manager Scale 6


27

APPENDIX 2B – EXISTING VACANT POSTS TO BE DELETED

It is proposed that the following filled posts will be deleted. All posts are based in the

Education, Health and Social Care Department.

Service Area Job Title Grade 1. Stag Lane – Pupil Referral Unit Head Teacher Leadership

2. Stag Lane – Pupil Referral Unit Mentor/Attendance

3. Stag Lane – Pupil Referral Unit Teacher MPS TLR2 plus 1 SEN

4. Stag Lane – Pupil Referral Unit Teaching Assistant Level 3






10. Poplar Grove – Pupil Referral Unit Assistant Head Leadership

11. Poplar Grove – Pupil Referral Unit Office Manager SO2

12. Poplar Grove – Pupil Referral Unit Bursar

13. BETS – Pupil Referral Unit Head Teacher Leadership

14. BETS – Pupil Referral Unit Deputy Head Teacher Leadership

15. BETS – Pupil Referral Unit Head of English MPS plus 2 TLR / 1SEN

16. BETS – Pupil Referral Unit Head of Maths MPS plus 2 TLR / 1SEN

17. BETS – Pupil Referral Unit Teacher in Charge KS2 MPS plus 2 TLR / 1SEN

18. BETS – Pupil Referral Unit SENCO Coordinator MPS plus 2 TLR / 1SEN

19. BETS – Pupil Referral Unit Head of Department MPS plus 2 TLR / 1SEN



22. BETS – Pupil Referral Unit Coordinator MPS plus 2 TLR / 1SEN

23. BETS – Pupil Referral Unit Coordinator MPS plus 2 TLR / 1SEN

24. BETS – Pupil Referral Unit Teacher MPS plus 1 SEN


26. BETS – Pupil Referral Unit Teacher MPS plus TLR plus 1 SEN




30. BETS – Pupil Referral Unit SEN Teacher MPS plus 2 SEN




34. BETS – Pupil Referral Unit Teaching Assistant Scale 6

35. BETS – Pupil Referral Unit Teaching Assistant Scale 3

36. BETS – Pupil Referral Unit Receptionist Scale 2


28

APPENDIX 2C – POSTS THAT REMAIN UNCHANGED

It is proposed that the following filled posts will remain unchanged and staff will be directly

assimilated into the new structure on their existing job descriptions. All posts are based in

the Education, Health and Social Care Department.

Service Area Job Title Grade

Education Welfare Service Team Leader PO5

Education Welfare Service EWO/Finance Officer PO2

Education Welfare Service EWO/Licencing PO2

Education Welfare Service EWO/Home Education PO2

Education Welfare Service EWO/CME PO2

Education Welfare Service EWO PO1

Education Welfare Service EWO PO1

Education Welfare Service EWO /Gypsy & Travellers PO1


29

APPENDIX THREE: NEW STRUCTURE CHARTS

APPENDIX 3A: BRENT LEARNING AND INCLUSION MANAGEMENT STRUCTURE (6 POSTS/ 6 FTE)

NB: All posts are full time unless stated.

*Head Teacher of KS 3-4 is accountable to the PRU Management Committee and matrix managed by the Committee’s Performance Sub Committee and Head of

Service.

Head Teacher, KS 3 / KS 4 Pupil Referral Unit (L21-

27)*

Head of Brent Learning and Inclusion Service

/Virtual Head of Looked After Children (Soulbury

42-47)

Lead Advisor, Looked After Children Advisory Team (Soulbury 11-14)

Team Leader, Education Welfare

PO5

Service Development Manager

PO5

Head of Education Other Than at School (EOTAS) and Inclusion Services

(Soulbury 21-25)


30

APPENDIX 3B: KEY STAGE 3/4 PUPIL REFERRAL UNIT – TOTAL POSTS = 27 (25.95 FTE)

NB: All posts are full-time unless stated. Staff within the PRU will be expected to work across KS 3 and KS4 Centres as required.

Head Teacher L21-27

Finance Officer 1 x 0.6 FTE

Scale 6

Head of Centre KS 3 L14-18

Administrator S01 Assistant Head of Centre KS3 L9-13

Qualified Teacher x 4/ M1-UP3 +SEN 1

Teaching Assistant x 3 /Scale 2 (14-17)

School Meals Assistant x 1

(Manual/hourly 0.35 FTE)

Head of Centre KS 4 L14-18

Adminstrator SO1 Assistant Head of Centre KS 4 L9-13

Qualified Teacher x 4 /M1- UP3 + SEN 1

Teaching Assistant x 4 / Scale 2 (14-17)

Behaviour & Attendance

Coordinator PO2

Behaviour Guidance & Support Teaching Asst x

2 / Scale 5 (22-25)


31

APPENDIX 3C – EDUCATION OTHER THAN AT SCHOOL AND INCLUSION SERVICES (23 POSTS /23 FTE)

NB: All posts are full-time unless stated.

*SEBD Casework Officer will be jointly managed with SENAS.

Commisioned EOTAS and clinical

support for inclusion support

team

Head of EOTAS and Inclusion

Support Services

Soulbury 21- 25

Team Leader, Inclusion Support

Team

Soulbury 15-18

SEBD Advisory Teachers (1 x Primary & 1 x

Secondary)

MPS + 1SEN/1 TLR

Behaviour Support Workers x 2

SO2

Parent Support Advisors x 2

SO2

Inclusion Support Officers x 4

PO2

SEBD Casework Officer* x 1

Soulbury 8-12

Team Leader, Health Education

Needs Service L14-18

Teacher /Coordinator

L4-L8

Teaching Assistants x 2 Scale

2 (14-17)

Qualified Teacher x 5 / M1-UP3 + SEN

1

Administrative Officer (S01)


32

APPENDIX 3D: LOOKED AFTER CHILDREN EDUCATION TEAM (5 POSTS/ 5 FTE)

NB: All posts are full-time unless stated.

Lead Advisor , Looked After Children

Education Team (Soulbury 11-14)

Looked After Childe n Advisory Teachers x 3

(M1- UP3 + SEN 1)

Looked After Children Information Analyst

(SO2)


33

APPENDIX 3E – LEARNING AND INCLUSION RESOURCE TEAM (3 POSTS/3 FTE)

NB: All posts are full-time unless stated

Service Development

Manager (P05)

Referrals & Data Coordinator

SO2

Alternative Provision and Schools Engagement

Coordinator

PO2


34

APPENDIX 3F: EDUCATION WELFARE TEAM (9 POSTS /9 FTE)

NB: All post are full time unless stated

Team Leader, Education Welfare

Service

PO5

Education Welfare Officer /Child

Employment and Systems 1 x PO2

Education Welfare officer /CME 1 x PO2

Education Welfare Officer /Finance Officer 1 x PO2

Education Welfare Officer /Service

Coordinator 1 x PO2

Education Welfare Officer x 3 (PO1)

Education Welfare Officer (Exclusions) x

1 PO2


35

APPENDIX FOUR : NEW JOB DESCRIPTIONS


36

Job Description H1

PURPOSE OF JOB

To strategically lead and manage the Learning and Inclusion Service to ensure the Council achieves its strategic aims for vulnerable pupils and discharges its responsibilities to vulnerable pupils and families.

To support the Assistant Director, Early Help and Education, in securing the continuous development, improvement, efficiency and success of the Group as a whole through effective leadership, budget management, strategic direction, planning, management and governance.

To lead on and be accountable for all matters relating to SEN BESD/ Social Inclusion/Behaviour and Attendance and play a key role in preventing permanent and fixed term pupil inclusions and improving attendance for all children and young people resident in Brent.

To discharge all required special and statutory duties for the work of the Virtual School for looked after children (LAC). This includes improving standards of education and attainment for children looked after by Brent and acting as champion for LAC.

DIRECTLY RESPONSIBLE TO: Assistant Director, Early Help and Education FUNCTIONALLY RESPONSIBLE TO: Assistant Director, Early Help and Education

RESPONSIBLE FOR: Four direct line manager reports covering all staff within the Brent Learning and Inclusion Service, including the KS3 / 4 Pupil Referral Unit, Looked After Children Education Team, Inclusion Support Team, Education Welfare Service, Health Needs Education Service and Learning and Inclusion Resource Team (70 staff).

SERVICE AREA: EDUCATION, HEALTH AND SOCIAL CARE

LOCATION: BRENT CIVIC CENTRE

SECTION: LEARNING AND INCLUSION SERVICE

JOB TITLE: HEAD OF LEARNING AND INCLUSION SERVICE

CURRENT GRADE: Soulbury 42-47

RESTRICTED? Yes POST NUMBER(S): 1


37

PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES (indicate the main accountabilities and responsibilities of the post, starting with the most important and describing each in a separate numbered paragraph).

1. The postholder must at all times carry out her/his duties with due regard to

the Council’s Customer Care, Equal Opportunities and Best Value Policies and incorporating the Council’s Core Competencies.

2. The post holder is required to take reasonable care for the safety and health of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with Brent Council’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular the jobholder is required to attend training relevant to their post in order to ensure their health and safety responsibilities are met.

3. To understand the value of information to the council and to contribute to

good information governance by keeping information safe, accurate and up to date and available to those who need it. Abide by the council’s information governance policies.

4. To lead on the operational and strategic management of the Learning and Inclusion Service and have overall responsibility for ensuring that effective programmes of education, care and support are provided for pupils who have been excluded from school, are at risk of exclusion, are looked after by the LA, have medical needs /or have otherwise been diagnosed as requiring alternative provision, or are without a school place,

5. To ensure the Council fulfills its statutory duties and responsibilities in relation to pupils permanently excluded from school, at risk of exclusion or with health needs and discharges all special and statutory duties for the LAC Education Team/Virtual School.

6. To ensure that effective support and challenge are provided to professional staff in schools/settings and governing bodies, in order to act as educational champion for CLA

7. To ensure that high teaching and learning standards are maintained at all alternative provision settings accountable to LB Brent and that Brent alternative provision receives positive OFSTED reports.

8. To work in close partnership with external and internal partners to ensure a creative and collaborative approach to inclusion and to establish effective behavior and attendance management strategies, policies and procedures which promote integration and continuous improvement..

9. To work with partners and key agencies, including schools, CAMHS, SEN

services, Children’s Social Services, Police, Family Support/Early Help Service, Youth Services and the Youth Offending Team, to promote prevention and early intervention so that emerging problems are dealt with before they become more serious.


38

10. To develop effective working relationships with relevant portfolio holders, maintain budgetary control of the service, and deliver well-managed services, working in accordance with the Council’s corporate standards and financial regulations.

11. Ensure the monitoring of schools on all behavior and attendance issues and

provide robust data and challenge to all schools.

12. To ensure the timely production of data and reports relating to the demand of the role, including reports to the Fair Access Panel, Corporate Parenting Group, Members and external agencies and partners.

13. To provide forward looking and supportive leadership of the staff group and ensure effective performance management of all staff within the service and ensure that the Learning and Inclusion Service leadership team provides high level professional management, and effective supervision and development of staff.

14. To carry out duties with due regard to the Council’s customer care; equal opportunities; information governance; and health and safety policies and procedures.

15. To understand the value of information to the Council and contribute to good

information governance by keeping information safe, accurate, up to date and available to those who need it.

16. To undertake any other duties commensurate with the general level of

responsibility of this post.

Person Specification

Service Area: Education, Health and Social Care Unit: Learning and Inclusion Service Post Title: Head of Learning and Inclusion Service Grade: Soulbury 42-47

Please note. All criteria are essential. The successful candidate must satisfy all off the criteria. Short listing will be on the basis of the criteria indicated in the ‘Application Form’ Column.

Method of Assessment

Application Form

Interview Test

Education, Training & Qualifications

Degree or equivalent / further post graduate qualification

*


39

QTS

Evidence of further professional study

* *

Knowledge & Experience

Substantial knowledge and understanding of SEN/SEBD/LAC Education policy and practice and the current legislative, professional an financial context in which the service operates.

Knowledge of current practices, developments and trends in the education of young people with learning and behavioural difficulties, particularly those excluded from education Understanding of the application of ICT and quality assurance to promote positive outcomes .

Track record of achievement at a senior leadership level in a similarly large and complex organisation including:

Successful experience of managing multi professional /multiagency teams, including commissioning alternative providers and leading on innovative projects to increase inclusion for SEBD pupils and those at risk of exclusion form school settings.

Successful experience of managing complex change that has secured better outcomes for pupils, particularly those excluded for education and those who are looked after.

Proven expertise in strategic and operational planning for behaviour and attendance and related SEN and LAC issues.

Building effective relationships with head teachers, governing bodies and other agencies.

Experience of curriculum development, planning and management.

Of setting and managing a service budget, including the efficient and effective deployment of staff and resources.

* * * * * * * *

*

* * * * * * * * *


40

Skills & Abilities

Ability to plan for a minimum of one year anticipating priorities, changing landscape and predict the future service;

Ability to lead people, performance and budgets and use data to support improvement.

Build relationships with all relevant stake holders.

Capacity to think systemically and creatively.

Have personal and professional credibility.

Show initiative , tenacity and adaptability in order to influence others and move an agenda forward , including in difficult circumstances

Personal characteristics

Strong role model who demonstrates a personal commitment to high standards of public service, honesty and integrity and professionalism

Collaborative corporate player with a strong team spirit and respect for others

Demonstrate a customer focused approach with a personal commitment to service improvement, equality, diversity and inclusion

Demonstrate negotiating and influencing skills

Strong leadership and management skills

Ensure that the service is effectively resourced to deliver to the required standard

Show a dynamic approach

Show resilience and drive to cope with the demands and pressures of the post including the ability to cope effectively at times of crisis and move an agenda forward in difficult circumstances

* * * * * * * * * * * * * *

* * * * * * * * * * * * * *


41

Job Description H1

PURPOSE OF JOB To lead the Brent KS3/4 PRU within the Brent Learning and Inclusion Service, which provides a continuum of support for students with social, emotional, behavioural and learning difficulties

To provide strategic leadership across both provisions taking overall responsibility for all areas of the school

DIRECTLY RESPONSIBLE TO: The Management Committee of the KS3/4 PRU

FUNCTIONALLY RESPONSIBLE TO:

Head of Learning and Inclusion Service, Brent Council. RESPONSIBLE FOR: All staff employed within the KS3 and KS4 Centres

PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES

Policy Framework and Requirements

A Head Teacher shall carry out his professional duties in accordance with and subject to:

the provisions of the Education Acts;

any orders and regulations having effect there under;

the instrument of government of the school of which s/he is Head Teacher;

where the school is a voluntary, foundation or foundation special school, any trust deed applying in relation thereto;

A Head Teacher shall carry out such duties in accordance with and subject to the following: In the case of a school which has a delegated budget:

SERVICE AREA: Education, Health and Social Care

LOCATION: KS3/4 PRU

UNIT/SCHOOL: KS3/4 PRU

SECTION: Learning and Inclusion Service

JOB TITLE: Head Teacher, KS3/4 PRU

CURRENT GRADE: L21-27

RESTRICTED? Yes/No POST NUMBER(S): 1


42

any rules, regulations or policies laid down by the governing body under their powers; and

any rules, regulations or policies laid down by the authority with respect to matters for which the governing body is not so responsible.

In any other case, any rules, regulations or policies laid down by his employers; and the terms of his appointment.

MAIN DUTIES AND RESPONSIBILITIES

17. The postholder must at all times carry out her/his duties with due regard to the Council’s Customer Care, Equal Opportunities and Best Value Policies and incorporating the Council’s Core Competencies.




Shaping the Future

Ensures that the vision for the service is clearly articulated, shared, understood and acted upon by all.

Works to translate the vision into agreed objectives and operational plans which will promote and sustain service improvement.

Motivates and works with others to create a shared culture and positive work environment.

Ensures creativity, Innovation and the use of appropriate new technologies to achieve excellence.

Ensures that strategic planning leads to a cycle of continuous improvement and raising of standards across the whole of Brent KS3/4 PRU

Leading Learning and Teaching

Works to ensure a consistent and continuous school-wide focus on pupils’ achievement, using data and benchmarks to monitor progress in every child’s learning.

Ensures that learning is at the centre of strategic planning and resource management.

Establishes creative, responsive and effective approaches to learning and teaching.

Ensures a culture and ethos of challenge and support where all pupils can achieve success and become engaged in learning.

Demonstrates and articulates high expectations and sets stretching targets for the whole school community.

Implements strategies which secure high standards of behaviour and attendance


43

Determines organises and implements a diverse, flexible curriculum and implements an effective assessment framework.

Monitors, evaluates and reviews classroom practice and promotes improvement strategies.

Monitors and evaluates the quality of teaching and students achievements includng the analysis of performance data and observation, challenging underperformance at all levels and ensuring effective follow up action.

Developing Self and Working with Others

Treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture.

Ensures strong, distributed models of leadership throughout the Brent KS3/4 PRU so that teams and individuals can be effective in their work with students

Builds a collaborative learning culture within the PRU and actively engages with other schools and partners to build effective learning communities.

Develops and maintains effective strategies and procedures for staff induction, professional development and performance review.

Ensures effective planning, allocation, support and evaluation of work undertaken by teams and individuals, ensuring clear delegation of tasks and devolution of responsibilities.

Acknowledges the responsibilities and celebrates the achievements of individuals and teams.

Uses effective coaching and feedback skills to further develop staff.

Develops and maintains a culture of high expectations for self and for others and takes appropriate action when performance is unsatisfactory.

Regularly reviews own practice, sets personal targets and takes responsibility for own personal development.

Manages own workload and that of others to allow an appropriate work/life balance.

Managing the Organisation

Provides effective leadership to the KS3/4 PRU and ensures continuous improvement of the organisational structure and functions.

Provides a clear and strategic vision and direction for the continued development of the KS3/4 PRU through the contribution to and the implementation of the School Improvement Plan.

Ensures that, within an autonomous culture, policies and practices take account of national and local circumstances, policies and initiatives.

Manages financial and human resources effectively and efficiently to achieve the KS3/4 PRU educational goals and priorities.

Recruits, retains and deploys staff appropriately and manages their workload to achieve the vision and goals of the KS3/4 PRU.

Takes responsibility for the implementation and improvement of the Performance Management processes to develop the effectiveness of staff.

Manages and organises the environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations.

Ensures that the range, quality and use of all available resources is monitored, evaluated and reviewed to improve the quality of education for all students and provide value for money.

Uses and integrates a range of technologies effectively and efficiently. Securing Accountability


44

Develops an ethos which enables everyone to work collaboratively share knowledge and understanding, celebrate success and accept responsibility for outcomes.

Ensures individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous review and evaluation.

Harness and nurture the talents and support of members of the school community and external partners to create an exciting, fun and vibrant learning environment.

Works with the governing body (providing information, objective advice and support) to enable it to meet its responsibilities.

Develops and presents a coherent, understandable and accurate account of the Brent KS3/4 PRU performance to a range of audiences including Management Committee, parents and carers. .

Reflects on personal contribution to Brent KS3/4 PRU’s achievements and takes account of feedback from others.

Strengthening Community

Builds a collaborative learning culture within the Brent KS3/4 PRU which takes account of the richness and diversity of the school’s communities

Creates and promotes positive strategies for challenging stereotypes and prejudice and dealing with harassment

Ensures learning experiences for pupils are linked into and integrated with the wider community

Creates and maintains an effective partnership with parents and carers to support and improve pupils’ achievement and personal development

further develops the multi agency approach and partnership with Brent Learning and Inclusion Service, Health and Social Care to meet the holistic needs of students and their families.

Seeks opportunities to invite parents and carers, community figures, businesses or other organisations into the school to enhance and enrich the school and its value to the wider community

Co-operates and works with relevant agencies to protect children This job description will be reviewed annually as part of the performance management review process and after consultation with the line manager and the post holder.

Note: All Brent employees are expected to be flexible in undertaking the duties and responsibilities attached to their post and may be asked to perform other duties

WORK ENVIRONMENT

The post holder will be based within the Brent KS3/4 PRU, currently operating from two sites. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent KS3/4 PRU has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve.


45

The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a SEBD setting. The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. Due to the nature of the school there are certain enhanced risks associated with the post including:

Pupil behaviour & incidents including aggression

Stress The post could also include occasional Lone Working. WORK CONTEXT

Communications and working relationships

Frequent communications with all school staff; postholder will need to build effective relationships with all external stakeholders through excellent communication and interpersonal skills, taking and providing appropriate advice. Persuasive skills that motivate and support staff, governors, parents and pupils will be essential. Negotiating skills when dealing with service providers, outside agencies and the LA will also be needed at a high level.

Innovation (decision making and creativity)

The post holder will be making high-impact decisions at senior leadership level.

They will be able to create a shared vision, positive culture and high aspirations

amongst staff and pupils. Creative solutions to overcome challenges will need to be

found on a daily basis. The postholder will be expected to work autonomously,

reporting to the Head Teacher

Resource management

Postholder will be responsible for the successful deployment of financial and human

resources within the Brent KS3/4 PRU


Service Area: Education, Health and Social Care Unit: Learning and Inclusion Service Post Title: Head of KS3/4 PRU Grade: L21 - 27



46


Application Form

Interview Test


QTS

Evidence of continuing professional development or

further professional study

NPQH

* * *


Knowledge of the relevant legislation and guidance with regard to education, safeguarding/child protection, SEN and inclusion of students with SEBD

Understanding of the principles of effective learning for children with SEBD and the ability to promote a culture of learning throughout the school.

Understanding of the principles of good curriculum provision.

Understanding of the role of assessment in student’s learning.

Understanding of the factors which create barriers to learning and ability to implement appropriate strategies for reducing inequalities and promoting social inclusion.

Understanding of the principles underlying effective financial management.

Substantial successful experience in a leadership and management role.

Successful teaching experience of the age range served by the school and judged to be an outstanding teacher.

Successful experience of monitoring, evaluating and improving the quality of teaching and learning.

Experience of promoting the personal, social, moral, cultural and spiritual development of pupils.

Successful experience of creating and maintaining

* * * * * * * * * * *

* * * * * * * * * * *


47

effective partnerships with parents and other agencies to support pupils’ learning.

Experience of managing and monitoring a budget

*

*

Skills & Abilities

Ability to provide clear direction, lead by example and motivate and empower others to carry forward the Brent KS3/4 vision.

Ability to formulate, monitor, evaluate and review plans and policies.

Ability to work in partnership with the governing body.

Ability to work effectively in a multi agency team.

Ability to lead and motivate all staff , supporting them in their work and enhancing their performance.

Ability to support effective communication between the head and others within the school’s community.

Ability to contribute to the collection, analysis and use of data on pupils’ progress and performance to raise standards.

Ability to support the Management Committee in setting and achieving challenging targets for the school, teachers and pupils.

Ability to create and maintain an ethos of positive behaviour and discipline.

Ability decide on the effective deployment of staff.

Ability to form and maintain appropriate relationships and personal boundaries with students and families.

Emotional resilience in working with challenging behaviours.

Ability to manage time well and work under pressure to deadlines.

Effective ICT skills

Ability to write clearly and accurately and communicate effectively with an appropriate sense of audience.

* * * * * * * * * * * * * * *

* * * * * * * * * * * * * * *


48

Job Description H1

PURPOSE OF JOB

To lead on the inclusion of all Brent pupils who are educated other than at school

To lead on all SEND related developments and ensure service planning reflects any changes

To lead the development of behaviour and inclusion support to primary aged pupils

To ensure all pupils entitled to EOTAS (education other than at school) are receiving their full entitlement to high quality education

To lead on the development and commissioning of new EOTAS provision, including liaison with colleges to develop specific courses

To provide strategic direction to the Inclusion Support Team Leader and the Team Leader and Head of the Health Education Needs Team

To ensure that through the work of the EOTAS Service, that all statutory duties pertaining to EOTAS are discharged by the local authority.

To lead strategic planning and policy development for children and young people educated other than at school (EOTAS)

DIRECTLY RESPONSIBLE TO: Head of Learning and Inclusion Service

FUNCTIONALLY RESPONSIBLE TO: Head of Learning and Inclusion Service

RESPONSIBLE FOR:

Team Leader, Inclusion Support Team

Team Leader, Heath Needs Education Team


LOCATION: Civic Centre

UNIT/SCHOOL: Learning and Inclusion Service

SECTION: Learning and Inclusion Service

JOB TITLE: Head of Education Other Than At School (EOTAS)

CURRENT GRADE: Soulbury 21 - 25

RESTRICTED? YES POST NUMBER(S): 1


49


1. Be responsible for safeguarding and promoting the welfare of children at all times

2. To lead the strategic planning and policy development for children and young people educated other than at school ( EOTAS) and within the Inclusion Support Team.

3. Take the lead in planning, development , curriculum and monitoring of performance of vulnerable children at all Key Stages within the EOTAS Service and ensure performance management systems are effective in all teams.

4. Work in close partnership with internal and external partners and agencies

to ensure a consistent and creative approach to EOTAS provision. Ensure this takes full account of appropriate legislation with regard to SEND and has coherence with the Children and Families strategic plan and the SEN and Inclusion plan.

5. Take the lead in all SEND matters and ensure the Service is trained in the

new requirements for 2014, including the implementation of the 0-25 education, health and care plan (EHC) across the Learning and Inclusion Service.

6. Work closely with school admissions to ensure sufficient EOTAS provision

and liaise with colleges/other providers to develop new provision and courses as necessary.

7. Chair the Vulnerable Pupils Panel and deputise for the Head of Service at

key meetings and Panels as required. 8. Take responsibility for the day-to-day educational provision for all EOTAS

students not in the KS3/4 PRU, including responsibility for:

Implementing a curriculum designed to meet the needs of individual learners

Target setting and assessment

9. Develop the services and provision offered by EOTAS and ensure it meets the full range of pupil needs.

10. To be responsible for the EOTAS budget and associated budget planning and monitoring.

11. To lead on the implementation of the EOTAS Service Plan.

12. Liaise with parents/carers and other agencies on any matter relating to the

welfare of children in the primary EOTAS group. 13. Take responsibility for the development, implementation and monitoring of

the induction, exit and transition process for all pupils educated other than at school.

14. Performance manage the Inclusion Support Team Leader and Heath

Needs Education Service Team Leader.


50

15. Deliver improved outcomes for children and young people educated other

than at school. 16. Provide management information related to provision and outcomes for

EOTAS and maintain accurate and up-to-date records of all EOTAS pupils on TRIBAL.

17. Provide the lead in the management of complex casework and

complaints. 18. Monitor and review related policies and ensure that provision in and out of

school for children with health needs is well coordinated.


Service Area: Children and Families Unit: Learning and Inclusion Service Post Title: Head of EOTAS Grade: Soulbury 21-25



Application Form

Interview Test


QTS

Further professional qualification related to working with children with SEN and or management

* *


Experience of teaching full time in main stream schools and of teaching young people with complex educational or behavioural difficulties

Experience of positively engaging children and young people

Recent experience of managing teaching and non teaching staff or recent Local Authority middle management in a support or advisory service

Knowledge of safeguarding

* * * *

*

* *


51

Knowledge of inclusive strategies to support students at risk of exclusion

Knowledge of legislation re out of school provision and relevant SEN legislation/statutory guidance

Knowledge and experience of approaches and evidence base for behaviour management.

Successfully managing a delegated budget.

Positive handling practises

Personal pathways planning

Monitoring and tracking pupil outcomes

Performance Manager/appraisal of staff

Inter-agency collaboration and partnership working

Experience of effective partnership working

* * *

* * * * * *

*

* * * * * *

* * * *

Skills & Abilities

Excellent oral and written communication skills and an ability to present complex or different information in an appropriate way to a variety of audiences

Ability to interpret academic data and assessment information.

A working knowledge of the National Curriculum core subjects in particular at KS2 /3.

Ability to deliver more than one area of the curriculum.

Ability to inspire , lead and manage staff from more than one professional background.

Awareness of developments in the curriculum, e.g. RAS 21st century curriculum.

Able to effectively monitor and evaluate service delivery and outcomes

Ability to work effectively at a strategic level

* * * * * * * *

* * * * * *

* *


52

Personal characteristics:

Strong role model who demonstrates a personal commitment to high standards of public service, honesty and integrity and professionalism

Collaborative corporate player with a strong team spirit and respect for others

Demonstrate a customer focused approach with a personal commitment to service improvement, equality, diversity and inclusion

Demonstrate negotiating and influencing skills

Strong Leadership and management skills

Ensure that the service is effectively resourced to deliver to the required standard

Must be able to show a dynamic approach

Able to show resilience and drive to cope with the demands and pressures of the post including the ability to cope effectively at times of crisis.

* * * * * * * *

* * * * * * * *


53

GLPC Job Description Manager

Job Title Service Development Manager

Department Education, Health and Social Care

Section Learning and Inclusion

Grade PO5

Reports to Head of Learning and Inclusion Service

Staffing Responsibility

1x Referrals and Data Coordinator

1x Alternative Provision and Schools Engagement Coordinator

Organisation Enclosed

Job Purpose: (Summary of the overall purpose of the job)

1. Responsible for a portfolio of services which may be altered from time to time but currently

includes: the development and delivery of service plans, service improvement work and other projects, including ICT initiatives, for the learning and inclusion support service; commissioning and contract management of education other than school and alternative provision, including development of ARP, service level agreements and traded services; quality assurance of alternative provision; the provision of management information and performance management; and ensuring effective use of resources.

2. Responsibility for the effective management of contracts and service level agreements

related to alternative provision, behaviour and education other than at school services. In 2013/14 education other than at school projects budget was in the region of £1.3 million. Overall budget responsibility for the service will rest with the Head of Service.

Principal Accountabilities and Responsibilities: (Indicate the main accountabilities, responsibilities and expected outcome in addition to the generic statements included. (8-10 bullets should be sufficient and the generic statements can be modified/customised where appropriate).

1. Make a positive contribution to the delivery of the service, this will include working flexibly and positively to achieve the objectives of the Council.

2. Manage and lead staff to achieve high performance and effective operational delivery, including developing and improving staff capability.

3. Manage a customer focused service and the effective use of resources.

4. Ensure that the council’s overall vision, values and ethos are central to the requirements of the service.

5. Support effective working relationships and act as an ambassador and advocate with


54

external organisations

6. Keep up to date with developments in service delivery and best practice to ensure the service performs effectively and to the highest standards.

7. Take a lead role in shaping the strategic direction of the Learning and Inclusion Service,

including service improvement, the commissioning and management of education other than at school projects and Alternative Provision, the development of a trade services portfolio, and the provision of management and service information.

8. Effectively develop and effectively manage contracts, ARP and service level agreements

designed to provide high quality alternative and out of school provision, to ensure quality standards are met, and to increase schools’ understanding and awareness of the range of opportunities and programmes available.

9. Support service managers to develop a traded services portfolio for behaviour and

attendance services, in partnership with mainstream schools, the pupil referral unit and other stakeholders, and ensure the effective delivery of traded services, including financial management.

10. Take a lead role in developing information and resources to market traded services and

secure buy in from schools, with a focus on maximising service income and meeting schools’ needs.

11. Support the development and delivery of the Council’s behaviour and attendance

management strategies, including the development of related policies and procedures and service improvement projects to deliver agreed outcomes to quality standards within budget/timescales.

12. Provide quality advice and information to senior managers and councillors in respect of

policy and performance developments related to alternative education, behaviour and attendance issues. This may include the production of reports to, and attendance at, Council committees, schools’ forums and the PRU management committee.

13. Ensure the accurate and timely production of a wide range of management information and

performance analysis which will support the day-to-day running of the service, whilst having a clear focus on continuous improvement.

14. Ensure effective supervision, training and development of staff within the Learning and Inclusion Resource Team and develop and/or participate in wider training programmes for the service.

15. Carry out duties with due regard to the council’s customer care, equal opportunities, information governance, data protection and health and safety policies and procedures.

16. Undertake any other duties commensurate with the general level of responsibility of this post.

Job Context: Describe the operating environment of the job to give others an accurate impression of how it fits into the organisation. The statements below are given as examples.

Operates within a framework set by Corporate and Departmental Management Teams, but with freedom to influence the shape of services.


55

Policy and service development involvement.

Wide range of internal and external contacts and partnership working.

Management / leadership of a high performance team.

DBS Status

Enhanced Barred List: Child

Politically Restricted

No


Job Knowledge, Skills & Experience: Specify the qualifications, experience, skills and abilities required.

Please note. Short-listing will be on the basis of the criteria indicated in the ‘Application Form’ column. All criteria are essential.


Application Form

Interview Test

Knowledge and Qualifications:

Comprehensive knowledge and understanding of behaviour and attendance issues in schools, legislation, and financial framework.

*

*

Experience:

Track record of achievement at a management level in a similarly large and complex organisation including:

developing strategies, policy and service initiatives, and working collaboratively with partners and staff to deliver improvements.

developing and managing service contracts, service

level agreements and traded services.

* *

* *


56

financial management and budget control.

leading and developing a multi-functional team.

* *

* *

Skills and Abilities:

Manage people, performance and budgets.

Leadership and management skills.

Communicating and influencing skills.

Contribute to the longer term development of the

service area.

Strong IT and report writing skills, including use of

spread-sheets and databases.

Ability to analyse, policy, performance and

management information and to make recommendations for improvement.

* * * *

* * *

* * *


57

Generic Job Description RS1

JOB PURPOSE:

To support the Head of Service in securing the continuous development, improvement, efficiency and success of the Department as a whole. To provide operational leadership to the Looked After Children Education Team and make a critical contribution to the transformation of educational achievement of Brent Looked After Children in Brent. Work will involve interpreting or assessing pupil and stakeholder needs, identifying trends, generating original ideas and acting as a champion for looked after children. The post-holder will be accountable for the quality and professionalism of service delivery and for the development and delivery of service plans, performance and practice reports, and good practice tools and resources for other professionals.

DIMENSIONS:

Financial responsibility

The total cost of the LAC Education Team in 20103/14 is £365k per annum, including staff,

commissioning and purchasing budgets.

Staffing responsibility

4 FTE direct reports, including 3 LAC Advisory teachers on teachers’ terms and conditions and a

LAC Information Analyst (PO1).

ORGANISATION:

Post is responsible for a portfolio of services which may be altered from time to time but currently

Include the following: development of LAC Education Plan and related monitoring and information systems; providing strategic guidance on LAC Education issues to the Head of Service, Corporate Parenting Group and other stakeholders; the leadership and management of staff within the team; ensuring effective training and professional development in LAC Education issues for other practitioners; ensuring effective completion of personal education plans for the LAC cohort; and

SERVICE AREA: EDUCATION, HEALTH AND SOCIAL CARE LOCATION:

UNIT: LOOKED AFTER CHILDREN EDUCATION TEAM SECTION: BRENT LEARNING AND INCLUSION SERVICE

JOB TITLE: LEAD ADVISOR, LOOKED AFTER CHILDREN TEAM

EVALUATED GRADE: SOULBURY 11-14

RESTRICTED? No EST NO:

REPORTS TO: HEAD OF BRENT LEARNING AND INCLUSION SERVICE

FUNCTIONALLY RESPONSIBLE TO: (if applicable)


58

procuring and services and support to enhance the educational attainment of LAC children and young people.

PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES:

1. Work proactively to make a positive contribution to the delivery of the service. This will include working flexibly and positively to achieve the objectives of the Council.

2. Provide management to the Looked After Children Education staff teams to achieve high performance and effective operational delivery, which includes developing and improving the capability of staff within the work area, motivating and mentoring them to better meet the current and future requirements of the unit.

3. Manage a customer focused service. 4. Foster a consistent cross One Council culture by ensuring that Council’s overall

vision, values and ethos are central to the approach taken. 5. Manage the effective use of resources. 6. Working closely with the Service Manager to support effective working relationships

and acting as an effective ambassador and advocate with external organisations. 7. The postholder must at all times carry out duties with due regard to the Councils

customer care; equal opportunities; information governance and health and safety policies and procedures.

8. Work flexibly and positively to achieve the objectives of the Council. 9. To understand the value of information to the council and to contribute to good

information governance by keeping information safe, accurate and up to date and available to those who need it. Abide by the council’s information governance policies.


JOB CONTEXT:

Wide range of internal and external contacts including senior managers, partner organisations and DfE, involving the use of a range of interpersonal skills

Assists with maintaining partnership working with key external stakeholders across the public, private and voluntary sectors

High level of work related pressure in terms of deadlines, conflicting priorities etc.

Assists with the development of the Council’s services as directed by the Head of Service.

Operates within a framework set by Corporate and Department Management Teams, but with some freedom to influence the shape of services.

Assists on policy and development as directed by the Head of Service

Ensures high standards of service delivery

Keeps up to date with legislation and professional development related to work the area

Initiates council wide improvements to the team


59

SPECIFIC JOB INFORMATION:

Ensure that the work of the Brent Inclusion and Support Team is integrated with, and effectively

supports, the delivery of the Council’s Looked After Children Strategy.

Develop and implement a clear strategy to improve educational outcomes for Brent’s looked after

children, reflecting local, regional and national priorities, legislation and good practice, and

routinely evaluate outcomes and report on impact.

Drive up the performance of schools, and provide a necessary level of challenge, in relation to all

looked after children, including ensuring effective monitoring of attendance, admissions,

attainment and exclusions.

Ensuring that every school-aged LAC has an educational placement and high quality personal

education plan (PEP) that reflects their needs and promote a step change in educational

outcomes of Brent LAC.

Promote corporate parenting and, in particular the duty to promote education, through regular

reporting to, and training for, the Council’s Corporate Parenting Group and senior Council officers.

Ensure that every Brent school has a designated teacher and governor for LAC and that

appropriate support and training for these roles is available.

Build the knowledge and expertise of social care staff, residential workers, foster care staff, school

improvement partners, education practitioners and other relevant professionals through high

quality training, advice and information.

Chair and / or contribute to professional meetings and statutory reviews of looked after children

and provide high level advice on complex cases, including those with SEN/SEBD needs.

Identify and share good practice in relation to the educational attainment of LAC and represent

the Council at relevant local, regional and national meetings and events.

Effectively manage resources and finances, ensuring that activities are undertaken in accordance

with the Council’s financial regulations.


JOB KNOWLEDGE, SKILLS & EXPERIENCE: Specify the educational background, qualifications and experience which would typically be required to perform your job


60

fully and effectively. Please note. All criteria are essential. The successful candidate must satisfy all off the criteria. Short listing will be on the basis of the criteria indicated in the ‘Application Form’ Column.


Application

Form

Interview Test

Qualifications, knowledge and understanding:

Degree or equivalent

QTS and evidence of continued professional development

Substantial knowledge and understanding of best practice

relating to teaching, learning and inclusion to improve

educational outcomes for looked after children and young

people.

Knowledge and understanding of legislation, policy and

practice relating to schools, young people, SEN/SEBD and

school improvement.

* * * *

*

* *

Experience:

Significant experience of working at a strategic level

within an education or other complex organisation.

Experience of leading and managing change successfully.

Experience of successful multi-agency and partnership

working and resolving conflict and managing differences

effectively.

Experience of building capability and capacity of other

professionals

Experience of managing staff, resources and budgets

successfully.

* * * * *

* * * * *

Key skills and abilities:

Ability to develop innovative solutions to problems and to

conceptualise new collaborative ways of working to

achieve shared goals.

Analytical skills to understand, interpret and utilise

statistics and management information to inform

operational working and strategy development.

Ability to build relationships with all relevant stakeholders

and harness the commitment of others.

Excellent presentation and communication skills

* * *

* * *


61

SIGNATURES: After reviewing the questionnaire sign it to confirm its accuracy

JOB HOLDER: _______________________________________ DATE: ___________________

MANAGER: _______________________________________ DATE: ___________________

Personal characteristics:

A passionate champion of improving outcomes for children and young people.

A strong role model who demonstrates a personal commitment to high standards of public service, honesty and integrity and professionalism.

Good leadership and management skills

A collaborative corporate player with a strong team spirit and respect for others.

A customer focused individual with a personal commitment to service improvement, equality, diversity and inclusion.

A dynamic, committed individual with the resilience and drive to cope with the demands and pressures of the post including the ability to cope effectively at times of crisis

* * * * * *


62

Job Description H1

PURPOSE OF JOB

To support the Head Teacher in providing professional leadership at the Key Stage 3/4 provision within Brent KS3/4 PRU securing success and improvement leading to high quality, accessible and inclusive education for all students and improved standards of learning and achievement.

To enable the Brent KS3/4 PRU to fulfil statutory and regulatory roles in line with national and local policies, regulations and guidance. To demonstrate a continuous commitment to ensuring the Brent KS3/4 PRU implements and continuously improves the delivery and quality of service to students, parents/carers, partner agencies, colleagues and managers. To provide strategic leadership across both provisions in an agreed area of overall responsibility and be responsible for the internal organisation, management and control of the centre. To take overall responsibility for the Curriculum at the Centre ensuring that it meets the needs of the students leading to good or better outcomes. To lead in developing high quality teaching and learning to ensure that all teachers achieve good to outstanding teaching.

DIRECTLY RESPONSIBLE TO: Head Teacher, KS 3 and K4 Pupil Referral Unit FUNCTIONALLY RESPONSIBLE TO: Head Teacher, KS 3 and KS 4 Pupil Referral Unit

RESPONSIBLE FOR: Contributing to the effective management and performance KS 3 and/or KS 4 Pupil Referral Unit, comprising 26 full-time staff.


LOCATION: POPLAR GROVE/ STAG LANE

UNIT/SCHOOL: KEY STAGE 3 / 4 PUPIL REFERRAL UNIT

JOB TITLE: HEAD OF CENTRE




63

WORK ENVIRONMENT: The post holder will be based within the Brent KS3/4 PRU, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent KS3/4 PRU has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve. The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a SEBD setting. The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. Due to the nature of the school there are certain enhanced risks associated with the post including:


Stress The post could also include occasional Lone Working. PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES The postholder must at all times carry out her/his duties with due regard to the Council’s Customer Care, Equal Opportunities and Best Value Policies and incorporating the Council’s Core Competencies. The post holder is required to take reasonable care for the safety and health of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with Brent Council’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular the jobholder is required to attend training relevant to their post in order to ensure their health and safety responsibilities are met.

To understand the value of information to the council and to contribute to good information governance by keeping information safe, accurate and up to date and available to those who need it. Abide by the council’s information governance policies.

Shaping the Future

Works with the Head Teacher to ensure the vision for the service is clearly articulated, shared, understood and acted upon by all.

Works within Brent KS3/4 PRU to translate the vision into agreed objectives and operational plans which will promote and sustain service improvement.



64


Ensures that strategic planning leads to a cycle of continuous improvement and raising of standards across the whole of Brent KS3/4 PRU


Works with the Head Teacher to ensure a consistent and continuous school-wide focus on pupils’ achievement, using data and benchmarks to monitor progress in every child’s learning.

Ensures that learning is at the centre of strategic planning and resource management.





Determines, organises and implements a diverse, flexible curriculum and implements an effective assessment framework.


Monitors and evaluates the quality of teaching and students achievements includng the analysis of performance data and observation, challenging underperformance at all levels and ensuring effective follow up action.



Ensures strong, distributed models of leadership throughout the Brent KS3/4 PRU so that teams and individuals can be effective in their work with students

Builds a collaborative learning culture within the PRU and actively engages with other schools and partners to build effective learning communities.









65


Provides effective leadership within the KS3/4 PRU and ensures continuous improvement of the organisational structure and functions.

Present a clear and strategic vision and direction for the continued development of the KS3/4 PRU through the contribution to and the implementation of the School Improvement Plan.

Ensures that, within an autonomous culture, policies and practices take account of national and local circumstances, policies and initiatives.

Manages financial and human resources effectively and efficiently to achieve the KS3/4 PRU educational goals and priorities.

Supports the recruitment, and retaining of staff. Deploys staff appropriately and manages their workload to achieve the vision and goals of the KS3/4 PRU.


Manages and organises the environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations.







Supports the development and presentation of a coherent, understandable and accurate account of the Brent KS3/4 PRU performance to a range of audiences including Management Committee, parents and carers. .

Reflects on personal contribution to Brent KS3/4 PRU’s achievements and takes account of feedback from others.


Builds a collaborative learning culture within the Brent KS3/4 PRU which takes account of the richness and diversity of the school’s communities





66

Further develops the multi agency approach and partnership with Brent Learning and Inclusion Service, Health and Social Care to meet the holistic needs of students and their families.

Seeks opportunities to invite parents and carers, community figures, businesses or other organisations into the school to enhance and enrich the school and its value to the wider community

Co-operates and works with relevant agencies to protect children This job description will be reviewed annually as part of the performance management review process and after consultation with the line manager and the post holder. WORK CONTEXT


Frequent communications with all school staff; post-holder will need to build effective relationships with all external stakeholders through excellent communication and interpersonal skills, taking and providing appropriate advice. Persuasive skills that motivate and support staff, governors, parents and pupils will be essential. Negotiating skills when dealing with service providers, outside agencies and the LA will also be needed at a high level.






reporting to the Head Teacher

Resource management


resources within the CCfL.

Flexibility

All Brent employees are expected to be flexible in undertaking the duties and

responsibilities attached to their post and may be asked to perform other duties


67


Service Area: EDUCATION, HEALTH AND SOCIAL CARE Unit: KEY STAGE 3 – 4 PUPIL REFERRAL UNIT Post Title: Head of Centre Grade: L14-18



Application Form

Interview Test


QTS

Evidence of continuing professional development or further

professional study

NPQH (or commitment to achieve within 2 years)

* * *

*

Knowledge & Experience Knowledge of the relevant legislation and guidance with regard to education, safeguarding/child protection, SEN and inclusion of students with SEBD. Understanding of the principles of effective learning for children with SEBD and the ability to promote a culture of learning throughout the school. Understanding of the principles of good curriculum provision. Understanding of the role of assessment in student’s learning. Understanding of the factors which create barriers to learning and ability to implement appropriate strategies for reducing inequalities and promoting social inclusion. Understanding of the principles underlying effective financial management Successful experience in a leadership and management role Successful teaching experience of the age range served by

* * * * * * *

* * * * * * *


68

the school and judged to be an outstanding teacher. Successful experience of monitoring, evaluating and improving the quality of teaching and learning Experience of promoting the personal, social, moral, cultural and spiritual development of pupils Successful experience of creating and maintaining effective partnerships with parents and other agencies to support pupils’ learning Some experience of managing and monitoring a budget

* * *

*

* * * *

Skills & Abilities Ability to provide clear direction, lead by example and motivate and empower others to carry forward the Brent KS3/4 vision. Ability to formulate, monitor, evaluate and review plans and policies. Ability to work in partnership with the governing body Ability to work effectively in a multi agency team Ability to lead and motivate all staff , supporting them in their work and enhancing the performance of all staff Ability to support effective communication between the head and others within the school’s community Ability to contribute to the collection, analysis and use of data on pupils’ progress and performance to raise standards Ability to support the Head Teacher and Management Committee in setting and achieving challenging targets for the school, teachers and pupils Ability to support the Head Teacher in creating and maintaining and ethos of positive behaviour and discipline Ability to support the Head Teacher in deciding on the effective deployment of staff. Ability to form and maintain appropriate relationships and personal boundaries with students and families Emotional resilience in working with challenging behaviours Ability to manage time well and work under pressure to deadlines Effective ICT skills

* * * * * * * * * * * * *

* * * * * * * * * * * * *


69

Ability to write clearly and accurately and communicate effectively with an appropriate sense of audience

*

*


70

Job Description H1

PURPOSE OF JOB

To assist the Teacher in Charge of the Brent KS3/4 PRU in providing high quality professional leadership to provide support, inclusion and intervention for students with social, emotional, behavioural and learning difficulties. To enable the Brent KS3/4 PRU to fulfil statutory and regulatory roles in line with national and local policies, regulations and guidance. To demonstrate a commitment to continuously improve the delivery and quality of service to students, parents/carers, partner agencies, colleagues and managers. To be a member of the senior leadership team and assists the Teacher in Charge and Head Teacher in managing and leading the provision. In all aspects of the post they must seek to actively promote the educational aims and ethos of the Brent KS3/4 PRU The Assistant Head will have delegated duties that are both school wide and of considerable weight. The salary range will reflect the complexity and level of autonomy of the allocated responsibilities. This is in addition to carrying out the professional duties of a teacher, other than a headteacher as set out in the current pay and conditions document, including:

Have strategic responsibility for the development, implementation and review of a core area.

Lead In a curriculum area. Lead and line manage a cohort of staff in connection with the identified

strategic responsibility. Fulfill a wider leadership role in all the key areas outlined below including

Achievement, Quality of Teaching, Behaviour and Safety, Leadership and Management.

DIRECTLY RESPONSIBLE TO : Head of Centre

FUNCTIONALLY RESPONSIBLE TO: Head of Centre


LOCATION: POPLAR GROVE/STAG LANE PRUs

UNIT/SCHOOL: KEY STAGE 3 /4 PUPIL REFERRAL UNIT

JOB TITLE: ASSISTANT HEAD OF CENTRE




71

RESPONSIBLE FOR: Contributing to the effective management and performance of the KS 3 and KS 4 Pupil Referral Unit, comprising 26 full-time staff.

WORK ENVIRONMENT

The post holder will be based within the Brent KS3/4 PRU, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent KS3/4 PRU has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve. The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a SEBD setting. The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. Due to the nature of the school there are certain enhanced risks associated with the post including: Pupil behaviour & incidents including aggression Stress The post could also include occasional Lone Working.


The postholder must at all times carry out her/his duties with due regard to the Council’s Customer Care, Equal Opportunities and Best Value Policies and incorporating the Council’s Core Competencies.

The post holder is required to take reasonable care for the safety and health of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with Brent Council’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular the jobholder is required to attend training relevant to their post in order to ensure their health and safety responsibilities are met.



72

To track and monitor pupil progress data to ensure all students achieve expected levels of progress.

At KS3 to develop intervention programmes for Dual and single registered students to promote success within a mainstream environment.

At KS4 to lead in the development and administration of Accreditation and Qualifications to promote success in further education, training or employment.

To support in developing high quality teaching and learning to ensure that all teachers achieve good to outstanding teaching.

STUDENT ACHIEVEMENT In conjunction with other members of the senior leadership team:

Set high expectations and continuously monitor and evaluate the effectiveness of learning outcomes.

Secure a collaborative vision of excellence and equity that sets high standards for every student.

Ensure Key Stage variation of performance is minimised. Contribute towards establishing Assessment for Learning in subjects and

evaluating progress through the use of agreed assessment tools. Monitor progress and evaluate the effects on teaching and learning by

working alongside colleagues, analysing work and outcomes. Analyse performance data and ensure this is fed into the performance

management system. Ensure that improvements in literacy, numeracy are priority targets for all

students. Implement and maintain effective assessment and recording systems which

track student progress and identify, for them and their families, what progress is being made each term.

Challenge underperformance in the classroom and ensure effective corrective action and follow up.

QUALITY OF TEACHING In conjunction with other members of the senior leadership team:

Raise the quality of teaching and learning and embed a learning culture that will enable students to become effective enthusiastic, independent learners committed to life-long learning.

Set high expectations and monitor and evaluate the effectiveness of learning outcomes.

Provide models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading school improvement activities and continuing professional development of other colleagues.

Monitor the quality of teaching and students’ achievements, including the

analysis of performance data and full participation in performance management and its delegated responsibilities.

Curriculum development

Lead the development of a curriculum offer which values the talents and aspirations of all students.


73

Lead the development of the personalised learning agenda, raising achievement and improving the quality of teaching, learning and support across the school.

Engage all staff in the creation and consistent implementation and improvement of curriculum plans and schemes of work.

Actively monitor and respond to the development of initiatives at national and local level.

Enable and support all staff in cultural and curricular changes that are needed in new technologies and learning materials for the school curriculum strategy. BEHAVIOUR & SAFETY In conjunction with other members of the senior leadership team:

Lead on the development of a comprehensive behaviour policy ensuring it embraces and actively promotes the ethos of the Brent KS3/4 PRU and ensures the inclusion of all students.

Consistently demonstrate the positive attitudes, values and behaviour which are expected of pupils.

Lead on the development of systems to support staff in systematic and consistent positive behaviour management strategies, including leading school improvement activities and contributing to the continuing professional development of other colleagues.

Lead on the analysis of and response to student behaviour in lessons and around the school for example incident logs, complaints, the use of exclusion, rewards and sanctions, rates and patterns of permanent and fixed-period exclusions.

Lead on the development of curriculum programmes, interventions and strategies that support students in their social, emotional and behavioural

development that develop student’s independence, self esteem and self

awareness. Lead on the development of strategies to support mainstream staff and staff

in other provisions in the application of appropriate and consistent behaviour management strategies and to encourage acceptance and inclusion of students with SEBD and learning difficulties.

Lead on the development of policy and programmes to support the re-engagement and the reintegration programmes of young people back into mainstream school.

Lead on the development, implementation and evaluation of an anti bullying strategy.

Keep up to date with and actively monitor and respond to development of initiatives at a national and local level.

LEADERSHIP AND MANAGEMENT

In conjunction with other members of the senior leadership team: The Assistant Head is a member of the senior leadership team and assists

the Teacher in Charge and the Head Teacher of in managing and leading the provision. In all aspects of the post they must seek to actively promote the educational aims and ethos of the Brent KS3/4 PRU

Provide effective organisation and management of the school, improving organisational structures and functions based on rigorous self evaluation.

Ensure the vision of the school is clearly articulated, shared, understood and acted upon effectively by all.


74

Take a lead role in developing, implementing and evaluating policies and practice that contribute to school improvement.

Take a lead role in the development of the programme of continuous professional development and evaluate and report on its impact.

Implement effective performance management procedures and a continuous professional development programme that links to the Brent KS3/4 PRU Improvement Plan for a cohort of staff within the identified strategic lead area.

Ensure strong distributed models of leadership throughout the Brent KS3/4 PRU so that teams and individuals can be effective in their work with students.

Develop a service ethos which enables everybody to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes.

In connection with their designated lead area

To develop effective school improvement plans in the identified strategic lead area that contribute to the overall School Improvement Plan, and which actively involve all staff in its design and implementation and self evaluation.

To establish staff and resource needs and advise the Head of School and the wider senior leadership team on likely priorities for expenditure and allocate available resources.

GENERAL RESPONSIBILITIES AND EXPECTATIONS

Contribute to the overall ethos/work/aims of the Brent KS3/4 PRU

To understand and actively promote all school policies and procedures.

To commit to safeguarding and promoting the welfare of children and young people.

To actively commit to working as part of an integrated multi agency team to meet the holistic needs of all students and their families.

To take responsibility for your own professional development by actively seeking formal and informal learning opportunities and by actively engaging in the Brent KS3/4 PRU CPD programme.

To participate in training and promote strategies around positive behaviour management, including restorative approaches, de-escalation and positive handling.

Recognise own strengths and areas of expertise and use these to support and develop others.

To take responsibility for your own physical and emotional health, so that you attend school regularly and meet the whole school attendance target.

Attend and participate in meetings as required.

Treat all users of the Brent KS3/4 PRU with courtesy and consideration.

Present a positive personal image, contributing to a welcoming environment which supports equal opportunities for all.

Promote and ensure the health and safety of pupils, staff & visitors (in accordance with appropriate health & safety legislation) at all times.

This job description will be reviewed annually as part of the performance management review process and after consultation with the line manager and the post holder.

WORK CONTEXT


75


Frequent communications with all school staff; postholder will need to build effective relationships with all external stakeholders through excellent communication and interpersonal skills, taking and providing appropriate advice. Persuasive skills that motivate and support staff, governors, parents and pupils will be essential. Negotiating skills when dealing with service providers, outside agencies and the LA will also be needed at a high level.


The post holder will be making high-impact decisions at senior leadership level for

the Brent KS3/4 PRU



found on a daily basis. The postholder will be expected to demonstrate an ability to

balance the needs of working autonomously and as part of a team within their

designated area. reporting to the Teacher in Charge and the Head Teacher

Resource management


resources within their designated lead area.

Flexibility


responsibilities attached to their post and may be asked to perform similar duties.


76


Service Area: EDUCATION, HEALTH AND SOCIAL CARE Unit: KEY STAGE 3 – 4 PUPIL REFERRAL UNIT Post Title: Assistant Head of Centre Grade: L 9 - 13



Application Form

Interview Test


QTS


professional study

NPQH aspiration to complete ready within two years

* * *

*

Knowledge & Experience Knowledge of the relevant legislation and guidance with regard to education, safeguarding/child protection, SEN and inclusion of students with SEBD Understanding of the principles of effective learning for children with SEBD and the ability to promote a culture of learning throughout the school Understanding of the principles of good curriculum provision. Understanding of the role of assessment in student’s learning Understanding of the factors which create barriers to learning and ability to implement appropriate strategies for reducing inequalities and promoting social inclusion Successful experience in a leadership and management role Successful teaching experience of the age range served by the school and to have been judged to demonstrate an outstanding teaching practice.

Successful experience of monitoring, evaluating and

* * * * * * * *

* * * * * * * *


77

improving the quality of teaching and learning Experience of promoting the personal, social, moral, cultural and spiritual development of pupils Successful experience of creating and maintaining effective partnerships with parents and other agencies to support pupils’ learning

* *

* *

Skills & Abilities Ability to provide clear direction, lead by example and motivate and empower others to carry forward the Brent KS3/4 vision. Ability to formulate, monitor, evaluate and review plans and policies. Ability to work effectively in a multi agency team Ability to lead and motivate all staff , supporting them in their work and enhancing the performance of all staff Ability to support effective communication between the head and others within the school’s community Ability to contribute to the collection, analysis and use of data on pupils’ progress and performance to raise standards and make effective use of IT Ability to support the Teacher in Charge, Head Teacher and Management Committee in setting and achieving challenging targets for the school, teachers and pupils Ability to support the Teacher in Charge in creating and maintaining and ethos of positive behaviour and discipline Ability to support the Head of School and Teacher in Charge in deciding on the effective deployment of staff. Ability to form and maintain appropriate relationships and personal boundaries with students and families Emotional resilience in working with challenging behaviours Ability to manage time well and work under pressure

* * * * * * * * * * * * *

* * * * * * * * * * * * *


78





Contribute to the longer term development of the

service area.

Strong IT and report writing skills, including use of

spread-sheets and databases.

Ability to analyse, policy, performance and

management information and to make recommendations for improvement.

* * * *

* * *

* * *


79

Job Description H1

PURPOSE OF JOB To be an integral member of the Brent KS3/4 PRU to provide support, inclusion and intervention for students with social, emotional, behavioural and learning difficulties. To enable the Brent KS3/4 PRU to fulfil statutory and regulatory roles in line with national and local policies, regulations and guidance. To demonstrate a commitment to continuously improve the delivery and quality of service to students, parents/carers, partner agencies, colleagues and managers. To carry out all the duties and responsibilities outlined in the latest Teachers’ Pay and Conditions Document and to uphold and strive to fully meet the Teachers’ Standards. The post holder will need to be flexible and adaptable, willing to train and be prepared to deliver a range of responsibilities as the needs of the Brent KS3/4 PRU evolve, commensurate to their role and job description.

DIRECTLY RESPONSIBLE TO: Assistant Head of Centre FUNCTIONALLY RESPONSIBLE TO: Assistant Head of Centre

RESPONSIBLE FOR: N/A WORK ENVIRONMENT The post holder will be based within the Brent KS3/4 PRU, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent KS3/4 PRU has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve.


LOCATION: POPLAR GROVE/STAG LANE PRU

SECTION: KEY STAGE 3 / 4 PUPIL REFERRAL UNIT

JOB TITLE: TEACHER

CURRENT GRADE: M1-UP3 PLUS 1 SEN POINT



80

The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a SEBD setting. The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. Due to the nature of the school there are certain enhanced risks associated with the post including:


Stress The post could also include occasional Lone Working. PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES. The postholder must at all times carry out her/his duties with due regard to the Council’s Customer Care, Equal Opportunities and Best Value Policies and incorporating the Council’s Core Competencies. The post holder is required to take reasonable care for the safety and health of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with Brent Council’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular the jobholder is required to attend training relevant to their post in order to ensure their health and safety responsibilities are met.


To work as part of the Brent KS3/4 PRU providing high quality teaching to individuals and groups of students in at least one curriculum area.

To contribute to the provision of the highest quality pastoral support to meet the holistic needs of all students and their families and to act as tutor to an identified cohort of students.

To lead on identified areas within the Brent KS3/4 PRU Improvement Plan to ensure the School is engaged in a cycle of continuous improvement. MAIN DUTIES AND RESPONSIBILITIES STUDENT ACHIEVEMENT

Promotes at least good progress and outcomes by students

Demonstrates that as a result of their teaching, students achieve well relative to their prior attainment, making progress as good as or better than similar students’ nationally.

Plans teaching to build on students’ capabilities and prior knowledge and ensure they are well prepared for all forms of assessment.

Demonstrates effective knowledge and understanding of how students’


81

learn and how this impacts upon teaching

Adapts teaching to respond to the strengths and needs of all pupils and uses differentiation appropriately, using approaches which enable pupils to be taught effectively.

Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Makes accurate and productive use of assessment

Demonstrates consistent and effective use of information about prior attainment to set and communicate challenging targets and expectations for students.

Contributes towards establishing Assessment for Learning in subjects and evaluating progress through the use of agreed assessment tools

Uses assessment as part of their teaching to diagnose students’ needs, set realistic and challenging targets for improvement and plan future teaching.

Has a good knowledge and well- informed understanding of the assessment requirements and arrangements for the curriculum areas they teach

Has an up to date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs

QUALITY OF TEACHING

Demonstrates expertise in their curriculum area

Demonstrates an intrinsic curiosity about their specialism, keeps up to date with national and local developments.

Prepares and delivers at least consistently good lessons that are well matched to the needs of learners and which ensure successful learning by all students.

Raises the quality of teaching and learning and embeds a learning culture that enables students to become effective, enthusiastic and independent learners.

Provides opportunities for learners to develop a range of skills including reading, writing, communication and mathematics across their curriculum area.

Undertakes routine evaluation of own practice and consistently seeks to develop and use the most effective teaching strategies and uses the most effective teaching strategies.

Provides evidence of impact of professional development and continuous learning upon effective practice.

BEHAVIOUR & SAFETY

Demonstrates knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Provides a classroom environment in which students feel welcome and valued.


82

Establishes a safe and stimulating environment for students, rooted in mutual respect.

Sets goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Demonstrates consistently the positive attitudes, values and behaviour which are expected of pupils.

Manages behaviour effectively to ensure a good and safe learning environment

Has high expectations of behaviour, and uses a range of strategies inc. praise, sanctions and rewards consistently and fairly.

Establishes a positive relationship with students and actively encourage student’s independence, self esteem and self awareness.

Models strategies designed to encourage appropriate behaviour and to promote student’s psychological and emotional well-being.

Reinforces appropriate behaviour in a variety of settings to facilitate access to the curriculum and to support appropriate behaviour at unstructured times, eg breaks and lunchtimes.

Builds positive partnerships with parents / carers and with other professionals to support students.

Supports mainstream staff and staff in other provisions in the application of appropriate and consistent behaviour management strategies and to encourage acceptance and inclusion of students with sebd and learning difficulties.

4. LEADERSHIP AND MANAGEMENT

Fulfils wider professional responsibilities

Makes a positive contribution to the wider life and ethos of the school.

Liaises with members of the multi agency team to ensure students are able to access and engage in learning, any barriers to learning are removed and to ensure positive transition and progression.

Supports the implementation of the vision of the school, ensures it is clearly articulated, shared, understood and acted upon effectively by all.

Contributes to a distributed model of leadership throughout the Brent KS3/4 PRU so that teams and individuals can be effective in their work with students.

Contributes to the development of a service ethos which enables everybody to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes.

Supports the development of effective school improvement plans and contributes to the overall School Improvement Plan, its design and implementation and self evaluation.

GENERAL RESPONSIBILITIES AND EXPECTATIONS Contribute to the overall ethos/work/aims of the Brent KS3/4 PRU



To take responsibility for your own professional development by actively seeking formal and informal learning opportunities and by actively engaging in the Brent KS3/4 PRU CPD programme.



83


To take responsibility for your own physical and emotional health, so that you attend school regularly and meet the Whole School Attendance target


Treat all users of the Brent KS3/4 PRU with courtesy and consideration.



This job description will be reviewed annually as part of the performance management review process and after consultation with the line manager and the post holder. WORK CONTEXT


The post holder must display excellent interpersonal skills and apply these to develop

relationships with all teaching and support staff, the multi-agency team, parents /

carers and students.

Excellent motivational skills to engage students with a range of complex needs in

their curriculum area.

Regular communication with other educational providers including referring schools

and or colleges and vocational providers.


The post holder will need to be able to create a shared vision, positive culture and

high aspirations amongst staff and pupils. Creative solutions to overcome challenges

will need to be found on a daily basis.

The post holder will need to plan and work creatively with teaching and other support

staff to meet the needs of the students.

The post holder will be expected to deliver in identified curriculum areas and be able

to demonstrate creativity and innovative thinking, preparing, delivering and evaluating

learning experiences for students

The post holder will need to have a flexible and responsive attitude to changing work

environments and staffing structures.

Resource management

Responsible for the efficient use of materials and resources within the Brent KS3/4

PRU.


84


Service Area: EDUCATION,HEALTH AND SOCIAL CARE Unit: KEY STAGE 3- 4 PUPIL REFERAL UNIT Post Title: Teacher Grade: M1-UP3 + SEN 1



Application Form

Interview Test


QTS


professional study in their curriculum lead area

* *

* *

Knowledge & Experience Knowledge of the relevant legislation and guidance with regard to education, safeguarding/child protection, SEN and inclusion of students with SEBD Understanding of the principles of effective learning for children with SEBD and the ability to promote a culture of learning throughout the school Understanding of the principles of good curriculum provision. Understanding of the role of assessment in student’s learning Understanding of the factors which create barriers to learning and ability to implement appropriate strategies for reducing inequalities and promoting social inclusion Successful teaching experience of the age range served by the school and to have been judged to demonstrate at least good teaching practice. Successful experience of managing and delivering GCSE and BTEC Successful experience of engagement in improving the quality of teaching and learning

* * * * * * * *

* * * * * * * *


85

Experience of promoting the personal, social, moral, cultural and spiritual development of pupils Successful experience of creating and maintaining effective partnerships with parents and other agencies to support pupils’ learning

* *

* *

Skills & Abilities Ability to and motivate and empower others. Ability to work effectively in a multi agency team Ability to assess, implement and evaluate curriculum programmes across Key Stage 3 and 4 Ability to use an appropriate range of teaching and learning strategies for whole classes, individuals and groups which stimulate, challenge engage and motivate students. Ability to set clear and appropriate targets, feedback to student and make appropriate use of assessment information to promote student progress and to plan future lessons. Ability to support the Head of School and Senior Leadership Team in setting and achieving challenging targets for the school, teachers and pupils Ability to support effective communication within the school’s community Ability to support the Head of School and Senior Leadership Team in creating and maintaining and ethos of positive behaviour and discipline Ability to form and maintain appropriate relationships and personal boundaries with students and families Ability to reflect on own practice and evaluate individual performance Emotional resilience in working with challenging behaviours Ability to manage time well and work under pressure Ability to use IT effectively, write clearly and accurately and communicate effectively with an appropriate sense of audience

* * * * * * * * * * * * *

* * * * * * * * * * * *

*


86

Job Description

Service Area: Location:

School: Section:

Post Title: Teaching Assistant – Behaviour, Guidance and Support

Grade: S5 (Points 22-25)

Restricted: No Post Number(s): 2

1. PURPOSE OF JOB

1.1 To work under the guidance of teaching/senior staff, and within an agreed system of supervision, to provide support to, and address the needs of, pupils who require particular help to overcome barriers to learning.

1.2 To supervise and support pupils excluded from, or otherwise not working to, a normal school timetable, to maintain good order, keep pupils on task, and generally assist them to undertake set activities.

1.3 To contribute to the overall ethos, work and aims of the school.

2. DIRECTLY RESPONSIBLE TO: Behaviour and Attendance Coordinator

3. FUNCTIONALLY RESPONSIBLE TO: Behaviour and Attendance Coordinator

4. RESPONSIBLE FOR: Not applicable

5. PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES

5.1 Receive and supervise pupils excluded from or otherwise not working to a normal timetable.

5.2 Liase with feeder schools and other relevant organisations to gather pupil information

5.3 Participate in the assessment of pupils to determine those in need of particular help.

5.4 Assist the teacher with the development and implementation of individual education, behaviour, support and mentoring plans.

5.5 Establish productive working relationships with, and provide pastoral support for, pupils.

5.6 Develop one-to-one mentoring arrangements with pupils and provide support and assistance to distressed pupils.

5.7 Attend to the personal needs of pupils and provide advice and support to assist in their social, health, physical and hygiene development.

5.8 Use specialist skills/training/experience to support learning provision for pupils with special needs.

5.9 Use appropriate strategies and approaches to support and assist pupils to achieve learning goals.


87

5.10 Work with other staff to plan, implement and evaluate learning activities and teaching programmes, and adjusting these to meet the needs and responses of pupils.

5.11 Monitor and evaluate pupils’ progress, achievements and responses in respect of all learning activities and programmes through observation and planned recording of achievement against pre-determined learning objectives.

5.12 Promote efficient and effective transfer of pupils across phases, and the integration of those who have been absent from school.

5.13 Be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems and/or records as requested.

5.14 Assist in the development, implementation and monitoring of systems relating to attendance and integration.

5.15 Provide objective, accurate and detailed feedback to the teacher on pupil progress, achievements, and other matters ensuring the availability of appropriate evidence.

5.16 Provide feedback to pupils on their progress, development, achievement, behaviour and attendance.

5.17 Establish constructive relationships with parents/carers as agreed with the teacher, facilitating their support for their child’s attendance, access and learning, and supporting links between the home and school and community.

5.18 Promote and employ strategies to enable the inclusion and acceptance of all pupils, encourage self-esteem, and recognise and reward independence and self-reliance.

5.19 Participate in the development and implementation of appropriate behaviour management strategies.

5.20 Provide advice and information to enable pupils to make choices about their own learning, behaviour and attendance.

5.21 Promote positive values, attitudes and pupil behaviour, dealing promptly with conflict and incidents in accordance with the school’s policies and procedures, and encourage pupils to take personal responsibility for their behaviour.

5.22 Determine the need for, prepare, use and maintain general and specialist equipment and resources, including information and communication technology (ICT), for relevant activities and programmes, to support pupils and assist in the development of pupils’ competence and independence in their use.

5.23 Provide clerical and administrative support to teaching staff, including photocopying, word-processing, filing, compilation and analysis of attendance records, and production of worksheets for agreed activities.

5.24 Undertake planned supervision of pupils’ out of school hours activities.

5.25 Supervise pupils on trips and school activities as required.

5.26 Participate in training and development activities and programmes, and attend and participate in meetings, as required.

5.27 Establish and develop constructive relationships with other agencies/professionals, in liaison with the teacher, to support progress and achievement of pupils.


88

5.28 Provide guidance and supervision and assist in the training and development of staff as appropriate.

5.29 Be aware of and comply with policies and procedures, and report all concerns to an appropriate person, in respect of:

child protection,

health, safety and security,

confidentiality, and

data protection.

5.30 Be aware of and support differences and ensure all pupils have equal access to opportunities to learn and develop.

Undertake these duties within agreed departmental service/school objectives, policies and procedures and promote the Council's Equal Opportunities Policy. This job description will be reviewed annually as part of the performance management review process and after consultation with the line manager and the post holder.


WORK ENVIRONMENT The post holder will be based within the Brent KS3/4 PRU, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent KS3/4 PRU has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve. The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a SEBD setting. The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. Due to the nature of the school there are certain enhanced risks associated with the post including:

Pupil behaviour & incidents including aggression Stress

The post could also include occasional Lone Working.


89

P E R S O N S P E C I F I C A T I O N F O R M

POST TITLE: Teaching Assistant – Behaviour, Guidance and Support

Scale 5 (22-25)

SCHOOL:

PLEASE NOTE

The method of assessment for each criterion is shown in the right hand columns. The shortlisting criteria are indicated by asterisk in the application form column. Shortlisting for interview will be based solely on whether the candidate indicates on their application form that they meet these Shortlisting Criteria. All mandatory criteria are underlined. The successful candidate must satisfy all of the mandatory criteria, and will normally meet all or most of the other appointment criteria. All candidates must satisfy the Equal Opportunities and Customer Care criteria which are mandatory.

METHOD OF ASSESSMENT

APPLICATI

ON FORM

INTERVIE

W TEST

1. ABILITIES

(a) Previous successful experience of using information and communication technology to support learning.

*

(b) Ability to absorb and understand a wide range of information concerning the functions of the school.

* *

(c) Ability to build and form working relationships with pupils, parents/carers and colleagues, to work flexibly across professional and operational boundaries, and to work as a member of a team.

* *

(d) Ability to plan, implement and evaluate effective actions for pupils at risk of underachieving.

* *

(e) Ability to work on own initiative, and to prioritise between conflicting demands.

* *

(f) Ability to self-evaluate learning needs and to develop new skills and learning opportunities.

*

2. SKILLS

(a) Evidence of commitment to continuous learning within a learning environment.

* *

(b) Strong verbal and written communication skills appropriate to the need to communicate effectively with a wide range of pupils, teachers/carers.

* *

(c) Strong numeracy skills appropriate to the learning levels of the target pupil groups.

* *


90


APPLICATI

ON FORM

INTERVIE

W TEST

3. KNOWLEDGE

(a) Full working knowledge of relevant education policies, codes of practice and procedures, and awareness of relevant legislation.

*

(b) Working knowledge and understanding of national/foundation stage curriculum and other relevant learning programmes and strategies.

*

(c) Understanding of key principles of child development and learning.

*

(d) Comprehensive knowledge and understanding of the range of available support services and providers.

4. EXPERIENCE

(a) Previous successful experience in working with children of [insert age]

*

(b) Previous successful experience of working with pupils with additional needs.

5. EDUCATION AND PROFESSIONAL QUALIFICATIONS ESSENTIAL TO THE POST

(a) NVQ level 3 for Teaching Assistants or equivalent qualification, or able to demonstrate an equivalent level of attainment through relevant experience.

*

6. EQUAL OPPORTUNITIES RELEVANT TO THE POST

(mandatory)

Understanding and commitment to the Council’s Equal Opportunities policy.

* *

7. CUSTOMER CARE RELEVANT TO THE POST (mandatory)


91

Job Description

Service Area: Education, Health and Social Care

Location: KEY Stage 3 /4 PRU

School: Section:

Post Title: Teaching Assistant Grade: Scale 2 (14 – 17)

Restricted: No Post Number(s): 7

1. PURPOSE OF JOB

1.1 To carry out work, care and/or support programmes for pupils, under the instruction/guidance of teaching/senior staff.

1.2 To enable access to learning for pupils and assist the teacher in the management of pupils and the classroom.

1.3 To contribute to the overall ethos, work and aims of the school.

2. DIRECTLY RESPONSIBLE TO: Assistant Head of Centre

3. FUNCTIONALLY RESPONSIBLE TO: Assistant Head of Centre



5.1 Supervise and provide support and assistance to individuals and groups of pupils including those with special needs, ensuring their safety and access to learning activities.

5.2 Undertake structured and agreed learning activities and teaching programmes for individuals and groups of pupils, including local and national learning strategies such as literacy, numeracy, early years, KS3.

5.3 Adjust learning activities and teaching programmes to take account of pupil needs and responses.

5.4 Use appropriate strategies and approaches to support and assist pupils to achieve learning goals

5.5 Contribute to the development and implementation of individual Education/Behaviour Plans and Personal Care programmes.

5.6 Establish constructive relationships with pupils and interact with them according to their individual needs.

5.7 Assist with planning of learning activities.

5.8 Monitor and record pupils’ progress, achievements and responses in respect of all learning activities and teaching programmes.

5.9 Provide detailed feedback to the teacher on pupil progress, achievements, and problems, and under guidance of the teacher provide feedback to pupils on their progress and achievements.


92

5.10 Create and maintain a orderly and supportive environment for pupils and teachers, and assist with the display of pupils’ work

5.11 Prepare, maintain and use equipment and resources, including information and communication technology (ICT), for use in relevant learning activities and teaching programmes, and assist in the development of pupils’ competence and independence in their use.

5.12 Administer routine tests, invigilate exams, and undertake marking of pupils’ work.

5.13 Provide a range of clerical and administrative support to teaching staff, including photocopying, word-processing, filing, collecting money, and administering coursework.

5.14 Promote positive pupil behaviour, dealing promptly with conflict and incidents in accordance with the school’s policies and procedures, and encourage pupils to take personal responsibility for their behaviour.

5.15 Promote the inclusion and acceptance, and encourage self-esteem and independence, of all pupils.

5.16 Assist with supervision of pupils out of lesson times, including before and after school and at lunchtimes.

5.17 Accompany teaching staff and pupils on trips and school activities as required and take responsibility for a group under the general supervision of the teacher.

5.18 Participate in training and development activities and programmes, and attend and participate in meetings, as required.

5.19 Establish and develop constructive relationships with parents/carers, and appreciate and support other professionals.

5.20 Be aware of and comply with policies and procedures, and report all concerns to an appropriate person, in respect of:

child protection,

health, safety and security,

confidentiality, and

data protection.

5.21 Ensure all pupils have equal access to opportunities to learn and develop.

5.22 Undertake these duties within agreed departmental service/school objectives, policies and procedures and promote the Council's Equal Opportunities Policy.

Progression Arrangements - Teaching Assistant (Level 2a) to Teaching Assistant (Level 2b)

Progression for moving from Level 2a to 2b will be subject to the following requirements:

1. The individual Teaching Assistant (Level 2a) being able to demonstrate the following:

successful performance in a Level 2a post for a minimum period of two years;


93

evidence of continuous professional learning and development relevant to the role of a teaching assistant e.g. literacy and/or in particular curriculum areas such as bi-lingual, sign language, dyslexia, ICT, maths English CACHE;

working knowledge and understanding of national/foundation stage curriculum and other relevant learning programmes and strategies.

successful experience in providing specialist learning support to pupils;



WORK ENVIRONMENT The post holder will be based within the Brent KS3/4 PRU, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent KS3/4 PRU has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve. The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a SEBD setting. The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. Due to the nature of the school there are certain enhanced risks associated with the post including:


The post could also include occasional Lone Working.


94


POST TITLE: Teaching Assistant – Scale 2

SCHOOL:

PLEASE NOTE



APPLICATION FORM

INTERVIEW TEST

1. ABILITIES

(g) Previous successful experience of using information and communication technology to support learning.

*

(h) Previous successful experience of operating a range of resources and equipment in a learning environment, including videos, photocopiers.

*

(i) Ability to absorb and understand a wide range of information concerning the functions of the school.

*

(j) Ability to build and form working relationships with pupils, parents/carers and colleagues, to work flexibly across professional and operational boundaries, and to work as a member of a team.

*

(k) Ability to work on own initiative and to prioritise between conflicting demands.

*

2. SKILLS

(d) Evidence of commitment to continuous learning within a learning environment.

* *

(e) Verbal and written communication skills appropriate to the need to communicate effectively with a wide range of pupils, teachers/carers.

* *

(f) Numeracy skills appropriate to the learning levels of the target pupil groups.

* *

3. KNOWLEDGE

(e) Knowledge of relevant education policies, procedures and legislation.

*

(f) Understanding of basic learning strategies *


95


APPLICATION FORM

INTERVIEW TEST

(g) Understanding of key principles of child development and learning.

*

(h) Knowledge of national curriculum and other learning initiatives and strategies.

*

4. EXPERIENCE

(c) Previous successful experience in working with or caring for children of [insert age]

*


(b) NVQ level 2 for Teaching Assistants, or able to demonstrate an equivalent level of attainment through relevant experience.

*

(c) Evidence of successful completion of the DfES Teacher Assistant Induction Programme.

*


(mandatory)


* *



96

GLPC Job Description Manager

Job Title Behaviour and Attendance Coordinator



Grade PO2

Reports to Assistant Head, Inclusion


2x Behaviour Guidance and Support Teaching Assistants



1. Responsible for the management of the behaviour and attendance policies and procedures

and to advise colleagues on strategies to effectively support the pupils at the PRU.

2. Work with parents and others so pupils achieve regular attendance and behaviour for learning.

3. Provide preventative and early intervention activities.

Principal Accountabilities and Responsibilities: (Indicate the main accountabilities, responsibilities and expected outcome in addition to the generic statements included. (8-10 bullets should be sufficient and the generic statements can be modified/customised where appropriate).

1. Make a positive contribution to the delivery of the service, this will include working flexibly and positively to achieve the objectives of the Council.

2. Manage and lead staff to achieve high performance and effective operational delivery, including developing and improving staff capability.

3. Manage a customer focused service and the effective use of resources.

4. Ensure that the council’s overall vision, values and ethos are central to the requirements of the service.

5. Support effective working relationships and act as an ambassador and advocate with external organisations.

6. Keep up to date with developments in service delivery and best practice to ensure the service performs effectively and to the highest standards.

7. Monitor and oversee the recording of behaviour, punctuality and attendance across the


97

KS3/4 PRU. To ensure that systems are in place for the welcoming and registration of students.

8. Manage the Sims behaviour and attendance components ensuring incident forms are correctly filled in and processed, and attendance and punctuality are recorded and reported accurately.

9. Ensure that data relating to behaviour and attendance is readily available is used to support the progress of students, and in the self-evaluation of the PRU.

10. Ensure that staff are trained and well informed in the use of safe physical interventions.

11. Manage the withdrawal system at KS4 and develop it as an environment that promotes

learning and positive behaviour. To ensure that internal exclusions and timeouts are managed and recorded effectively.

12. Work and support colleagues in developing behaviour management skills in line with restorative practices.

13. Conferencing pupils with challenging behaviour and emotional issues and to ensure with other staff that there is support so the pupils can resume their lessons.

14. Supervise the Behaviour Guidance and Support Teaching Assistants at the PRU to ensure the smooth running of breakfast club, breaks, and lunchtimes.

15. Attend Return from Exclusion Meetings and action decisions.

16. Advise and review of behaviour targets/ action plans and risk assessments supporting the work of the Assistant Head for Inclusion.

17. Work closely with families, Education Welfare Officers (EWO) to promote improved attendance, punctuality and behaviour.

18. Participate in internal and multi-agency groups as appropriate for exchange of information and best practice.

19. Carry out home visits as part of an induction process and where appropriate to support parents and families in encouraging their children to maintain full and regular attendance.

20. Update and review along with the Assistant Head Inclusion, the Behaviour Management Policy and Attendance Policy. To ensure that staff, pupils and parents are fully consulted on the content of the policy each year.

21. Provide analysis of behaviour and attendance to support the school self-evaluation process and to monitor impact of behaviour and attendance policies.

22. Take a lead on ensuring that Health and Safety policies support the wellbeing and safety of staff and students across the KS3/4 PRU.

23. Responsible for your own continuing self-development, undertaking training as appropriate.

24. Contribute to the overall ethos, aims and work of the PRU.

25. Appreciate and support the role of other professionals.


98

26. Attend and participate in relevant meetings as required.

27. Participate in training and other learning activities and performance development as required.

28. Carry out duties with due regard to the council’s customer care, equal opportunities, information governance, data protection and health and safety policies and procedures.


Job Context: Describe the operating environment of the job to give others an accurate impression of how it fits into the organisation. The statements below are given as examples.

Operates within a framework set by Corporate and Departmental Management Teams, but with freedom to influence the shape of services.

Policy and service development involvement.

Wide range of internal and external contacts and partnership working.

Management / leadership of a high performance team.

Based within the Brent KS3/4 PRU, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site.

Requires a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities.

The Brent KS3/4 PRU has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve.

Requires flexibility and resilience in order to be able to manage the demanding environment of working in a SEBD setting.

Working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore deployment of effective behaviour management skills in interactions with the students is required.

Due to the nature of the school there are certain enhanced risks associated with the post including pupil behaviour and incidents including aggression

Occasional Lone Working.

DBS Status



No


99





Application Form

Interview Test


Good standard of education , NVQ Level 3 / 4 and/or Relevant professional qualification related to support, counselling , guidance for children /young people.

Evidence of significant relevant Continuing Professional Development (CPD).

Knowledge and experience of management systems to record and analyse behaviour and attendance.

Knowledge of and ability to work effectively with a

wide range of LA services and schools

* * * *

*

Experience:

Track record of achievement at a management level in a similarly large and complex organisation including:

Considerable experience of working with children and young people who have behavioural and emotional difficulties and guiding and supporting them in an educational context.

*

*


100





Contribution to the longer term development of the

service area.

Ability to facilitate children and young people’s

development through mentoring.

Good supporting skills and ability to contribute to the management of a team.

Ability to identify and engage in strategies to overcome potential barriers to learning.

Ability to design and deliver effective induction and further training.

Demonstrate excellent communication skills through ability to listen well, speak effectively in public and to write fluently, clearly and succinctly.

Ability to provide a good role model and maintain a professional and approachable manner when dealing with adults and children.

Diplomacy, sensitivity and a capacity for hard work.

* * * * * * * * * * *

* * * * * * * * * * *


101

GLPC Job Description Non-Manager

Job Title Finance Officer



Grade Scale 6

Reports to Head of KS 3 / KS 4 PRU


None



1. Responsible under the guidance of senior staff, for the development and management of

financial systems and procedures within the KS 3/ KS 4 PRU, Health Needs Education Team, Inclusion Support Team and Learning and Inclusion Resource Team.

2. Work collaboratively with the Council’s finance department by supporting (and using) any systems and/or processes in place and ensuring the timely availability and accuracy of the unit’s financial information.

3. Assist with the planning and monitoring of budgets, production of reports and records and reporting on the units’ financial position as required.

4. Contribute to the overall ethos, work and aims of the service.

Principal Accountabilities and Responsibilities: (Indicate the main accountabilities, responsibilities and expected outcomes (8-10 bullets should be sufficient).

1. Contribute to the planning, development, organisation, management and use of financial

systems and procedures.

2. Monitor expenditure and income against agreed budget allocations and manage and maintain manual and computerised records and management information systems, including ORACLE and SIMS.

3. Carry out research, obtain information and analyse financial data and information, producing reports and records as required.

4. Carry out administration of complex procedures, including the completion and submission of returns to the Council’s finance team and other external agencies (e.g. month end and year end reporting; consistent financial reporting, schools financial value standards etc.)

5. Responsible for the maintenance of any asset registers or inventories.


102

6. Assist in the planning and preparation of budgets by providing timely and accurate

information, advice and forecasts.

7. Liaise with suppliers/contractors, organising completions, monitoring completion of work and ensuring that appropriate financial procedures are complied with and that applicable registrations are in place e.g. VAT registrations are in place

8. Assist with the administration of payroll ensuring that payments and deductions are correct and bringing any inconsistencies to the attention of the Head of the KS 3 / 4 PRU and/or the Council’s finance team.

9. Maintain operational controls on and administer any cash or cash related systems, e.g. government procurement cards, pre-paid cards and petty cash, as well as ensuring the proper collection, banking and reconciliation of any monies due to or received by the service.

10. Liaise with the Council’s finance department any tax related matters (e.g. on self employment and VAT), legal and insurance obligations and ensure strict adherence with Council policy, procedures and deadlines

11. Assist with the procurement requirements for supplies and services including (where applicable) obtaining quotes (and their assessment)

12. Provide advice and guidance to Head Teachers, senior managers and other staff in relation to budget matters and financial record keeping.

13. Participate in training and development activities and programmes, and attend and participate in meetings as required.

14. Appreciate and support the role of other professionals and establish constructive working relationships.

15. Carry out duties with due regard to the Council’s Customer Care, Equal Opportunities, Information Governance, Data Protection and Health and Safety policies and procedures.


DBS Status



No


103





Application Form

Interview Test


NVQ Level 3, or able to demonstrate an equivalent level of attainment through qualification or experience in financial systems and procedures.

Full working knowledge of relevant financial policies, procedures and codes of practice, and awareness of relevant legislation.

* *

*

Experience:

Successful experience of development, management and operation of financial systems in an office environment.

*

*


Very good standard of numeracy and literacy skills.

Verbal and communication skills appropriate to the need to communicate effectively with colleagues and customers.

Competent in all standard office ICT packages e.g.,

Excel, PowerPoint, Word and able to use proficiently specialist systems to record service information and generate reports.

Ability to absorb and understand a wide range of

information concerning the functions of the service

* * * *

* * * *

* * *


104

area and to prioritise tasks to achieve performance targets.

Ability to build and form working relationships with

service users and colleagues, to work flexibly across boundaries, and to work as a member of a team and/or on their own initiative.

Ability to work under pressure and to tight deadlines.

Ability to organise and prioritise own workload and

respond accordingly to the needs of the service.

* * *

* * *


105


Job Title Administrative Officer



Grade SO1

Reports to Head of Centre/Team Leader HNES


None



1. Responsible for administrative and organisational procedures within the Pupil Referral Unit Key Stage Centre or the Health Needs Education Team.

2. Contribute to the development and planning of all support services.

3. Contribute to the overall ethos, works and aims of the unit/team.


1. Take a lead role in the planning, development, design, organisation and monitoring of

support systems, procedures and policies.

2. Take a lead role in the development and maintenance of manual and computerised records and information systems, (such as completion of forms and returns to the DfE or referral information and pupil files).

3. Provide administrative, secretarial and organisational support to the Teacher in Charge,

(Head Teacher, PRU Management Committee and other teaching staff as required).

4. Support teachers and the Teacher in Charge in the administration and organisation of examinations in accordance with the regulations laid down by the awarding bodies.

5. Produce and respond to complex correspondence.

6. Monitor and manage stock within an agreed budget, catalogue resources and undertake

audits and raise electronic purchase requisitions or urgent payment requests as required.

7. Undertake reception duties for the unit/team, including taking applications or service request, providing signposting information and dealing with complex issues and visitors.

8. Carry out research, obtain information, and provide detailed analysis and evaluation of data


106

and information, and produce reports and records.

9. Manage, where required:

a. Service contracts and maintenance of asset registers

b. School licences and insurance

c. Facilities, including site security as required

d. Administration of payroll and sickness absence information

e. Health and safety

10. Maintain CPD and performance management files for staff and deal with IT requests, such as setting up user accounts and arranging logons.

11. Participate in the induction of staff as required and provide advice and guidance to staff,

pupils and others.

12. Participate in training and development activities and programmes, and attend and participate in meetings as required.

13. Take a lead role in procurement and securing sponsorship and funding, and in the

marketing and promotion of the school.

14. Assist with arrangements for school trips and events, including parents’ evenings and open days.

15. Appreciate and support the role of other professionals, and establish constructive

relationships and communicate with other agencies and professionals.


17. Undertake any other duties commensurate with the general level of responsibility of this

post.

DBS Status



No


107





Application Form

Interview Test


NVQ Level 3, or able to demonstrate an equivalent level of attainment through qualification or experience in relevant discipline.

Full working knowledge of relevant polices and procedures and codes of practice, and awareness of relevant legislation

* *

*

Experience:

Successful experience of development, management and operation of administrative systems in an office environment.

*


Verbal and written communication skills appropriate to the need to communicate effectively with colleagues, parents and carers.

Very good standard of numeracy and literacy skills

Ability to operate a full range of ICT and other resources

Ability to use proficiently standard office computer software, including word processing, spreadsheet,

* * * *

*

* * *


108

database and internet systems.

Ability to absorb and understand a wide range of information concerning the functions of the school.

Ability to build and form working relationships with pupils, parents/carers and colleagues, to work flexibly across operational boundaries, and to work as a member of a team.

* *

* *


109

Job Description H1

PURPOSE OF JOB

To promote effective multi agency working in order to achieve the aims and objectives of the service.

To develop strategies to help schools to continue to promote high standards of behaviour and attendance without intensive external support, and to promote best practice across all schools.

To be responsible for consulting with schools to establish an agreed programme of support appropriate to their identified needs.

To deliver high impact, intervention strategies for children and young people with emotional and behavioural difficulties (EBD), both within their school and/or home setting.

To support schools in raising the achievement of children and young people with EBD.

To make a positive contribution to local authority policy and practice in meeting the needs of children and young people with EBD.

To support service development and promote innovation with the service.

To coordinate and manage the work and performance of the Inclusion Support Team (IST) on a day- to-day basis.

To ensure that a high level of support and supervision is provided to all members of the team on a regular basis to ensure that the local authority’s policies are being implemented appropriately and consistently and that members of the IST with specific specialist roles are monitored and supported appropriately

SERVICE AREA: Children and Families



SECTION: Inclusion Support Team

JOB TITLE: Team Leader, Inclusion Support Team

CURRENT GRADE: Soulbury 15 - 18

RESTRICTED? No POST NUMBER(S):1


110

DIRECTLY RESPONSIBLE TO:.

Head of EOTAS FUNCTIONALLY RESPONSIBLE TO: Head of EOTAS

RESPONSIBLE FOR:

All staff in the Inclusion Support Team, with non- clinical staff directly supervised.

Clinical staff matrix managed with their home agency

PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES 1. To lead and quality assure the work of the multi agency Inclusion Support

Team (IST) team, serving as the point of contact between the service and schools

2. To deploy staff within the team in order to effectively meet the aims of the

identified programme.

3. To review and plan the work of the Inclusion Support Team to ensure that resources are matched as closely as possible to the needs of children, families, schools and alternative providers and that specifications agreed with stakeholders are met.

4. To ensure that the work of the Inclusion Support Team aligns closely with Working with Families programme and referral routes into the Multi Agency Safeguarding Hub (MASH).

5. To take the lead on key development areas for service improvement.

6. To monitor and evaluate the work of the team and report to the senior

leadership team.

7. To plan and provide appropriate training in conjunction with the specific teams and specialisms within the IST.

8. To be responsible for the design and development of Service Plans.

9. To deliver specialist intervention strategies appropriate to the achievement of

service objectives.

10. To provide oral and written reports as required identifying, where appropriate, changes required to ensure optimum service delivery and the achievement of project objectives.

11. To attend formal review meetings with other service professionals and outside

agencies as required.


111

12. To work collaboratively with schools, families, other service members and other professionals to ensure strategies are in place to provide suitable support at the time of project exit.

13. To lead on the use of ICT and to work with schools to develop behaviour

monitoring systems to inform staff and future pupil targets.

14. To support schools in reviewing and evaluating their practice in meeting quality standards in providing for children and young people with EBD and, where appropriate, establish an agreed programme of support from within the service.

15. To play a leading role in the development and delivery of the service training

programme for staff and other agencies , governors, Headteachers, teachers and other school staff and volunteers in relation to the needs of children and young people with EBD.

16. To advise schools in implementing teaching and learning strategies

appropriate to the needs of children and young people with EBD, including, where appropriate, collaborative and model teaching.

17. To advise schools on appropriate and effective support for pupils with EBD,

including the deployment of additional resources and developing positive and constructive relationships with parents and carers.

18. To play a leading role in the development and delivery of the Service

contribution to the LA’s programmes of support to schools with particular challenges in managing the behaviour of their pupils.

19. To play a leading role in the Service’s contribution to the LA’s training

programme in relation to key policy developments, e.g. Inclusion strategy, SEN.


Service Area: Children and Families Unit: Learning and Inclusion Service Post Title: Inclusion Support Team Leader Grade: Soulbury 15-18



Application Form

Interview Test


112


QTS Degree or post graduate qualification or advanced qualification in a relevant filed of expertise Recognised and relevant continuing CPD

* * *

Knowledge & Experience Recent senior management experience in a mainstream/special school setting or Council service, requiring multidisciplinary working. Participation in in service planning, review, target setting and evaluation processes. Performance management/appraisal of staff. Recruitment and selection of staff from different disciplines Knowledge of the local, regional and national priorities Knowledge of the relevant SEN legislation /statutory guidance, changes to the SEN Framework and implications for the working of the team. Tracking and monitoring pupil outcomes

* * * * * * *

* * * * * * *

Skills & Abilities Ability to use appropriate leadership styles in different situations, to initiate, lead and manage people to work effectively towards common goals. Evidence of working in a diverse community Excellent oral and communication skills Evidence of excellent case work skills High level skills in using MS office applications Ability to identify barriers to change and work to influence others in overcoming them Good judgment and the ability to investigate, solve problems and make decisions based on good information and a reflective approach

*

* * * * * *

* * * * * * *


113

Job Description H1

PURPOSE OF JOB

To support schools in meeting the requirements of the DfE Special Educational Needs Code of Practice

As a member of the Brent Learning and Inclusion team, to assist schools and parents in supporting and facilitating the successful inclusion of children with a wide range of emotional and behavioural needs

Assist the Inclusion Support Team Leader in developing a co- ordinated system of behavioural support to Brent schools

To deliver specialist intervention strategies to children and young people with SEBD within their school.

To support schools in raising the achievement of children and young people with SEBD

To make a positive contribution to LA policy and practice in meeting the needs of children and young people with SEBD

Through school liaison meetings , identify and respond to the learning needs and requests of schools and other agencies

To contribute to LEA effectiveness in implementing policies, particularly those related to school improvement and meeting SEN


Delivering specialist strategies to children and young people with SEBD

1. To contribute fully to the development of the Service and, in particular, to undertake the performance management and supervision of a Behaviour Support Worker within the Inclusions Support Team.




SECTION: INCLUSION SUPPORT TEAM

JOB TITLE: SEBD Advisory Teacher, Primary/Secondary

CURRENT GRADE: MPS + 1SEN and 1 TLR

RESTRICTED? No POST NUMBER(S): 2


114

2. To consult with schools in order to access and identify priority needs in

relation to children and young people with SEBD and to establish an agreed programme of support from within the Service.

3. To provide teaching interventions to children and young people, which may

include whole, group or individual interventions.

4. To hold extensive knowledge and skills within the SEN Specialist Standards and in particular, the extension standards for SEBD.

5. To attend formal review meetings with other service professionals and outside

agencies as required.

6. To support the use of ICT to assist in promoting positive behaviour and learning and to work with schools to demonstrate behaviour monitoring systems to inform staff and future pupil targets.

Supporting Schools in raising the achievement of pupils with SEBD

7. To support schools in reviewing and evaluating their practice in meeting quality standards in providing for children and young people with SEBD and, where appropriate, establish an agreed programme of support from within the Service.

8. To contribute to the Service training programme for teachers and other school staff and other agencies in relation to the needs of children and young people with SEBD.

9. To support schools in implementing teaching and learning strategies appropriate to the needs of children and young people with SEBD, including collaborative and model teaching through groups and the use of teacher behaviour coaching.

10. To contribute, together with colleagues from within the Service and the wider LA, to co-ordinated programmes of support to schools with particular challenges in managing the behaviour of their pupils.

Contribution to LA policy and practice in relation to SEBD

11. To contribute to the LA’s training programme in relation to key policy developments, e.g. Inclusion strategy, SEN.

12. To work closely with staff from other SEN services and LA Officers to ensure a consistent and coherent pattern of support for schools.

13. To represent the Inclusion Support Team at LA meetings and working groups as appropriate

General

14. To undertake training consistent with developing skills relevant to these duties and responsibilities.


115

15. To implement reliably and consistently all Service Policies and related procedures.

16. To act as mentor to new staff and to support them during their induction period.

17. To make a positive contribution to a Service culture that supports the emotional well being and professional competence of each of its members.

18. To ensure the development and progression of equality within the sphere of responsibility of this job description and the fair and equal treatment of all pupils, parents/carers, staff and other personnel working with the Service.

19. To ensure all support is client focused and takes into account issues such as customer care and quality assurance.

20. To take reasonable care for personal health and safety and that of others.

21. To undertake any other duties and responsibilities that are consistent with the grade and expertise of the post-holder as may be required from time to time.


Service Area: Health, Education and Social Care Unit: Learning and Inclusion Service Post Title: BESD Advisory Teacher Grade: MPS + 1 SEN Plus 1TLR



Application Form

Interview Test


QTS

Additional qualification related to working with children with SEBD

* *


Substantial and successful teaching experience in a variety of settings.

*

*


116

Demonstrable experience of working with pupils with behaviour, social and emotional needs.

Experience of work in a culturally diverse area.

Experience of working in a service offering advice schools.

Experience of developing and delivering INSET.

Knowledge of best practice in responding to pupils with Special Educational Needs and behaviour, emotional and social needs in mainstream schools and special schools.

Knowledge of current legislation in relation to pupil exclusion.

* * * * * *

* * * * *

*

Skills & Abilities

Ability to promote inclusive practice in meeting SEN/ behaviour, social and emotional needs.

Ability to work effectively in partnership with Headteachers, Class Teachers, Teaching Assistants in developing strategies to meet the needs of pupils wit SEN/ behaviour, emotional and social needs.

Ability to handle conflict and pressure effectively and tactfully.

Ability to prioritise work loads in order to ensure written records are maintained.

Ability to work as an effective team member.

Demonstrate knowledge and understanding of equality issues and legislation.

Able to integrate equality policies into service delivery and employment practices

Sound ICT skills

Ability to take the initiative and be a self starter

Ability to collect evidence and make sound judgements against them.

* * * * * * *

* * *

* * * * * * * * * *


117


Job Title Behaviour Support Worker



Grade SO2

Reports to SEBD Advisory Teacher


None



1. Support primary and secondary schools in promoting good behaviour and supporting pupils

at risk of exclusion.

2. Work with parents, teachers and other agencies in improving outcomes for pupils with emotional and behavioural difficulties, promoting inclusive practices

3. Specialise in specific interventions and projects in order to contribute to the development of

the Inclusion Support Service

4. Support class teachers in schools with their responsibility for the development and education of children, including those with special social, emotional, behavioural needs

5. Support class teachers in Pupil Referral Units and teachers running Pupil Support Courses with their responsibility for the development and education of children with SEBD.


1. Manage delegated casework activities and caseloads

2. Regularly report back to the SEBD Advisory Teacher on the outcomes of work and maintain records and database information

3. Prepare reports and other relevant documents for case conferences, head teachers, parents and other agencies

4. Manage a delegated caseload

5. Devise differentiated programmes of activities for individual children with SEBD and or/at risk of exclusion and to provide strategies and advice

6. Use specialist skills to undertake activities necessary to meet the learning, emotional and


118

behavioural needs of individuals or groups of pupils

7. Plan and support the reintegration of pupils returning to mainstream schools from the PRUs, and those moving form one school to another

8. Assist where appropriate in the support given to pupils attending other Alternative Provision

9. Monitor and record individual pupil progress and maintain record of visits to schools and work completed

10. Provide mentoring to those pupils requiring one to one support

11. Plan and deliver school bases and central training

12. Provide wrap around support for complex cases to ensure a smooth transition process to prevent exclusion and review and evaluate the impact to this case.

13. Keep abreast of developments in the field and undertake relevant training and development

14. Support the monitoring of any funding or additional resources provided to schools to prevent exclusions



DBS Status



No


119





Application Form

Interview Test


Minimum Level 3 qualification or equivalent in a related area , e.g. support work in schools, teaching and learning

Working knowledge of the Common Assessment Framework, Team around the Child

Understanding of issues affecting transitions at school

Understanding of child development and appropriate behaviour and emotional development in children

Knowledge of available support services and referral routes and ability to work effectively with a wide range of support services

Knowledge and understanding of the anxieties, fears and difficulties experienced by pupils when they reintegrate into schools

* * * * * *

* * * * *

Experience:

Supporting pupils who have social, emotional and behavioural difficulties, or who are disaffected.

Working with pupils in mainstream schools

* *

* *


120


Excellent communication and report writing skills

Ability to engage constructively with and relate to a wide range of young people and their families with different cultural and social backgrounds.

Proven ability to help pupils overcome difficulties in

school

Ability to remain calm in difficult situations

Ability and willingness to work flexibly

Ability to demonstrate an ability to prioritise workloads

and work flexibly to deadlines

Ability to uphold the highest levels of confidentiality

and work with sensitive issues confidently by managing discussions effectively to ensure desired actions are achieved

Ability to work collaboratively and as a positive

member of a team

Ability to support the curriculum both in PRUs and

mainstream schools in key stage 2/3/4

Ability to maintain records and enter information onto

the LA database

Skills in direct work with children and families

Ability to communicate and negotiate effectively with

pupils, parents/carers and all other professionals

Ability to communicate clearly in writing and verbally

with families and other professionals, including the preparation of reports and assessments, and maintain accurate records

* * * * * * * * * * * * *

* * * * * * * * * * * * *


121


Job Title Parent Support Adviser



Grade PO1

Reports to SEBD Advisory Teacher


None



1. Provide intensive and flexible support on behaviour management to families where the child is at risk of exclusion from school

2. In partnership with families and other agencies undertake assessments to deliver programmes of support to families

3. Support a complex child and family workload

4. Assist in tackling underachievement by working in partnership with families , carers and pupils in a school context to enable pupils, particularly the most disadvantaged , to have full access to educational opportunities and overcome barriers to learning and participation

5. Work directly with parents/carers in a non judgmental way, empowering them and their

families to get the most out of educational opportunities available

6. Support preventative and early intervention activities in a school context in liaison with relevant local agencies

7. Ensure the coordination of preventative work through the use of tools such as the Common

Assessment Framework (CAF).

8. Responsible for promoting and safeguarding the welfare of children and young people in schools


1. Act as key professional for identified families and where appropriate organise and take the lead role in a variety of multi agency case meetings

2. Provide structured evidenced based programmes to families where the child or young person is at risk of exclusion from school


122

3. Plan, deliver and review group work and evidence based parenting programmes for families and individuals within the families to achieve the aims of the service.

4. Write reports and use other documentation as necessary and appropriate. To maintain accurate case records on Framework I and the LA central database

5. Participate in regular supervision, appropriate training, Team Meetings and take part in the induction of other staff groups, offering training where necessary. To attend national and regional events and keep abreast of current policy, research and practice

6. Participate in evaluations of the service provided with families and others to identify whether interventions have made a difference and work with the Team Leader to review and make improvements as appropriate

7. To have an understanding of the primary rights and responsibilities of parents in raising their children

8. Support parents by helping them improve their parenting skills, by running Webster Stratton classes in conjunction with incredible years groups run in schools for their children

9. Provide appropriate information to families and signpost to other agencies and make referral as appropriate

10. Promote high quality parenting at home by encouraging conversations between parents and parents and children and promoting authoritative rather than authoritarian discipline

11. Support parents of children with early signs of social , emotional , health or behaviour issues, and work with them, school staff and other agencies to prevent problems worsening and interfering with the child’ ability to engage with school and learning

12. Provide impartial information to parents about the school and relevant local services available to children and families, including those provided by education, social care, youth justice, childcare providers, the voluntary sector and so on

13. At the request of parents and the school, talk to children experiencing difficulties and convey the voice of the child to parents and school staff

14. In partnership with parents, identify the need for support group or other forms of support for parents wishing to enhance their relationship with their children and deal positively with discipline, conflict and other issues.

15. Ensure parents feel comfortable to engage with their child’s learning by facilitating and arranging family learning opportunities.

16. Support children and families through transitions to ensure continual engagement with school and learning

17. Liaise with and support the work of the education welfare officers where attendance is an issue

18. Act as the single point of contact for a child referred to the Service and to co ordinate the team around the child meetings and monitor the effective delivery of multi – agency interventions and agreed actions and report on outcomes to the relevant body

19. Maintain accurate and up to date case file records of all work undertaken


123

20. Carry out duties with due regard to the Council’s Customer Care, Equal Opportunities,

Information Governance, Data Protection and Health and Safety policies and procedures.

21. Undertake any other duties commensurate with the general level of responsibility of this

post.

DBS Status



No





Application Form

Interview Test


Minimum Level 3 qualification or equivalent in a related area, e.g. support work in schools, teaching and learning

Sound working knowledge of Safeguarding issues, Policies, Procedures and Managing Risk

Working knowledge of the Common Assessment Framework, Team around the Child

Understanding of the causes and effects of stress on families

Understanding of issues affecting transitions at school

Understanding of child development and appropriate behaviour and emotional development in children

* * * * * *

* * * * *


124

Knowledge of the social and emotional factors that affect a child’s capacity to learn.

An understanding of attachment and its use in the assessment of children with barriers to learning

Knowledge of available support services and referral routes and ability to work effectively with a wide range of support services

* * *

* * *

Experience:

Significant experience of direct work with families who are experiencing difficulties

*

*


To be able to engage constructively with and relate to a wide range of young people and their families with different cultural and social backgrounds.

To be able to demonstrate an ability to prioritise workloads and work flexibly to deadlines.

To be able to work as a team and use own initiative.

To be able to deal with difficult situations and/ or individuals in a calm manner and with authority.

To be able to uphold the highest levels of confidentiality and work with sensitive issues confidently by managing discussions effectively to ensure desired actions are achieved.

A positive and encouraging approach to parents

Good interpersonal skills

Ability to motivate self and others to achieve change

Ability to recognise own limitations in situations where specialist skills are required

Ability to maintain records and enter information onto the LA database

Ability to think analytically and to plan, implement and review work with families

Advanced assessment skills to be able to identify needs and ensure that families receive the appropriate services to meet their needs

* * * * * * * * * * * *

* * * * * * * * * * * *


125

Skills in direct work with children and families

Ability to communicate clearly in writing and verbally

with families and other professionals, including the preparation of reports and assessments, and maintain accurate records.

* *

* *


126


Job Title Inclusion Support Officer (ISO)



Grade PO2

Reports to Inclusion Support Team Leader


None



1. Support and challenge schools in order to ensure that children and young people’s statutory

rights to education are protected and their needs are properly identified.

2. Provide advice and guidance to schools on guidance and interventions to prevent fixed term and permanent exclusions of Brent children and young people.

3. Develop preventative strategies to reduce exclusions and to promote effective multi agency working in order to achieve the aims and objectives of the LEA.

4. Responsible for consulting with an assigned group of schools to establish an agreed programme of support appropriate to their identified needs.

5. Support schools in raising the achievement of children and young people with SEBD or who are disaffected.

6. Make a positive contribution to local authority policy and practice in meeting the needs of children and young people with SEBD.


1. The key contact for a group of primary and secondary schools in representing the Inclusion

Support Team and signposting schools onto other specialist services

2. Develop preventative and support strategies to reduce the likelihood of exclusion and to offer support, advice and guidance to pupils at risk of exclusion and their parents/carers.

3. Lead on the development of holistic Pastoral Support Plans (PSPs) for pupils at risk of exclusion in line with national policies and guidelines, including the provision of training and documentation to support the process within schools.


127

4. Ensure that all schools have drawn up and implemented PSPs where appropriate and have made full use of all appropriate resources and support before considering permanent or fixed term exclusion

5. In the event of a fixed term or permanent exclusion, to ensure that schools follow appropriate procedures/DfE guidelines and to ensure continuity of advice and support to exclude pupils and their parents/carers and supply of information to inform post exclusion decisions.

6. Ensure parents/cares are notified of their right under the relevant Education Acts and the Secretary of State’s guidance on exclusion and to mediate between school and family and between family members and other agencies where such a relationship is a relevant factor contributing to exclusion.

7. Provide advice and guidance to Head Teachers considering the exclusion of a pupil, with reference to DfE guidelines and Council policies.

8. Attend and/or lead multi-disciplinary meetings and attend relevant case meetings relating to excluded pupils/those at risk of exclusion.

9. Ensure that schools are providing appropriate off site education for pupils excluded for more than six days.

10. Ensure appropriate referral of children and young people who are permanently excluded to the Council’s EWS Exclusions Officer, including provision of detailed case notes and recommendations to inform post exclusion decision making.

11. Represent the local authority at Governor’s disciplinary committee hearings, exclusion appeal panels, and to make appropriate oral or written representations which reflect and promote DfE guidelines and Council policies.

12. Liaise and collaborate with other services and teams with the Council as appropriate, including the Education Welfare Service, Social Care, Early Help and Youth Offending and Special Educational Needs Service.

13. Implement, track and evaluate Managed Moves in schools and provide training and documentation to support this.

14. Ensure that Tribal is routinely updated to show pupil’s transition from one excluded school to their next placement and to ensure that key decisions are clearly recorded.

15. Undertake specific project work within the Inclusions Support Team related to inclusion and SEBD.

16. Take on the role of key worker for children and young people reintegrating into a school within specific ISO cluster of schools.

17. Work closely with the appropriate alternative providers and schools to ensure that children or young people who were previously excluded make a successful reintegration into a new mainstream school.

18. Provide information as required for the Vulnerable Children’s Panel, the Referral Panel and any other required on Managed moves and issues relating to vulnerable pupils in the ISO schools.


128



DBS Status



No





Application Form

Interview Test


QTS or Social Work or Youth work qualification, or recent relevant experience and professional development in the last three years.

Knowledge of relevant legislation, DfE guidelines and good practice related to inclusive education.

Sound working knowledge of safeguarding issues, policies, procedures and managing risk.

Knowledge and understanding of the anxieties, fears and difficulties experienced by pupils when they reintegrate into schools

* * * *

* * * *

Experience:

Experience of teaching or working with excluded children on an individual or group basis in supporting their learning and development, in partnership with their

*

*


129

families and other agencies.

Experience of managing the competing demands of a wide and varied caseload.

Experience of drawing up and implementing Pastoral Support Plans /IEPs

Experience of delivering training to other professionals and addressing audiences of professionals in formal meetings.

* * *

* * *


Ability to engage constructively with and relate to a wide range of young people and families/carers with different cultural and social backgrounds

Skills in direct work with children and families, including effectively managing the concerns and frustrations of parents/carers

Ability to work effectively with and command the

confidence of, teaching and senior management within schools.

Working with others, the ability to assess and review

pupil needs and plan appropriate responses.

Ability to engage in joint goal setting with disaffected

pupils and/or those with behavioural and emotional difficulties.

Ability to recognise own limitations in situations where

specialist skills are required

Excellent verbal and written communication skills.

Ability to use ICT packages and databases

confidently

Proven effective interpersonal skills

* * * * * * * * *

* * * * * * * * *


130

Job Description H1

PURPOSE OF JOB

To monitor the provision and progress of pupils with SEBD statements and at school action plus in Brent schools and those children looked after by the Council.

To reduce the number of pupils with SEBD placed in out borough independent schools

To ensure that pupils (including LAC pupils) with Statements of SEN/SEBD receive provision which meets their needs and have their needs and provision reviewed annually

To work collaboratively with other professionals in developing the ability of mainstream schools in Brent to meet the needs of children with SEN / SEBD

DIRECTLY RESPONSIBLE

Team Leader SENAS

FUNCTIONALLY RESPONSIBLE TO

Team Leader, Inclusion Support Team

RESPONSIBLE FOR : N/A

PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES:


2. The post holder is required to take reasonable care for the safety and health

of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with Brent Council’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular the jobholder is required to attend training


LOCATION: CIVIC CENTRE

UNIT/SCHOOL: SENAS/ INCLUSION SUPPORT TEAM

JOB TITLE: SEBD CASEWORK OFFICER

CURRENT GRADE: SOULBURY 8 - 12

RESTRICTED? Yes/No POST NUMBER(S):


131

relevant to their post in order to ensure their health and safety responsibilities are met.



4. To work across SENAS and the Inclusion Support Team to be the Lead SEN Officer with for pupil/LAC with a statement for SEBD and to ensure that they receive provision which meets their needs and have their needs and provision reviewed annually

5. To contribute to the development of SEN policies and procedures in accordance with the 1996 Education Act and more recent legislation arising from the Children and Families Bill.

6. To develop and promote good communication and mediation processes with parents and ensure that the Council’s policies and procedures are presented in a manner that is accessible to parents/carers

7. To attend the annual consultation and planning meeting with schools in partnership with the Inclusion Support Team and contribute to the outcomes for pupils and LAC with SEBD

8. To monitor the quality of Education Plans Provision Mapping for pupils with SEBD and provide direction on the improvement of plans, in liaison with the Inclusion Support Team and Education Psychologists

9. To provide training to schools and other professionals on provision and planning for pupils with SEBD

10. To be the lead Casework Officer for complex SEBD cases and attend the Complex Case Panel and Fair Access Placement Panel .

11. To be the lead contact for schools who wish to establish Nurture Group provision in Brent and contribute to the development of Policy and Practice in Nurture groups and Nurturing schools.


Service Area: EDUCATION HEALTH AND SOCIAL CARE Unit: SENAS/ INCUSION SUPPORT TEAM Post Title: Grade: SOULBURY 8 - 12



132


Application Form

Interview Test


QTS or other relevant degree or postgraduate qualification

*


Experience of holding a post of responsibility in the area of SEND or in SEND administration

Evidence of effective working with parents/carers and children who have SEND/are disadvantaged

Substantial knowledge of SEND legislation and future developments in SEND

Experience of building effective working relationships with colleagues outside Education e.g. Health , Social Care and other agencies

Experience in setting specific and measurable targets for pupils with SEND and working to these within a pupil’s learning plan.

Knowledge of Equal Opportunities and Customer Service in accordance with Brent’s Core Competencies for staff.

Experience of using management information for performance monitoring and reporting.

Experience of negotiation and successful partnership working with families and other agencies

Significant knowledge of SEBD , the antecedents and successful interventions which reduce barriers to learning

* * * * * * * * *

* * * * * * * * *


133

Skills & Abilities

The ability to plan, organise, prioritise and manage work efficiently and flexibly while responding to changing needs , demands and statutory time scales.

The ability to analyse a pupil educational offer in the light of a learning plan or statement and to determine areas which need greater emphasis to ensure outcomes are achieved.

Proven ability to work with minimum of supervision

Proven ability to work in a busy and pressurised environment

Proven ability to use word processing and spread sheet software and to use a database to manage the annual review process

Ability to plan, deliver and evaluate training for school based staff

A high level of written and oral communication skills

* * * * *

* *

* * * * * *

*


134

Job Description H1

PURPOSE OF JOB

To support the Head of EOTAS in providing professional leadership for the Health Needs Service provision within Brent securing success and improvement leading to high quality, accessible and inclusive education for all students and improved standards of learning and achievement.

To enable the Brent Health Needs Education Service to fulfil statutory and regulatory roles in line with national and local policies, regulations and guidance. To demonstrate a continuous commitment to ensuring the Brent Health Needs Education Service implements and continuously improves the delivery and quality of service to students, parents/carers, partner agencies, colleagues and managers. To provide strategic leadership and be responsible for the internal organization, management and control of the team. To take overall responsibility for the Curriculum at the Education Centres ensuring that it meets the needs of the students leading to good or better outcomes. To lead in developing high quality teaching and learning to ensure that all teachers achieve good to outstanding teaching.

DIRECTLY RESPONSIBLE TO: Head of EOTAS FUNCTIONALLY RESPONSIBLE TO: Head of EOTAS

RESPONSIBLE FOR: Ensuring the effective management and performance of the Heath Needs Education Service comprising nine full-time staff. WORK ENVIRONMENT: The post holder will be based within the Brent Heath Education Needs Service, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site.


LOCATION: ASHLEY GARDENS

JOB TITLE: TEAM LEADER, HEALTH NEEDS EDUCATION SERVICE




135

The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent Health Education Needs Service has an ethos of developing positive relationships through the use of Restorative Practices to manage behaviour and to support every child to achieve. The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a setting with children and young people with a range of medical and mental heath issues. The post holder will be working directly with young people who have significant medical, mental and emotional needs and in some cases behavioural difficulties and the behaviour of the students may be demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. The post could also include occasional Lone Working. PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES The postholder must at all times carry out her/his duties with due regard to the Council’s Customer Care, Equal Opportunities and Best Value Policies and incorporating the Council’s Core Competencies. The post holder is required to take reasonable care for the safety and health of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with Brent Council’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular the jobholder is required to attend training relevant to their post in order to ensure their health and safety responsibilities are met.


Shaping the Future

Works with the Head of EOTAS to ensure the vision for the service is clearly articulated, shared, understood and acted upon by all.

Work within Brent Health Education Needs Service to translate the vision into agreed objectives and operational plans which will promote and sustain service improvement.



Ensures that strategic planning leads to a cycle of continuous improvement and rising of standards across the whole of Brent Health Education Needs Service


Works with the Head of EOTAS to ensure a consistent and continuous school-wide focus on pupils’ achievement, using data and benchmarks to monitor progress in every child’s learning.


136

Ensures that learning is at the center of strategic planning and resource management.





Determines, organizes and implements a diverse, flexible curriculum and implements an effective assessment framework.


Monitors and evaluates the quality of teaching and students achievements including the analysis of performance data and observation, challenging underperformance at all levels and ensuring effective follow up action.



Ensures strong, distributed models of leadership throughout the Brent Health Education Service so that teams and individuals can be effective in their work with students

Builds a collaborative learning culture within the Brent Health Education Team and actively engages with other schools and partners to build effective learning communities.









Provides effective leadership within the Health Education Needs Service and ensures continuous improvement of the organisational structure and functions.

Present a clear and strategic vision and direction for the continued development of the Health Education Needs team through the contribution to and the implementation of the School Improvement Plan.

Ensures that policies and practices take account of national and local circumstances, policies and initiatives.


137

Manages financial and human resources effectively and efficiently to achieve the Heath Needs Education Service educational goals and priorities.

Supports the recruitment, and retaining of staff. Deploys staff appropriately and manages their workload to achieve the vision and goals of the Health Education Needs service


Manages and organizes the environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations.







Supports the development and presentation of a coherent, understandable and accurate account of the Brent Health Education Needs Team performance to a range of audiences including Management Committee, parents and carers. .

Reflects on personal contribution to Brent Heath Education Needs Team achievements and takes account of feedback from others.


Builds a collaborative learning culture within the Brent Health Education Needs Team which takes account of the richness and diversity of the school’s communities




Further develops the multi agency approach and partnership with Brent Learning and Inclusion Service, Health and Social Care to meet the holistic needs of students and their families.

Seeks opportunities to invite parents and carers, community figures, businesses or other organizations into the centers to enhance and enrich the school and its value to the wider community

Co-operates and works with relevant agencies to protect children


138



Frequent communications with all school staff; post-holder will need to build effective relationships with all external stakeholders through excellent communication and interpersonal skills, taking and providing appropriate advice. Persuasive skills that motivate and support staff, governors, parents and pupils will be essential. Negotiating skills when dealing with service providers, outside agencies and the LA will also be needed at a high level.






reporting to the Head of EOTAS

Resource management


resources within the CCfL.

Flexibility


responsibilities attached to their post and may be asked to perform other duties


139


Service Area: EDUCATION, HEALTH AND SOCIAL CARE Unit: BRENT HEALTH EDUCATION NEEDS SERVICE Post Title: Team Leader, Health Needs Education Service Grade: L14-18



Application Form

Interview Test


QTS


professional study

NPQH (or commitment to achieve within 2 years)

* * *

*

Knowledge & Experience Knowledge of the relevant legislation and guidance with regard to education, safeguarding/child protection, SEN and inclusion of students with Health Needs/ SEBD. Understanding of the principles of effective learning for children with Health Needs and the ability to promote a culture of learning throughout the school. Understanding of the principles of good curriculum provision. Understanding of the role of assessment in student’s learning. Understanding of the factors which create barriers to learning and ability to implement appropriate strategies for reducing inequalities and promoting social inclusion. Understanding of the principles underlying effective financial management Successful experience in a leadership and management role Successful teaching experience of the age range served by

* * * * * * *

* * * * * * *


140

the school and judged to be an outstanding teacher. Successful experience of monitoring, evaluating and improving the quality of teaching and learning Experience of promoting the personal, social, moral, cultural and spiritual development of pupils Successful experience of creating and maintaining effective partnerships with parents and other agencies to support pupils’ learning Some experience of managing and monitoring a budget

* * *

*

* * * *

Skills & Abilities Ability to provide clear direction, lead by example and motivate and empower others to carry forward the Brent vision. Ability to formulate, monitor, evaluate and review plans and policies. Ability to work in partnership with the governing body Ability to work effectively in a multi agency team Ability to lead and motivate all staff , supporting them in their work and enhancing the performance of all staff Ability to support effective communication between the head and others within the school’s community Ability to contribute to the collection, analysis and use of data on pupils’ progress and performance to raise standards Ability to support the Head Teacher and Management Committee in setting and achieving challenging targets for the school, teachers and pupils Ability to support the Head of EOTAS in creating and maintaining and ethos of positive behaviour and discipline Ability to support the Head of EOTAS in deciding on the effective deployment of staff. Ability to form and maintain appropriate relationships and personal boundaries with students and families Emotional resilience in working with challenging behaviours Ability to manage time well and work under pressure to deadlines Effective ICT skills

* * * * * * * * * * * * *

* * * * * * * * * * * * *


141

Ability to write clearly and accurately and communicate effectively with an appropriate sense of audience

*

*


142

Job Description H1

PURPOSE OF JOB

To assist the Health Needs Education Service in providing high quality professional leadership to provide support, inclusion and intervention for students with social, emotional, behavioral and learning difficulties. To enable the Health Needs Education Service to fulfill statutory and regulatory roles in line with national and local policies, regulations and guidance. To demonstrate a commitment to continuously improve the delivery and quality of service to students, parents/carers, partner agencies, colleagues and managers. To be a member of the senior leadership team and assist the Team Leader and Head of EOTAS in managing and leading the provision. In all aspects of the post they must seek to actively promote the educational aims and ethos of the Health Needs Education Service The Coordinator will have delegated duties that are both service wide and of considerable weight. The salary range will reflect the complexity and level of autonomy of the allocated responsibilities. This is in addition to carrying out the professional duties of a teacher, other than a Head Teacher as set out in the current pay and conditions document The post-holder will: Have the responsibility as SENCO within the Team

Have strategic responsibility for the development, implementation and review of a Behaviour and Safety

Lead and line manage a cohort of staff in connection with the identified strategic responsibility.

Fulfill a wider leadership role in all the key areas outlined below including Achievement, Quality of Teaching, Behaviour and Safety, Leadership and Management.

DIRECTLY RESPONSIBLE TO: Team Leader, Health Needs Education Service FUNCTIONALLY RESPONSIBLE TO: Team Leader, Health Needs Education Service


LOCATION: ASHLEY GARDENS

UNIT/SCHOOL: HEALTH NEEDS EDUCATION SERVICE

JOB TITLE: COORDINATOR

CURRENT GRADE: L4-8



143

RESPONSIBLE FOR: Contributing to the effective management of the Health Needs Education Team WORK ENVIRONMENT The post holder will be based within the Brent Health Needs Education Team, currently operating from multiple sites, with an expectation that all staff may be required to work at more than one site The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The Brent Health Needs Education Team has an ethos of developing positive relationships to manage behaviour and to support every child to achieve. The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a setting providing education and pastoral support for pupils with complex physical and mental health difficulties The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. Due to the nature of the setting there are certain enhanced risks associated with the post including:




2. The post holder is required to take reasonable care for the safety and health

of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with Brent Council’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular the jobholder is required to attend training relevant to their post in order to ensure their health and safety responsibilities are met.



4. To take a lead in ensuring that all staff , work together, and alongside other agencies in promoting behaviour and safety.


144

5. To lead on all areas of policy and practice around SEN and Inclusion.

6. To undertake all the statutory duties of a SENCo.

7. Be the lead LAC designated teacher within the team.

8. Ensure that all pupils in the Service receive their entitlement to a broad and balanced, personalised curriculum with comprehensive input form their home schools.

9. Develop policies and procedures concerning the management of medicines and education of children with health needs.

10. To ensure all students are fully included, receive an appropriate and personalised curriculum pathway and receive appropriate interventions to enable the students with additional SEN needs to meet and or exceed expectations.

11. To work with members of the whole school team to ensure all members of staff recognise and fulfil their statutory responsibilities with SEN and in particular to advise and support the wider SLT to ensure all areas of their work is inclusive of all students.

12. To work closely with the multi agency team, identifying how the different professionals can best deploy their skill set, to contribute effectively to the development of intervention programmes to support individual students, groups of students, families and members of the Brent Health Needs education Team.

13. To lead and manage the assessment and induction of all students.

14. To develop and coordinate and ensure the delivery of high quality literacy, numeracy and behaviour interventions.

15. To take the lead in developing outstanding safeguarding practice, working with other members of the SLT.

16. To maintain a range of school records and data, relating to pupil attendance and behaviour. To respond to requests for such data and assist in the interpretation of such data and information for the use in self-evaluation. To ensure all data stored is accurate and up to date. To ensure the utmost confidentiality with regard to such data and information.

17. To lead in referrals to the EWO and ensure good communication between YOT, Social Care and the Police.

STUDENT ACHIEVEMENT In conjunction with other members of the senior leadership team:

Set high expectations and continuously monitor and evaluate the effectiveness of learning outcomes.

Secure a collaborative vision of excellence and equity that sets high standards for every student.

Ensure Key Stage variation of performance is minimised.

Contribute towards establishing Assessment for Learning in subjects and evaluating progress through the use of agreed assessment tools.


145

Monitor progress and evaluate the effects on teaching and learning by working alongside colleagues, analysing work and outcomes.

Analyse performance data and ensure this is fed into the performance management system.

Ensure that improvements in literacy, numeracy are priority targets for all students.

Implement and maintain effective assessment and recording systems which track student progress and identify, for them and their families, what progress is being made each term.

Challenge underperformance in the classroom and ensure effective corrective action and follow up.

QUALITY OF TEACHING In conjunction with other members of the senior leadership team:

Raise the quality of teaching and learning and embed a learning culture that will enable students to become effective enthusiastic, independent learners committed to life-long learning.

Set high expectations and monitor and evaluate the effectiveness of learning outcomes.

Provide models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading school improvement activities and continuing professional development of other colleagues.

Monitor the quality of teaching and students’ achievements, including the

analysis of performance data and full participation in performance management and its delegated responsibilities.

Curriculum development

Lead the development of a curriculum offer which values the talents and aspirations of all students.

Lead the development of the personalised learning agenda, raising achievement and improving the quality of teaching, learning and support across the school.

Engage all staff in the creation and consistent implementation and improvement of curriculum plans and schemes of work.

Actively monitor and respond to the development of initiatives at national and local level.

Enable and support all staff in cultural and curricular changes that are needed in new technologies and learning materials for the school curriculum strategy.

BEHAVIOUR & SAFETY In conjunction with other members of the senior leadership team:

Lead on the development of a comprehensive behaviour policy ensuring it embraces and actively promotes the ethos of the Service and ensures the inclusion of all students.

Consistently demonstrate the positive attitudes, values and behaviour which are expected of pupils.

Lead on the development of systems to support staff in systematic and consistent positive behaviour management strategies, including leading school improvement activities and contributing to the continuing professional development of other colleagues.

Lead on the analysis of and response to student behaviour in lessons and around the school for example incident logs, complaints, the use of exclusion,


146

rewards and sanctions, rates and patterns of permanent and fixed-period exclusions.

Lead on the development of curriculum programmes, interventions and strategies that support students in their social, emotional and behavioural

development that develop student’s independence, self esteem and self

awareness.

Lead on the development of strategies to support mainstream staff and staff in other provisions in the application of appropriate and consistent behaviour management strategies and to encourage acceptance and inclusion of students with SEBD and learning difficulties.

Lead on the development of policy and programmes to support the re-engagement and the reintegration programmes of young people back into mainstream school.

Lead on the development, implementation and evaluation of an anti bullying strategy.

Keep up to date with and actively monitor and respond to development of initiatives at a national and local level.


In conjunction with other members of the senior leadership team: The Coordinator is a member of the leadership team and assists the Team

Leader in managing and leading the provision. In all aspects of the post. They must seek to actively promote the educational aims and ethos of the Brent Health Needs Education Team.

Provide effective organisation and management of the school, improving organisational structures and functions based on rigorous self evaluation.

Ensure the vision of the school is clearly articulated, shared, understood and acted upon effectively by all.

Take a lead role in developing, implementing and evaluating policies and practice that contribute to school improvement.

Take a lead role in the development of the programme of continuous professional development and evaluate and report on its impact.

Implement effective performance management procedures and a continuous professional development programme that links to the Improvement Plan for a cohort of staff within the identified strategic lead area.

Ensure strong distributed models of leadership throughout the Service so that teams and individuals can be effective in their work with students.

Develop a service ethos which enables everybody to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes.

In connection with their designated lead area

To develop effective school improvement plans in their lead areas that contribute to the overall school improvement plan, and which actively involve all staff in its design and implementation and self evaluation.

To establish staff and resource needs and advise the Team Leader and the wider senior leadership team on likely priorities for expenditure and allocate available resources, including the pupil premium and any other additional funding sources for at risk or SEN Students, to ensure maximum efficiency.

GENERAL RESPONSIBILITIES AND EXPECTATIONS

Contribute to the overall ethos/work/aims of the Brent Health Needs Education Team


147



To actively commit to working as part of an integrated multi agency team to meet the holistic needs of all students and their families.

To take responsibility for your own professional development by actively seeking formal and informal learning opportunities and by actively engaging in the Brent Health Needs Education Team programme.



To take responsibility for your own physical and emotional health, so that you attend school regularly and meet the whole school attendance target.


Treat all users of the Brent Health Needs Education Team with courtesy and consideration.





Frequent communications with all school staff; post holder will need to build effective relationships with all external stakeholders through excellent communication and interpersonal skills, taking and providing appropriate advice. Persuasive skills that motivate and support staff, governors, parents and pupils will be essential. Negotiating skills when dealing with service providers, outside agencies and the LA will also be needed at a high level.


The post holder will be making high-impact decisions at leadership level for the Brent

Health Needs Education Team.



found on a daily basis. The post holder will be expected to demonstrate an ability to

balance the needs of working autonomously and as part of a team within their

designated area reporting to Team Leader.

Resource management

Post holder will be responsible for the successful deployment of financial and human

resources within their designated lead area.

Flexibility


148


responsibilities attached to their post and may be asked to perform other duties.


Service Area: EDUCATION, HEALTH AND SOCIAL CARE Unit: Health Needs Education Service Post Title: Coordinator Grade: L4-8



Application Form

Interview Test


QTS


professional study

NPQH aspiration to complete

National SENCO qualification or a willingness to undertake this training within the first year of taking up the post.

* * * *

* *

Knowledge & Experience Knowledge of the relevant legislation and guidance with regard to education, safeguarding/child protection, SEN and inclusion of students with SEBD. Understanding of the principles of effective learning for children with SEBD and the ability to promote a culture of learning throughout the school. Understanding of the principles of good curriculum provision. Understanding of the role of assessment in student’s learning. Understanding of the factors which create barriers to learning and ability to implement appropriate strategies for reducing inequalities and promoting social inclusion. Successful experience in a leadership and management role

* * * * * *

* * * * * *


149

Successful teaching experience of the age range served by the school and to have been judged to demonstrate an outstanding teaching practice. Successful experience of monitoring, evaluating and improving the quality of teaching and learning. Experience of promoting the personal, social, moral, cultural and spiritual development of pupils. Successful experience of creating and maintaining effective partnerships with parents and other agencies to support pupils’ learning

* * * * *

* * * * *

Skills & Abilities Ability to provide clear direction, lead by example and motivate and empower others to carry forward the Brent Health Needs Education Team. Ability to formulate, monitors, evaluates and review plans and policies. Ability to work effectively in a multi agency team Ability to lead and motivate all staff , supporting them in their work and enhancing the performance of all staff Ability to support effective communication between the head and others within the school’s community Ability to contribute to the collection, analysis and use of data on pupils’ progress and performance to raise standards, with effective ICT skills. Ability to support the Team leader in setting and achieving challenging targets for the school, teachers and pupils. Ability to support the Team Leader in creating and maintaining and ethos of positive behaviour and discipline. Ability to support the Team Leader in deciding on the effective deployment of staff. Ability to form and maintain appropriate relationships and personal boundaries with students and families. Emotional resilience in working with challenging behaviours Ability to manage time well and work under pressure to deadlines

* * * * * * * * * * * *

* * * * * * * * * * *

*


150

Job Description H1

PURPOSE OF JOB To be an integral member of the Brent Health Needs Education Team to provide support, inclusion and intervention for students with health needs and requiring EOTAS provision. To enable the Brent Health Education needs team to fulfil statutory and regulatory roles in line with national and local policies, regulations and guidance. To demonstrate a commitment to continuously improve the delivery and quality of service to students, parents/carers, partner agencies, colleagues and managers. To work in partnership with families and colleagues in schools to provide excellent EOTAS and reintegration support. To carry out all the duties and responsibilities outlined in the latest Teachers’ Pay and Conditions Document and to uphold and strive to fully meet the Teachers’ Standards. The post holder will need to be flexible and adaptable, willing to train and be prepared to deliver a range of responsibilities as the needs of the Brent Health Needs Education Service evolve, commensurate to their role and job description.

DIRECTLY RESPONSIBLE TO: Team Leader, Health Needs Education Service FUNCTIONALLY RESPONSIBLE TO: Team Leader

RESPONSIBLE FOR: N/A WORK ENVIRONMENT The post holder will be based within the Brent Health Needs Education Centres, currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities.


LOCATION:ASHLEY GARDENS

SECTION: HEALTH NEEDS EDUCATION TEAM

JOB TITLE: TEACHER

CURRENT GRADE: M1-UP3 PLUS 1 SEN POINT



151

The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working with children and young people with a range of complex health needs. The post holder will be working directly with young people who have significant health needs, emotional, learning and behavioural difficulties and the behaviour of the students may a t times be challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. The post could also include occasional Lone Working. PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES





4. To work as part of the Brent Health Needs Education Team providing high quality teaching to individuals and groups of students in at least one curriculum area.

5. To contribute to the provision of the highest quality pastoral support to meet the holistic needs of all students and their families and to act as tutor to an identified cohort of students.

6. To lead on identified areas within the Brent Health Needs Education Team Improvement Plan to ensure the School is engaged in a cycle of continuous improvement.

MAIN DUTIES AND RESPONSIBILITIES STUDENT ACHIEVEMENT

Promotes at least good progress and outcomes by students

Demonstrates that as a result of their teaching, students achieve well relative to their prior attainment, making progress as good as or better than similar students’ nationally.

Plans teaching to build on students’ capabilities and prior knowledge and ensure they are well prepared for all forms of assessment.

Demonstrates effective knowledge and understanding of how students’


152

learn and how this impacts upon teaching

Adapts teaching to respond to the strengths and needs of all pupils and uses differentiation appropriately, using approaches which enable pupils to be taught effectively.

Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Makes accurate and productive use of assessment

Demonstrates consistent and effective use of information about prior attainment to set and communicate challenging targets and expectations for students.

Contributes towards establishing Assessment for Learning in subjects and evaluating progress through the use of agreed assessment tools

Uses assessment as part of their teaching to diagnose students’ needs, set realistic and challenging targets for improvement and plan future teaching.

Has a good knowledge and well- informed understanding of the assessment requirements and arrangements for the curriculum areas they teach

Has an up to date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs

QUALITY OF TEACHING

Demonstrates expertise in their curriculum area

Demonstrates an intrinsic curiosity about their specialism, keeps up to date with national and local developments.

Prepares and delivers at least consistently good lessons that are well matched to the needs of learners and which ensure successful learning by all students.

Raises the quality of teaching and learning and embeds a learning culture that enables students to become effective, enthusiastic and independent learners.

Provides opportunities for learners to develop a range of skills including reading, writing, communication and mathematics across their curriculum area.

Undertakes routine evaluation of own practice and consistently seeks to develop and use the most effective teaching strategies and uses the most effective teaching strategies.

Provides evidence of impact of professional development and continuous learning upon effective practice.

BEHAVIOUR & SAFETY

Demonstrates knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Provides a classroom environment in which students feel welcome and valued.


153

Establishes a safe and stimulating environment for students, rooted in mutual respect.

Sets goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Demonstrates consistently the positive attitudes, values and behaviour which are expected of pupils.

Manages behaviour effectively to ensure a good and safe learning environment

Has high expectations of behaviour, and uses a range of strategies inccluding praise, sanctions and rewards consistently and fairly.

Establishes a positive relationship with students and actively encourage student’s independence, self esteem and self awareness.

Models strategies designed to encourage appropriate behaviour and to promote student’s psychological and emotional well-being.

Reinforces appropriate behaviour in a variety of settings to facilitate access to the curriculum and to support appropriate behaviour at unstructured times, eg breaks and lunchtimes.

Builds positive partnerships with parents / carers and with other professionals to support students.

Supports mainstream staff and staff in other provisions in the application of appropriate and consistent behaviour management strategies and to encourage acceptance and inclusion of students with SEND and learning difficulties.


Fulfils wider professional responsibilities

Makes a positive contribution to the wider life and ethos of the school.

Liaises with members of the multi agency team to ensure students are able to access and engage in learning, any barriers to learning are removed and to ensure positive transition and progression.

Supports the implementation of the vision of the school, ensures it is clearly articulated, shared, understood and acted upon effectively by all.

Contributes to a distributed model of leadership throughout the Brent Health Needs Education Team so that teams and individuals can be effective in their work with students.

Contributes to the development of a service ethos which enables everybody to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes.

Supports the development of effective school improvement plans and contributes to the overall School Improvement Plan, its design and implementation and self evaluation.

GENERAL RESPONSIBILITIES AND EXPECTATIONS Contribute to the overall ethos/work/aims of the Brent Health Needs Education Team



To take responsibility for your own professional development by actively seeking formal and informal learning opportunities and by actively engaging in the Brent Health Needs Education Team CPD programme.



154


To take responsibility for your own physical and emotional health, so that you attend school regularly and meet the Whole School Attendance target


Treat all users of the Brent Health Needs Education Team with courtesy and consideration.





The post holder must display excellent interpersonal skills and apply these to develop

relationships with all teaching and support staff, the multi-agency team, parents /

carers and students.

Excellent motivational skills to engage students with a range of complex needs in

their curriculum area.

Regular communication with other educational providers including referring schools

and or colleges and vocational providers.


The post holder will need to be able to create a shared vision, positive culture and

high aspirations amongst staff and pupils. Creative solutions to overcome challenges

will need to be found on a daily basis.

The post holder will need to plan and work creatively with teaching and other support

staff to meet the needs of the students.

The post holder will be expected to deliver in identified curriculum areas and be able

to demonstrate creativity and innovative thinking, preparing, delivering and evaluating

learning experiences for students

The post holder will need to have a flexible and responsive attitude to changing work

environments and staffing structures.

Resource management

Responsible for the efficient use of materials and resources within the Brent Health

needs Education Team.


155


Service Area: EDUCATION,HEALTH AND SOCIAL CARE Unit: HEALTH NEEDS EDUCATIONTEAM Post Title: Teacher Grade: M1-UP3 + SEN 1



Application Form

Interview Test


QTS


professional study in their curriculum lead area

* *

* *

Knowledge & Experience Knowledge of the relevant legislation and guidance with regard to education, safeguarding/child protection, SEN and inclusion of students with Health Needs requiring EOTAS Understanding of the principles of effective learning for children and the ability to promote a culture of learning throughout the school Understanding of the principles of good curriculum provision. Understanding of the role of assessment in student’s learning Understanding of the factors which create barriers to learning and ability to implement appropriate strategies for reducing inequalities and promoting social inclusion Successful teaching experience of the age range served by the school and to have been judged to demonstrate at least good teaching practice. Successful experience of managing and delivering GCSE and BTEC Successful experience of engagement in improving the quality of teaching and learning

* * * * * * * *

* * * * * * * *


156

Experience of promoting the personal, social, moral, cultural and spiritual development of pupils Successful experience of creating and maintaining effective partnerships with parents and other agencies to support pupils’ learning

* *

* *

Skills & Abilities Ability to and motivate and empower others. Ability to work effectively in a multi agency team Ability to assess, implement and evaluate curriculum programmes across Key Stage 2, 3 and 4 Ability to use an appropriate range of teaching and learning strategies for whole classes, individuals and groups which stimulate, challenge engage and motivate students. Ability to set clear and appropriate targets, feedback to student and make appropriate use of assessment information to promote student progress and to plan future lessons. Ability to support the Team leader in setting and achieving challenging targets for the service , teachers and pupils Ability to support effective communication within the service community Ability to support the Team leader in creating and maintaining and ethos of positive behaviour and discipline Ability to form and maintain appropriate relationships and personal boundaries with students and families Ability to reflect on own practice and evaluate individual performance Emotional resilience in working with challenging behaviours Ability to manage time well and work under pressure Ability to use IT effectively, write clearly and accurately and communicate effectively with an appropriate sense of audience

* * * * * * * * * * * * *

* * * * * * * * * * * *

*


157

Job Description

Service Area: Education, Health and Social Care

Location: Ashley Gardens

School: Section: Health Needs education Service

Post Title: Teaching Assistant Grade: Scale 2 (14 – 17)

Restricted: No Post Number(s):

1. PURPOSE OF JOB

1.1. To carry out work, care and/or support programmes for pupils, under the

instruction/guidance of teaching/senior staff. 1.2. To enable access to learning for pupils and assist the teacher in the

management of pupils and the classroom. 1.3. To contribute to the overall ethos, work and aims of the school.

2. DIRECTLY RESPONSIBLE TO: Health Needs Education Coordinator

3. FUNCTIONALLY RESPONSIBLE TO: Team Leader , Health Needs Education Service



5.1. Supervise and provide support and assistance to individuals and groups of pupils including those with special needs, ensuring their safety and access to learning activities.

5.2. Undertake structured and agreed learning activities and teaching programmes for individuals and groups of pupils, including local and national learning strategies such as literacy, numeracy, early years, KS3.

5.3. Adjust learning activities and teaching programmes to take account of pupil needs and responses.

5.4. Use appropriate strategies and approaches to support and assist pupils to achieve learning goals

5.5. Contribute to the development and implementation of individual Education/Behaviour Plans and Personal Care programmes.

5.6. Establish constructive relationships with pupils and interact with them according to their individual needs.

5.7. Assist with planning of learning activities. 5.8. Monitor and record pupils’ progress, achievements and responses in respect

of all learning activities and teaching programmes. 5.9. Provide detailed feedback to the teacher on pupil progress, achievements,

and problems, and under guidance of the teacher provide feedback to pupils on their progress and achievements.

5.10. Create and maintain a orderly and supportive environment for pupils and teachers, and assist with the display of pupils’ work


158

5.11. Prepare, maintain and use equipment and resources, including information and communication technology (ICT), for use in relevant learning activities and teaching programmes, and assist in the development of pupils’ competence and independence in their use.

5.12. Administer routine tests, invigilate exams, and undertake marking of pupils’ work.

5.13. Provide a range of clerical and administrative support to teaching staff, including photocopying, word-processing, filing, collecting money, and administering coursework.

5.14. Promote positive pupil behaviour, dealing promptly with conflict and incidents in accordance with the school’s policies and procedures, and encourage pupils to take personal responsibility for their behaviour.

5.15. Promote the inclusion and acceptance, and encourage self-esteem and independence, of all pupils.

5.16. Assist with supervision of pupils out of lesson times, including before and after school and at lunchtimes.

5.17. Accompany teaching staff and pupils on trips and school activities as required and take responsibility for a group under the general supervision of the teacher.

5.18. Participate in training and development activities and programmes, and attend and participate in meetings, as required.

5.19. Establish and develop constructive relationships with parents/carers, and appreciate and support other professionals.

5.20. Be aware of and comply with policies and procedures, and report all concerns to an appropriate person, in respect of child protection, health, safety and security, confidentiality, and data protection.

5.21. Ensure all pupils have equal access to opportunities to learn and develop.

5.22. Undertake these duties within agreed departmental service/school objectives, policies and procedures and promote the Council's Equal Opportunities Policy.

Progression Arrangements - Teaching Assistant (Level 2a) to Teaching Assistant (Level 2b)

Progression for moving from Level 2a to 2b will be subject to the following requirements:

The individual Teaching Assistant (Level 2a) being able to demonstrate the following:

successful performance in a Level 2a post for a minimum period of two years;

evidence of continuous professional learning and development relevant to the role of a teaching assistant e.g. literacy and/or in particular curriculum areas such as bi-lingual, sign language, dyslexia, ICT, maths English CACHE;

working knowledge and understanding of national/foundation stage curriculum and other relevant learning programmes and strategies.

successful experience in providing specialist learning support to pupils;


159



WORK ENVIRONMENT The post holder will be based within the Brent Health Needs Education Team , currently operating from multiple sites with the expectation that all staff will be expected to work at more than one site. The post will involve a flexible response to change, and the ability to effectively manage changing and sometimes conflicting priorities. The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in an SEBD setting. The post holder will be working directly with young people who have significant medical ,social, emotional, learning and behavioural difficulties and the behaviour of the students mat at times be challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students. The post could also include occasional Lone Working.


POST TITLE: Teaching Assistant – Scale 2

SCHOOL: Health Needs Education Service

PLEASE NOTE



APPLICATION FORM

INTERVIEW TEST

1. ABILITIES

(l) Previous successful experience of using information and communication technology to support learning.

*


160


APPLICATION FORM

INTERVIEW TEST

(m) Previous successful experience of operating a range of resources and equipment in a learning environment, including videos, photocopiers.

*

(n) Ability to absorb and understand a wide range of information concerning the functions of the school.

*

(o) Ability to build and form working relationships with pupils, parents/carers and colleagues, to work flexibly across professional and operational boundaries, and to work as a member of a team.

*

(p) Ability to work on own initiative and to prioritise between conflicting demands.

*

2. SKILLS

(g) Evidence of commitment to continuous learning within a learning environment.

* *

(h) Verbal and written communication skills appropriate to the need to communicate effectively with a wide range of pupils, teachers/carers.

* *

(i) Numeracy skills appropriate to the learning levels of the target pupil groups.

* *

3. KNOWLEDGE

(i) Knowledge of relevant education policies, procedures and legislation.

*

(j) Understanding of basic learning strategies *

(k) Understanding of key principles of child development and learning.

*

(l) Knowledge of national curriculum and other learning initiatives and strategies.

*

4. EXPERIENCE

(d) Previous successful experience in working with or caring for children of [insert age]

*


(d) NVQ level 2 for Teaching Assistants, or able to demonstrate an equivalent level of attainment through relevant experience.

*

(e) Evidence of successful completion of the DfES Teacher Assistant Induction Programme.

*


161


APPLICATION FORM

INTERVIEW TEST


(mandatory)


* *



162

Job Description H1

PURPOSE OF JOB

1.1. To work with others to meet government targets and to improve the educational outcomes of children looked after by Brent.

1.2. To participate in the implementation and development of the relevant

government / Department of Education Guidance regarding the education of looked after children (LAC)

1.3. To track and monitor all the children looked after on their relevant Key Stage,

LAC Advisory Teacher Case List, targeting individual children where appropriate to ensure that they are in full-time education and are making the appropriate levels of progress.

1.4. To teach individual children or groups of children looked after as appropriate.

DIRECTLY RESPONSIBLE TO: Lead Advisor, Looked After Children Education FUNCTIONALLY RESPONSIBLE TO: Lead Advisor, Looked After Children Education Team

RESPONSIBLE FOR: N/A




LOCATION: BRENT CIVIC CENTRE

UNIT/SCHOOL: LOOKED AFTER CHILDREN EDUCATION TEAM

SECTION: LEARNING AND INCLUSION SERVICE

JOB TITLE: LOOKED AFTER CHILDREN ADVISORY TEACHER

CURRENT GRADE: M1-UP 3 Plus 1 SEN



163



good information governance by keeping information safe, accurate and up to date and available to those who need it. Abide by the Council’s information governance policies.

4. Work with others to ensure that LAC are supported to meet government performance indicators and other relevant DfE guidance related to looked after children.

5. Respond quickly to the educational needs of Brent children looked after, including those aged 16+.

6. Undertake educational intervention in individual cases where required for children placed both in and out of borough.

7. Advise and liaise directly with social work staff, on issues related to educational attainment and educational placements.

8. Advise and liaise directly with designated teachers identifying children looked after by Brent who are in need of support such as a statement of special educational needs (SEN).

9. Advise on and work with schools to raise the achievement of children looked after.

10. Be proactive in preventing exclusions of children looked after through advocacy and early intervention.

11. Facilitate the initiation of Personal Education Plans for children looked after and ensure that PEP for every looked after child meet required quality standards and /or take action to ensure that quality standards are met.

12. Advise social workers and foster carers re the expectations of young people in relation to educational achievement and qualifications.

13. Work with others on projects that improve the educational outcomes of our children looked after.

14. Advise and contribute to the reviews of children looked after, as appropriate.

15. Advise and contribute to training for social workers, foster carers, school governors, designated teachers and members of the corporate parenting group.

16. Advise foster carers on relevant LA / school procedures concerning admission, attendance and exclusion, and other relevant matters.


164

17. Monitor the attainment and progress of Brent looked after children and record progress as required.

18. Attend meetings as required to assist in delivering improved life chances for children looked after by Brent.

19. Deliver presentations on the work of the team at Council meetings / Staff Forums as required.

20. Participate in a range of out of school hours activities that enhance looked after children’s potential to improve attainment.

21. Network with colleagues in Brent and elsewhere as required.


Service Area: EDUCATION, HEALTH AND SCOIAL CARE Unit: LOOKED AFTER CHILDREN EDUCATION TEAM Post Title: LOOKED AFTER CHILDREN ADVISORY TEACHER Grade:



Application Form

Interview Test

Education, Training & Qualifications Degree + PGCE or equivalent Trained Teacher Status + three years mainstream teaching experience

* *

Knowledge & Experience Demonstrates knowledge of the National Curriculum / SEN Code of Practice Demonstrates an understanding of the complex difficulties facing children looked after, their carers and their natural parents Demonstrates an understanding of the conflicting pressures on school and LA in seeking to promote the attainment of children looked after

* * *

* * *

* *


165

Demonstrates experience of working with children with challenging behaviour Demonstrates experience of working in a multi-cultural community

* *

* *

*

Skills & Abilities Ability to adapt educational programmes for children who may need specialised assistance to achieve their potential Perseveres with difficult students, sees task through to completion, overcoming obstacles and setbacks. Demonstrates ability to assess students’ skills and plan a series of interventions that will help LAC reach their objectives Plans well in advance, organises and monitors plans Ability to communicate and liaise effectively with a range of other professionals in the field Ability to keep accurate and efficient records especially those pertaining to attendance and attainment Ability to use a computer, email, excel and other electronic equipment, with ease Demonstrates a clear understanding of the importance of working in a team.

* * * * * * * *

* * * * * * * *

* *


166


Job Title Looked After Children Information Analyst



Grade SO2

Reports to Lead Advisor, Looked After Children Education Team


None



1. Provide the Looked after Children Education Team/Virtual School, schools, and social care services with effective statistical, information management and research data about looked after children in order to support operational delivery, performance management, and to meet corporate parenting requirements.

2. Responsible for the creation and development of ICT solutions to meet individual pupil tracking, monitoring and performance requirements of the looked after children education team.



1. Analyse, interpret, benchmark and evaluate data, to ensure effective risk management and

inform targets and priorities for the looked after children service.

2. Develop and implement effective quality assurance systems for the Personal Education

Planning (PEP) process and ensure effective management of the overall process, including development and use of E-PEP systems.

3. Ensure effective use and analysis of the team’s welfare call data and ensure it is used

effectively to manage risks in real time.

4. Establish links and ensure effective information sharing with the LAC team in social care,

including the development of joint monitoring and performance reporting arrangements where appropriate.

5. Responsible for the management and commissioning of specific information management

and research projects focussing on looked after children and related educational issues, including evaluation of specific initiatives, policies and interventions.


167

6. Responsible for the production of reports and information that support designated teachers, social care staff and other stakeholders and raise the profile and awareness of LAC education issues and the role of the team.

7. Develop effective links and work collaboratively with internal (e.g. social care, policy and ICT

teams) and external bodies (e.g. DfE, schools) to improve operational processes and information sharing in line with corporate frameworks for quality assurance, data protection and information management.

8. Contribute to the development of materials and information to support LAC team training

events and extra curricular activities.

9. Ensure effective response to any changes in reporting and monitoring requirements as a

result of new legislation or changes to local policy and practice.



DBS Status



No





Application Form

Interview Test


Degree in ICT/Information Management or substantial experience of developing ICT solutions and undertaking performance and data analysis.

Evidence of continuous training and personal

* *


168

development.

Excellent knowledge of standard IT software (e.g.,

WORD, Excel, PowerPoint), the School Information Management System (SIMs), and database systems.

Understanding of the role of ICT, information and data in strengthening organisational performance.

Understanding of the issues related to looked after children and related corporate parenting responsibilities.

* * *

* * *

* *

Experience:

Recent and high level experience of managing performance and operational data and developing ICT systems in a complex organisation.

*

*


Strong analytical and data management skills, including ability to interpret complex written and numerical material.

Effective communication and presentation skills.

Positive and proactive approach to problem solving and developing creative solutions

Ability to develop and use ICT systems to analyse and present complex information effectively

Ability to absorb and understand a wide range of information concerning the functions of the service area and to prioritise tasks to achieve performance targets.

Ability to build and form working relationships with

service users and colleagues, to work flexibly across organisational boundaries, and to work as a member of a team.

* * * * * *

* * * * * *

* *


169


Job Title Referrals and Data Coordinator



Grade SO2

Reports to Service Development Manager


None



1. Ensure effective management, planning and development of pupil and referral information across the service.

2. Lead on the development of a virtual learning environment and ensure effective use of smart technology across the service.



1. Develop and maintain effective pupil referral and attendance information, making

appropriate use of key Council and schools systems e.g., TRIBAL, SIMs, etc.

2. Support the PRU and other learning and inclusion teams in using and accessing appropriate information systems i.e. Frameworki, Tribal and SIMs, providing advice, training and information as required.

3. Lead on the development of the virtual learning environment for pupils unable to attend

school, including work to develop a service specification, to ensure effective commissioning of platforms/services, and to monitor service quality.

4. Contribute to the evaluation of new smart technology and other ITC purchasing decisions in

PRUs and the health education needs team.

5. Undertake ad hoc projects and initiatives to promote more effective use of information technology and improvements in data and information management across the service.

6. Coordinate responses to freedom of information requests across the service as requested.

7. Provide a basic level of maintenance and support for the PRU and health education needs

teams computer network software applications, including anti-virus, remote file access and


170

access control software, alerting IT contractors when required.

8. Carry out research, obtain information and produce reports and records for managers, Head Teachers/Teacher in Charge and other stakeholders as required, making recommendations for improvement where appropriate.

9. Provide advice and support to pupils in alternative education settings who may need to use

specialist computer software and hardware.

10. Provide day-to-day support for PRU and health education needs team office staff, teachers and students and remotely at homes, libraries and other satellite centres, including trouble shooting and escalating issues as appropriate.

11. Set up and invigilate online /e-test examinations for pupils as required in the PRUs and /or

health education needs team.

12. Coordinate and deliver both group and ICT training sessions fro PRU and/or health education needs team staff on the use and application of ICT and new developments, as requested.

13. Carry out complex procedures to deadlines, including the completion and submission of

forms to the DfE, OFSTED and other external agencies.

14. Appreciate and support the role of other professionals, establishing constructive working relationships and communication with other agencies and professionals.




DBS Status



No


171





Application Form

Interview Test


NVQ Level 4 in ICT or Information Management, or able to demonstrate an equivalent level of attainment through qualification or experience in a relevant discipline.

Full working knowledge and understanding of legislation and policies related to effective data management e.g., Freedom of Information, Data Protection, etc.

* *

*

Experience:

Managing and developing information management /ITC systems in schools, PRUs or other similar settings.

Developing, commissioning and managing virtual learning resources and systems, with up-to-date understanding of best practice.

* *

* *


Ability to operate a full range of specialist ICT and other resources and other equipment

Ability to absorb and understand a wide range of information about the functions and responsibilities of the service.

* *

*

* *


172

Proven ability to develop creative solutions to technical and information management requirements/problems.

Ability to build and form working relationships with pupils, colleagues and other agencies, to work flexibly across organisational boundaries and to work independently or as a member of a team.

Verbal and written communication skills appropriate to the need to communicate effectively with colleagues, pupils and parents/carers.

* * *

* *

*


173


Job Title Alternative Provision and School Engagement Coordinator



Grade PO2

Reports to Service Development Manager


None



1. Develop and quality assure a range of alternative provision and monitor the participation and progress of pupils in of-site provision.

2. Commission alternative education provision and places to meet the varied individual needs of Brent pupils with emotional and behavioural difficulties who require support in non-school settings.

3. Liaise with schools to ensure effective placement of pupils in off-site provision, liaising with parents, providers and other agencies as appropriate to resolve any difficulties or concerns.



1. Commission a portfolio of alternative provision to meet the varied needs of pupils who

require off-site activities and /or virtual learning arrangements, ensuring that the provision offers high quality and cost effective support.

2. Develop and implement a quality assurance framework for the Council and its schools to

ensures that alternative provision is delivered to a consistently high standard, provides value for money and promotes the educational, social and emotional well-being of pupils.

3. Develop and promote a guide on the range of alternative provision available to Brent pupils,

including admissions criteria and costs, and develop other policies and procedures relevant to effective delivery of alternative provision.

4. Work closely with schools to ensure effective placement of pupils within alternative

provision, providing support and liaison with parents, carers and other agencies as appropriate to resolve any difficulties and concerns.


174

5. Monitor and maintain suitable records of the attendance, participation and progress of pupils in off-site activities, and produce reports and management information as required.

6. Support pupils placed in off-site provision to settle into new provision and contribute to the

development of individual education plans as appropriate to meet their varied, and often complex, needs.

7. Work with off-site providers, parents/carers and pupils to resolve any concerns about

behaviour and/or attendance in off-site provision, including ensuring appropriate input and support from other services and agencies.

8. Support off-site providers to reintegrate pupils into mainstream schools within the borough,

including the negotiation and development of effective support packages for schools.

9. Attend meetings with parents, service providers and pupils placed in alternative provision as required to provide advice and guidance on appropriate provision and options.

10. Produce reports on the provision of alternative provision and virtual learning provision and

related performance, financial and management issues to the PRU Management Committee, schools’ forums and Council Members as requested.

11. Support the service development manager as required in related projects, service improvement, service evaluation and efficiency initiatives.



DBS Status



No


175





Application Form

Interview Test


Education to NVQ Level 3 / 4 or demonstrable experience of working at this level.

Good knowledge of alternative provision policy and practice, and behaviour and attendance issues in schools, including awareness of relevant legislation

* *

*

Experience:

Developing policy and service initiatives to deliver improvement.

Working with schools and parents to ensure effective support to pupils with complex behavioural and emotional difficulties and to resolve concerns/potential conflicts between providers/parents.

Commissioning alternative education provision and places to meet quality standards and promote value for money.

Implementing performance management and quality assurance arrangements.

* * * *

* * * *


176


Effective communication, influencing and negotiation skills

Ability to resolve conflict and develop workable solutions to meet pupil needs effectively.

Ability to operate a full range of specialist ICT and to use proficiently standard office software.

Good report writing skills and an ability to analyse performance and management information

Ability to build and form constructive working relationships wit pupils, parents/carers, and colleagues, to work flexibly across organisational boundaries and to work on own initiative or as a member of a team.

* * * * *

* * * * *

* *


177


Job Title Education Welfare Officer (Exclusions)


Section Learning and Inclusion Service

Grade PO2

Reports to EWS Team Leader


None



1. Support schools, other educational settings and families in securing good attendance for

children and young people

2. Ensure that all children of statutory school age in the local authority receive education suitable to their age, aptitude and ability, either at school or otherwise

3. Lead and advise the EWS team on all aspects of exclusions from schools

4. Provide an education welfare service for children, their families and schools.

5. Support excluded pupils and their parents/carers through the exclusion process and work to ensure access to appropriate educational provision and avoidance of further exclusion . To support reintegration of excluded pupils into school or other provisions

6. Designated EWO for the EOTAS (education other than at school) provisions in Brent, including the Key Stage 3 / 4 Pupil Referral Units and related non-school settings.

7. Deal with all matters relating to school attendance and exclusion

8. Ensure the Council fulfils its obligations under all relevant legislation, in particular ensuring the education of children permanently excluded from school by the 6th day.


1. Represent the Local Authority as required at independent appeals reviews and when appropriate attend Governor’s exclusion meetings.

2. Lead and advise the team, schools and families on all aspects of exclusions.

3. Advise schools on strategies for preventing exclusions and provide effective support to schools and alternative provisions on matters relating to exclusions and manage a case


178

load effectively

4. Work in partnership with schools and other professionals to take supportive action in respect of children with social, emotional and behavioural difficulties in school and those with SEN; and to provide professional advice and assistance for parents, carers and pupils in all matters relating to exclusions from school and relevant legislation

5. Manage school non-attendance cases, as outlined in the EWS Prosecution Policy and Non-Attendance Penalty Notices, Local Code of Conduct in in order to improve schools’ approaches to managing pupil absence and assist parents in meeting their responsibilities and obligations under relevant legislation

6. To have knowledge of Child Employment Legislation and EWS Performance Licence Application Policy and be able to issue performance licences and child work permits

7. To be informed about Special Education Needs and Disability Policy and Provision and liaise closely with SENAS

8. Prepare detailed reports for the LA Legal Services, in preparation for cases of non attendance brought to court.

9. Attend courts, tribunal and other legal hearings and be able to give evidence on behalf of the Council

10. Produce and to make information available through the website with useful resources and regularly updated documents that reflect local and national policies and procedures with regard to exclusions,

11. The first referral point for schools who make a permanent exclusion.

12. Liaise and collaborate in joint work with other colleagues and agencies in particular the KS3/4 PRU, EOTAS Provision .Heath Needs Team and Inclusion Support Team

13. Support the work of the Fair Access Placement Panel (FAPP) by monitoring the attendance of pupils placed through the Panel

14. Assist with the placement of excluded pupils including contribution to case conferences and pastoral support programmes

15. Meet with the parent/carer of a child permanently excluded from school within the first three days of the exclusion in order to assess pupil’s needs and circumstances and provide an initial assessment of needs and risks to the alternative provider.

16. In partnership with schools and other agencies, to instigate and develop strategies in working with pupils recognised at being at particular risk of poor attendance and exclusion form school.

17. Implement parenting contracts in order to support the family and school.

18. Devise in-school programmes to promote the attendance of individual pupils. These may include gradual reintegration into schools through part time tables, in school meetings and facilitating support groups for problematic attendees.

19. Minimise the number of pupils are at risk of either permanent or fixed term exclusions and

consider additional measures to do this.


179

20. Where required, to act a mediator where there are allegations of bullying by pupil/carer/parent and assist in the resolution between schools and parents/carers.

21. Attend Core group and strategy meetings for children in need of protection.

22. Represent the LA at exclusion meetings as required.




DBS Status



No





Application Form

Interview Test


First degree or relevant qualifications

Good level of knowledge of database interrogation tools

Expert knowledge in in the use of MS office applications

* * *

* *

Experience:

Professional experience within Education, Social

*

*


180

Care, Health or Careers Service.

Evidence of working in a diverse community and tailoring interventions to different cultural needs.

*

*


Evidence of ability to organise and prioritise work

Good oral and communication skills

Evidence of excellent casework skills

Evidence of a high level of record keeping

Excellent investigative skills

Ability to collate , interpret and present a wide range of data

Capacity to think creatively and systemically

Full driving licence and car available for work or a willingness to use public transport , as this post involves travel

* * * * * * * *

* * * * * * * *


181

APPENDIX FIVE : RESULTS OF JOB MATCHING

New Post Job Title New Post Grade

Number of Posts

Existing Job Title Matched Against New Post

Existing Job Grade

Number of postholders

Selection Proposal

Leadership Posts

Head of Brent Learning & Inclusion Service

Soulbury 42-37

1 No Match Internal/External Advertisement

Head Teacher KS 3/ 4 PRU

Leadership L21-27

1 Head Teacher, Poplar Grove PRU

L21 1 Ring-fenced Interview

Head of Education Other than AT School

Soulbury 21-25

1 No Match Internal/External Advertisement

Service Development Manager

PO5 1 No Match Internal/External Advertisement

Lead Advisor, Looked After Children Education Team

Soulbury 11-14

1 Head of Virtual School for Looked After Children

PO6 1 Assimilation

KS 3 / KS 4 PRU

Head of Centre

L14-18 2 No Match Internal/External Advertisement


182


Number of Posts


Existing Job Grade

Number of post holders

Selection Proposal

Assistant Head of Centre

L9 -13 2 Teacher in Charge (Kingsbury Assessment Centre)

MPS plus TLR 2 / 1 SEN

3 Competitive Assimilation

Deputy Head Teacher, Stag Lane PRU

L14

Deputy Head Teacher, Poplar Grove PRU

L11

KS3 / 4 PRU Teacher MPS plus 1 SEN

8 Teacher (Stag Lane) MPS, TLR2 plus SEN 1

8 Assimilation, subject to teachers covering one or more core specialism required within the new KS 3/ 4 PRU. Core specialisms required are set out in the consultation document at paragraph 7.7.

Teacher (Stag Lane) MPS, TLR2 plus SEN 1




Teacher (Poplar Grove)

MPS, TLR1


MPS, TLR1


MPS, TLR1


183


Number of Posts


Existing Job Grade


Selection Proposal

Teaching Assistants Scale 2 (14-17)

7 Teaching Assistant (Poplar Grove)

Scale 1/2 3 Assimilation – four vacant posts to be advertised.

Teaching Assistant (Polar Grove)

Scale 1/2

Teaching Assistant (Stag Lane)

Scale 3

Teaching Assistants – Behaviour, Guidance and Support

Scale 5 (22- 25)

2 Learning Support Assistant (Stag Lane)

Scale 5 2 Assimilation

Learning Mentor (Poplar Grove) Scale 5

Behaviour & Attendance Coordinator

PO2 1 Behaviour & Attendance Manager (Poplar Grove)

PO3 1 Ring-fenced

Finance Officer Scale 6 1 x (0.6 FTE)

Financial Administrative Assistant (Stag Lane)

Scale 6 1 Competitive Assimilation

Business Support Officer (BETS)

Scale 6

Administrative Officer

SO1 2 PA to Head Teacher (Stag Lane)

SO2

2 Assimilation, with remaining post subject to internal/external advertisement.

Schools Meals Assistant

Scale 1 1 x 0.35 School Meals Assistant (Stag Lane)

Scale 1 1 Assimilation


184


Number of Posts


Existing Job Grade


Selection Proposal

Inclusion Support Team

Team Leader, Inclusion Support Service

Soulbury 15-18

1 No match Internal//external advertisement

SEBD Advisory Teachers (1 x primary, 1 x secondary)

MPS, plus 1 TLR, 1 SEN

2 Team Leader, Primary Behaviour Support team

Soulbury 15-18

2 Ring-fenced one of the two ring-fenced post-holders will be required to cover primary schools and one will be required to cover secondary schools.

Behaviour Support Teacher Soulbury 10-14

Behaviour Support Workers

SO2 2 Specialist Behaviour Officer SO2 2 Assimilation

Specialist Behaviour Officer SO2

Parent Support Advisors

PO1 2 No match Internal/external advertisement

Inclusion Support Officers

PO2 4 Lead Pre-Exclusions Officer PO3 2 Assimilated – 2 posts to be internally and /externally advertised.

Pre-Exclusions Officer PO2

SEBD Casework Officer

Soulbury 8-12

1 No match Post to be advertised internally/externally


185


Number of Posts


Existing Job Grade


Selection Proposal

Health Education Needs Service

Team Leader, Health Education Needs Service

L14-18 1 No Match Internal/external advertisement

Teacher /Coordinator L4-8 1 Coordinator, BETs MPS, TLR 2 plus 1 SEN

1 Assimilation

Health Needs Service Teacher

MPS plus 1 SEN

5 Head of Science, BETs MPS, TLR2 plus 1 SEN

7 Ring-fenced, subject to teachers covering one or more core specialism required within the new Health Needs Education Service. Core specialisms required are set out in the consultation document at paragraph 7.8.

Head of Department, BETs MPS, TLR2 plus 2 SEN

Head of Department, BETs MPS, TLR2 plus 1 SEN

SEN Teacher, BETs MPS, plus 2 SEN

Teacher, BETs MPS, 1 SEN



Teaching Assistants

Scale 2 (14-17)

2 No Match Internal/external advertisement

Administrative Officer SO1 1 Office Manager

PO1 Ring-fenced


186


Number of Posts


Existing Job Grade


Selection Proposal

Looked After Children Education Team

LAC Advisory Teachers

MPS, plus 1 SEN

3 Deputy Head Teacher

PO3 5 Ring-fenced interview


PO2


PO2


PO2


PO2

LAC Information Analyst

SO2 1 No match Internal/external advertisement

Learning and Inclusion Resource Team

Referrals & Data Coordinator

SO2 1 Data Manager, BETs Scale 6 1 Ring-fenced interview

Alternative Provision & Schools Engagement Coordinator

PO2 1 Off-Site Project Manager PO2 1 Assimilation


187


Number of Posts


Existing Job Grade


Selection Proposal

Education Welfare Team

Education Welfare Officer (Exclusions)

PO2 1 Post Exclusions Officer PO3 1 Ring-fenced interview

NB: Any in-scope staff not identified within the matching table wil be considered for vacancies that may be suitable and are encouraged to advise their manager of any preferences.


188

APPENDIX SIX – SUPPORTING STAFF THROUGH CHANGE

Employee Assistance Programme (EAP) Lifestyle Action - A free and confidential 24 hour a day, 7 days a week helpline (0800 116 4368) offering expert advice, specialist counselling (face-to-face & telephone) and support on issues including: debt, tax and financial management family and personal starting a new job moving location staying healthy coping with change career and development transition

Global Solution Services To support staff who may find themselves displaced from their current job role, the Council has secured a programme of workshops with Global Solution Services to deliver information, training, coaching, support and guidance. The objective of Global Solution Services is to introduce individuals to the options that may be available and appropriate to them, whether that be moving straight into a similar role, changing direction and pursuing a new career, considering self-employment opportunities, planning for retirement, or taking the opportunity to reassess priorities and work-life balance; and to empower individuals to confidently take their preferred next steps. If you’d like to attend the ½ day Proactive Job-Search and the Hidden Job Market Workshop register your interest via ETWeb.

Brent Learning Hub – E-Learning A number of e-learning modules (listed below) are available on the Brent Learning Hub accessed through the intranet at your convenience. If you require assistance please contact the Corporate Learning and Development Team on 020 8937 3912 or email [email protected]. Self Development & Career Management - these more general modules show

how to develop and implement a career plan for the longer term. They provide a structured approach to assessing your own development needs, developing a plan and appraising your progress.

Impact of change for Employees - completing this module will help you to consider the impact of change. It will also help you to understand the need for change and how to cope with it.

Impact of change for Managers - completing this module will help you to consider

the impact of change for you and your team. It will also enable you to prepare your team members for change and support them through the change process.



189

The modules below are aimed at those who may be facing redundancy or a change of jobs as a result of organisational change:

Reviewing career options - this module is aimed at those at risk of, or considering

choosing redundancy. It will help you take stock of where you are in your career, and analyse your skills and personal attributes. The module also focuses on how training can help you prove and improve your skills and appreciate other possibilities like self-employment, volunteering, further education or career break travel.

Searching for Jobs - in this module we offer key points that will enable you to use formal and informal sources of new job information, recognise the positives and negatives of self-employment and appreciate the possibilities of volunteering.

Applying for Jobs - this module is on applying for jobs. It offers tips on preparing a

good CV, completing paper and on-line application forms and responding to advertisements by letter and on-line.

Writing a CV - this module offers valuable insight into putting together a quality CV. What to include, the problems you may face and the importance of tailoring for each specific job.

Preparing for Interviews - this module offers insight into conducting a successful interview. It outlines the different types of interview and the questioning techniques commonly met with. The module also highlights the importance of effective preparation and the steps to take should you not be successful at interview.

APPENDIX SEVEN

Brent Council Equality Analysis– Alternative Education, Attendance &

Behaviour Service

1. Roles and Responsibilities:

Directorate: Children and Families Directorate Service Area: Alternative Education, Behaviour and Attendance Service (Early Help & Education)

Person Responsible: Name: Sara Kulay Title: Interim Project Manager Contact No: 0207 937 2334 Signed:

Name of policy: Alternative Education, Attendance and Behaviour One Council Project

Date analysis started: February 2013 Completion date: June 2013 Review date: January 2015

Is the policy: New √ Old □

Auditing Details: Name:Eoin Quiery Title: Senior Practitioner (Diversity) Date: 10.06.13 Contact No: 0208 937 1623

Signed:

Signing Off Manager: responsible for review and monitoring Name: Sara Williams Title: Assistant Director, Early Help and Education Date Contact No: 0208 937 3027 Signed:

Decision Maker: Council Executive Date: October/November 2013

2. Brief description of the project. Describe the aim and purpose of the project what needs or duties is it designed to meet? How does it differ from any existing policy or practice in this area? The Alternative Education, Attendance and Behaviour Project is focussed on the work of the

Council’s Alternative Education Service, including Pupil Referral Units (PRUs), the Looked After

Children (LAC) Education Team, the Behaviour Support Service (including the work of two Pre-

Exclusion Officers) and the Education Welfare Service.

The in-scope services play an important role in promoting the attainment and inclusion of

vulnerable pupils, including those at risk of exclusion from school and looked after children,

through the provision of specialist support and help to ensure that the Council meet its legal duty

to provide full-time education (where appropriate) to all pupils out of school, to promote the

educational attainment of looked after children, and to ensure action is taken when pupils do not

attend school regularly and punctually. The sections employ around 109 staff (98 FTE), with net

budget costs of £5m in 2013/14.

The Project’s overall aim is to design a new flexible and cost effective service delivery model that

has coherence both structurally and operationally and meets the diverse needs of vulnerable

pupils and those at risk of exclusion through high quality early help and interventions, working in

close partnership with schools, families and other agencies.

The outcomes of the Project should deliver substantial benefits which are consistent with the

Council’s strategic objectives and can be summarised as follows:

A more cost efficient and focused model of service delivery thereby reducing the planned

place costs of Pupil Referral Units alongside increased devolution of funding to schools;

Greater focus on preventative work in primary schools and transition work between primary

and secondary schools.

An extended remit for the Pupil Referral Units which includes a strong core offer of outreach

to mainstream schools, dual registration, pre-exclusion/ behavioural, attendance and multi-

agency work;

Further reductions in the number of fixed term and permanent exclusions;

Strong links between the newly formed Inclusion Support Service, the Special Educational

Needs/Disability Service and Early Help Family Support Service through either hub and spoke

arrangements or co-location of services;

Much closer partnership working on behaviour and attendance between schools, supported

by the development of a clear Behaviour and Attendance Strategy

Improved specialist assessment and support for particular group of vulnerable pupils and

those newly arrived in order to prevent an escalation of difficulties and to avoid high-cost

Borough specialist placements.

A co-ordinated approach to the commissioning and quality assurance of alternative providers

from the private and voluntary sectors on behalf of schools and the Local Authority.

National research underlines the importance of keeping children in school to help them realise

their full potential. Conversely, pupils who are excluded from schools have poorer future outcomes

than other young people, including not being in education, employment or training post 16,

academic underachievement, offending behaviour, homelessness and mental health problems.

Looked after children also show significantly lower academic achievement than their peers – for

example, just 11 per cent of children in care gain five GCSEs compared to the national average of

over 60 per cent.

3. Describe how the project will impact on all of the protected groups:

IMPACT ON PUPILS Services to young people of compulsory school age (5-16) who are more vulnerable, at risk of

exclusion, or excluded from mainstream school will be enhanced by the new service design,

with more focus on preventative work to keep pupils in school, to provide early help to prevent

problems escalating and ensure that resources are targeted effectively. The new service model

will also provide opportunities to develop more culturally sensitive provision for emerging

needs among particular groups, such as Somali and Eastern European children. This should

improve outcomes for pupils and increase educational attainment. The overall pupil profile will

include pupils with a range of protected characteristics under the Equality Act 2010 related to

age, disability, race, religion or belief, sex, sexual orientation and pregnancy. Although the pupil

profile will vary over time, national data consistently shows that some groups of pupils are more

likely to be excluded than others. For example:

Boys are around three times more likely to receive a permanent or fixed period exclusion

than girls;

Pupils with Special Educational Needs (SEN) are around nine times more likely to receive a

permanent exclusion than those with no SEN;

Pupils eligible for free school meals are nearly four times more likely to receive a permanent

exclusion than those not eligible; and

Pupils from some ethnic groups are more likely to be excluded particularly those of Black

Caribbean, Traveller of Irish Heritage and Gypsy/Roma heritage.

A summary of the profile of pupils within the service and the impact of the project on pupils by

relevant protected characteristics under the Equality Act 2010 is set out below:

Age

The project will impact on those pupils aged 5-16 who are more vulnerable, at risk of exclusion, or

excluded from mainstream school. Analysis of the age profile of pupils in Brent shows that:

In 2011/12, almost half of pupils referred to the Education Welfare Service for attendance

issues (835 pupils in total) were of primary school age (54 per cent). Seven per cent were

nursery/reception pupils and 38 per cent were secondary pupils.

Fixed term and permanent exclusions in Brent are almost exclusively with the secondary

school age group (11 -16 years of age), though primary exclusions are increasing, they

remain low in Brent (4 to 5 per year from 2009-2010 and 2011-12).

Looked after Children supported by the LAC Education Team are mainly in secondary school

age group, with 73 per cent within this age range at April 2013.

The new service model has an explicit aim to increase early interventions and ensure that

emerging problems are dealt with at the earliest opportunity. In practice this means that

behaviour support will increasingly be targeted to pupils in the younger (primary school) age

group in order to stop problems escalating. This should lead to better outcomes for pupils and

parents in the longer-term.

All support provided by the new service will be designed to meet the individual needs of pupils,

with age appropriate support and interventions. For example, within the PRUs there will be an

increased focus on vocational training and external commissioning of bespoke packages for those

older pupils who would prefer to learn in a more hands-on way or would be more motivated by

vocational courses, directly relevant to their interests and ambitions, than by traditional academic

subjects. At primary school level, the development of nurture groups within school settings will

enhance support for younger pupils and ensure more effective support when vulnerable primary

school pupils transfer to secondary schools. Support to LAC children will continue to be age

appropriate, based on evidence of what works for different age groups.

Race

Vulnerable pupils and those at risk of exclusion are drawn from a wide range of ethnic groups,

though there are some distinct ethnic patterns and emerging issues within Brent, with some

groups over-represented in :

The profile of pupils admitted to Pupil Referral Units in 2012/13 academic year (to date)

shows that around half of the pupils are of Black origin (51 per cent), with Black Caribbean

pupils (23 per cent) and Black Somali pupils (14 per cent) being the largest excluded

populations. No other ethnic group comprises more than 5 per cent of the total population.

In comparison, 28 per cent of Brent children aged 5-17 were of Black origin in 2011 (Brent

Census data), 8 per cent were Black Caribbean and 13 per cent were Black African .

Fifty four per cent of pupils referred to the Behaviour Support Team in 2011/12 were of

Black Caribbean, Black African or Somali origin.

The five ethnic groups with the highest proportion of referrals for unauthorised absence in

2011/12 were: Pakistani (12.8 per cent); Indian (9.3 per cent); Black Caribbean (8.9 per

cent); White Eastern European (8.6 per cent) and Black Somali (7.8 per cent). In comparison,

6 per cent of Brent children aged 5-17 were of Pakistani origin in 2011 (Brent Census data).

Around 60 per cent of looked after children in education at April 2013 were Black or of

mixed heritage.

Research undertaken for the project found that some more recent arrivals in the Borough

(Somali girls, Eastern Europeans) would benefit from more behavioural and support in

mainstream schools.

Given the pupil profiles with in the in-scope services, any changes to services are more likely to

impact upon Black pupils who are over-represented in the service. Within the remodelled service

there will continue to be a strong focus on developing culturally sensitive interventions which

include positive role models and peer group/wider community involvement that recognises

cultural and ethnic diversity. The development of the proposed Inclusion Support Service will also

allow more flexibility in responding to new and emerging trends, supported by more effective

monitoring and profiling data. There will be direct work in mainstream schools to ensure effective

behavioural, emotional and social support for pupils in order to minimise exclusions.

Sex

The gender balance of pupils who are excluded/at risk of exclusion is predominantly male – for

example, most of the PRU pupils are male (usually 85 per cent + are male), though this can in turn

affect the suitability of placements for female excludees. In other areas of the service, the profile

is more balanced: for example, the profile of Brent pupils referred to the education welfare

service for unauthorised absences in 2011/12 (835 pupils in total) show that the proportion of

male/female pupils was evenly balanced and within the Looked after Children Education Unit the

split was 57 per cent male/43 per cent female at April 2013.

The development of the new service model will ensure that services are tailored to meet the

differing needs of male/female pupils. For example, consideration will be given to the gender

balance of different outreach teams to ensure effective role models and support. This approach

will be enhanced by closer working across different teams in the new structure. Equally the

development of more quality assured voluntary and private commissioned services will offer more

choice and flexibility in determining suitable placements for pupils of both sexes.

Disability/medical needs

The overall service caters for a range of pupils who are out of school for medical reasons, including

mental health problems, school phobia, terminal illnesses and physical disabilities.

For example:

The Brent Education Tuition service (BETs) caters for a wide range of different needs

associated with attendance, behavioural difficulties and emotional vulnerability. About 10-

20 pupils have particular medical needs, including disabilities, at any one time.

Within each area of the service a proportion of children will have special or additional

educational needs. For example:

o There are often between 10-12 pupils with SEN statements awaiting placements at

special schools in the BETs service.

o 30 per cent of pupils referred to the education welfare service in 2011/12 hade SEN

statements or be defined as school action/school action plus1.

o 30 per cent of the looked after children in education were statemented in June 2013.

o 16 per cent of permanently excluded pupils had statements in 2011/12 (7 out of 44

pupils).

A key aim of the new service is to ensure effective support for pupils with particular health or

educational needs and ensure that the Council meets its legal responsibilities2 to provide

(wherever practicable) full time education for those absent from school for an aggregated period

of 15 days or more due to illness. In line with the Council’s draft health policy, services will be

closely tailored to individual needs’ with a focus on reintegration into mainstream schools where

possible. A key principle of the new model is to ensure that provision starts with students’ needs

as paramount, with more flexibility and choice for those with particular health issues, disabilities,

and/or special educational needs,

Pregnancy and maternity

Pregnant teenagers and teenage parents often face health and social inequalities and can struggle

1 School Action and School Action Plus means that there is evidence that a child is not making satisfactory

progress and additional support is required to address learning difficulties ie, extra teachers, learning materials, etc. School Action Plus means that a child requires more specialist support, usually from the LEA – for example, educational psychologists or the behavioural needs teams. 2 Under section 19 of the 1996 Education Act

to access suitable education, training and employment. There are strong links between

deprivation and teenage pregnancy, with other factors such as low educational achievement, low

self-esteem, being the child of a teenage parent, and/or being from Caribbean, Pakistani or

Bangladeshi groups, increasing the likelihood of teenage pregnancies.

A small number of female pupils are referred to the service each year due to pregnancy, usually

between 2-3 pupils in each academic year. Within the new service, the education of school age

pregnant girls and young mothers will be maintained, through commissioned services (or virtual

learning) and additional specialist support from the new inclusion support team. Where possible,

education provision will continue to be in mainstream settings, with a flexible approach to

developing alternatives to meet particular medical, mental health or behavioural needs. Early

identification and referral of pregnant school aged mothers from schools will be also encouraged

to ensure early support. Effective links with other services will help to address barriers to

continuing education and training for pregnant teenagers/teenage parents, such as the costs and

availability of child care.

Religion or belief

There is little collated data on religion or belief among pupils within the in-scope services. This is

an area for development in the new service. However, Borough-wide data from the 2011 Census

shows that the local population has a wide range of beliefs. Religions with the largest affiliations

include: Christianity (41 per cent of the population); Islam (18.6 per cent); Hinduism (18 per cent);

Judaism (1.4 per cent); and Buddhism (1.4 per cent). Within the new service there will be an

increasing focus on individual support that takes account of pupils’ religious beliefs and

affiliations. Staff within the service will be expected to understand the range of issues that can

arise due to religious beliefs (such as intolerance, victimisation and extremism) and ensure that

any concerns are identified and addressed effectively.

Sexual orientation/gender reassignment Children become aware of their gender identity and sexual orientation at an early age and those

who are lesbian, gay, bisexual or experience gender dysphoria can sometimes experience

isolation, emotional vulnerability, bullying and harassment, social stigma and family

estrangement. Within the new service there will be increased resources to support pupils who

experience behavioural or emotional problems due to their sexual orientation, with more

resources targeted at mainstream schools to provide specialist support and interventions.

IMPACT ON STAFF GROUPS

Internal groups will also be affected by the Project, as the new staffing structure is likely to offer

a reduced number of posts and may require some staff to take on new roles and responsibilities.

The HR staffing profile below provides some information on the ethnicity, gender, disability, age

and sexuality of the workforce within the scope of the review as at May 2013. There is currently

limited information on some dimensions, such as religion and belief and sexuality . Although it is

not yet possible to identify how specific staff members will be affected, any changes are likely to

have a greater impact on women and people aged 25-50, as these groups form a larger proportion

of the in scope workforce. In comparison to the Brent population, women and people of White

origin are over-represented in the current staffing profile.

Characteristic % of in-scope staff (May 2013)

Characteristic % of in-scope staff (May 2013)

Gender: Disability:

Male 26% Yes 2%

Female 74% No 54%

Age Prefer not to say 44%

<25 years 0% Sexuality

25-50 years 62% Gay man 1%

51-59 years 21% Lesbian 1%

60 years plus 17% Heterosexual 41%

Ethnicity Prefer not to say 56%

BME Group 23%

White 36%

Prefer not to say 41%

All changes to staffing will be managed in line with the Council’s Managing Change Policy, with fair

treatment and support for all affected staff, including training and development to support

employees with new roles and responsibilities. The detailed impact of the changes will be

monitored and evaluated once the recruitment to the new structure is complete. However, it is

not anticipated that any of the groups covered by the Equality Duty will be at a disadvantage in

terms of accessing opportunities in the reshaped service.

Please give details of the evidence you have used: National research has consistently shown the importance of educational attendance and school

inclusion to attainment. Pupils within the scope of the project (i.e. those excluded from school,

those with high levels of unauthorised absences, and looked after children) are also known to

have considerably worse educational attainment than the rest of the school age population. A

wide range of national research and good practice has been drawn upon in developing the service

model to ensure that the approach will address these issues effectively, including OFSTED reports;

All-Party Parliamentary Group reports; and academic reports (see list at Appendix One).

Local research was commissioned to inform the development of the new service with a survey of

behaviour resources in Brent schools and feedback on existing provision helping to identify

schools’ priorities and ensure limited resources are targeted effectively.

Within Brent there is a wide range of data that allows the levels of permanent and fixed term

exclusions from school, attendance and attainment to be tracked and monitored, including

details of pupil’s gender, ethnicity, age and disability (including SEN statements). This data has

informed the development of the service model and will provide a baseline to measure the impact

of the Project. A wide range of non-financial benefits – such as improved access to specialist

services, improved joint working and increased opportunities to develop personalised

programmes for pupils – will also be tracked over time, mainly through feedback from schools,

service users and other stakeholders.

Staffing information and profiles have been obtained from the C&F workforce data and recent

equalities refresh. This will be reanalysed when the new service structure is implemented to

measure impact on different groups.

4. Describe how the policy will impact on the Council’s duty to have due regard to the need to: (a) Eliminate discrimination (including indirect discrimination), harassment

and victimisation

A key objective of the new proposals is to achieve better outcomes for vulnerable pupils,

some of whom may have been subject to harassment or victimisation at school or

perpetrators of such behaviours. More direct work in schools will also increase schools’

capacity to address these issues effectively, with more training and support for school-based

teaching and support staff. Provision of more individualised support, better information

collection and monitoring and multiple pathways will help to increase the educational

attainment children who do not do well and/or cannot be effectively supported in

mainstream school.

(b) Advance equality of opportunity

There is strong evidence that certain groups of pupils are more likely to end up excluded or

absent from school: children from deprived backgrounds, children with special needs, children

in local authority care and those with certain ethnic and cultural backgrounds. By investing in

early help and prevention, improving monitoring and making better use of evidence based

approaches, there will be greater opportunities within the new service to address educational

inequality and improve and outcomes for more vulnerable young people. As outlined earlier,

the new service model will enhance services to vulnerable pupils, with a strong focus on

ensuring individual support that is closely tailored to needs.

(c) Foster good relations

The service will work with children (and sometimes parents) from a wide range of ethnic,

cultural and religious backgrounds and some pupils will be from groups (excluded pupils,

looked after children, children missing from school) who often struggle to realise their full

potential. A small number of the pupils within the service may also be involved in gangs and

criminal activity and /or other anti-social behaviour. Use of evidence based interventions and

early help will help to prevent problems that may impact on the wider community escalating,

potentially contributing to improved community relations between different groups.

Developing more specialist provision for particular groups (eg, Somali girls, Eastern Europeans)

will also increase understanding of their needs and help to promote inclusion.

5. What engagement activity did you carry out as part of your assessment? Please refer to stage 3 of the guidance.

i. Who did you engage with?

As part of the overall service development, a wide range of stakeholders have been consulted

including schools, staff within the in-scope services, PRU management committees (which

include community representatives), the trade unions representing in-scope staff and the

Schools Forum (which the Council has a legal duty to consult on the use of the dedicated

schools grant which is used to fund the service). The formal consultation document will also be

issued to parents with pupils in the PRUs and a range of voluntary and community groups who

work with pupils at risk of disengagement from mainstream education. The overall project has

additionally be overseen by the Project Board, including Head Teachers and other

stakeholders.

ii. What methods did you use?

A number of consultation events have been held for affected staff, with all staff encouraged to

provide feedback on the new service model. A survey of a sample of Brent primary schools (6)

secondary schools (12) were also visited by a specialist consultant to identify the range of

support offered by schools and to identify gaps and areas for improvement. Other

engagement methods included: presenting reports to existing school’s forums and partnership

meetings and informal 1-2-1 meetings with other stakeholders.

iii. What did you find out?

Key priorities for the development and implementation of the new service model included a

need to :

Unify leadership of all of aspects of behaviour and alternative provision within Brent, and

provide increased cohesion and transparency of services.

Ensure adequate staffing levels within PRU to maintain the quality of teaching and safety

Ensure effective transition arrangements for pupils with existing service in setting up the

model

More short term preventative work with pupils at risk of exclusions, including provision

for increasing numbers of younger pupils at Key Stage 1/2.

Create more provision for emerging needs (e.g. Somali girls and Eastern Europeans) and,

more generally, ensure effective provision for girls (some of whom are now presenting

with more aggressive behaviours).

Increase joint working across schools on behaviour issues for the benefit of all schools

Quality ensure alternative providers more effectively

A continued focus on effective behaviour management in PRUs, restorative approaches,

and effective support for staff.

iv. How have you used the information gathered?

All information feedback through consultation to date has been used to shape the proposed

service model, with all issues listed above reflected in the new model and /or related

implementation plans. Inevitably not all individual comments and suggestions raised by staff have

been incorporated in the model, either because they were not considered to be appropriate

priorities for the new service and/or could not be justified on grounds of cost and workload.

Issues raised by staff and other stakeholders in relation to formal consultation on the new service

model will be responded to in the document setting out the final proposals for the service.

v. How has if affected your policy? Please see the response above.

6. Have you have identified a negative impact on any protected group, or identified any unmet needs/requirements that affect specific protected groups? If so, explain what actions you have undertaken, including consideration of any alternative proposals, to lessen or mitigate against this impact. Please refer to stage 2, 3 & 4 of the guidance. We do not anticipate any negative impact on pupils who may have specific protected

characteristics under the Equality Act 2010; the new model is explicitly designed to enhance

service provision for vulnerable pupils and promote better outcomes. The proposed model is

considered the best way to achieve more effective, tailored support within resource constraints.

For staff affected by the proposals, we anticipate that the proposals will have greater impact on

women and staff in the 25-50 age groups as these groups form the largest part of the workforce.

For most staff the new structure will provide more opportunities for new ways of working and

career development. However, there may be a negative impact on individual staff, as reductions in

the number of staff and/or changes in the nature of work could lead to a small number of job

losses. Voluntary redundancy and/or support and training to help staff adjust to new roles will be

used to lessen the impact of the changes. In line with the Council’s change management policy,

there will be a commitment to avoid compulsory redundancy where practicable.

The consultation specifically identified some gaps in provision for particular groups (girls at risk of

exclusion/excluded from school, Somali girls, Eastern Europeans) and in ways of working i.e., need

for more short term interventions, especially at KS 1/KS 2. The new service model is designed to

strengthen work in these areas, with more flexibility to respond to emerging needs and deliver

short term support, both within PRUs and in mainstream settings.

Please give details of the evidence you have used: The evidence that this has formed this assessment and the overall service model is set out in the earlier section of this report.

7. Analysis summary

Please tick boxes to summarise the findings of your analysis.

Protected Group

Pupils In-scope staff

Positive impact

Adverse impact

Neutral Positive impact

Adverse impact

Neutral

Age √ √

Disability √ √

Gender re-assignment

√ √

Marriage and civil partnership

√ √

Pregnancy and maternity

√ √

Race √ √

Religion or belief

√ √

Sex √ √

Sexual orientation

√ √

8. The Findings of your Analysis Please complete whichever of the following sections is appropriate (one only). Please refer to stage 4 of the guidance.

No major change Your analysis demonstrates that:

The policy is lawful There are clear legal requirements to provide alternative education to children excluded from school from the 6th day of exclusion and for certain pupils with specific health needs, to ensure that children attend school regularly and punctually, and to promote effective educational attainment of looked after children. Proposals for the new service have taken into account the requirements of the Equality Act 2010, with steps taken to address unmet needs for groups with protected characteristics, and ensure compliance with wider employment legislation.

The evidence shows no potential for direct or indirect discrimination The new service is explicitly designed to improve the life chances and opportunities of vulnerable pupils and those at risk of exclusion from mainstream education and ensure that individual needs are met effectively. There is no evidence that the new service model will discriminate directly or indirectly against particular groups.

You have taken all appropriate opportunities to advance equality and foster good relations between groups.

Improved outcomes for vulnerable pupils will help to advance equality and foster good relations between groups. Use of evidence based interventions and early help will help to prevent problems that may impact on the wider community escalating, potentially contributing to improved community relations between different groups.

9. Monitoring and review Please provide details of how you intend to monitor the policy in the future. Please refer to stage 7 of the guidance.

The impact of the new service model will be monitored through a performance framework for the new service. This will include information on the number /type of exclusions, authorised/unauthorised absence rates, reintegration rates for excluded pupil and educational attainment. More qualitative feedback will include sampling of individual cases to identify improvements (eg, from teacher, parent or other professional feedback), staff feedback and annual school surveys.

10. Action plan and outcomes

At Brent, we want to make sure that our equality monitoring and analysis results in positive outcomes for our colleagues and customers. An action plan, based on this equality impact assessment is set out overleaf:

EQUALITY ACTION PLAN – ALTERNATIVE EDUCATION, BEHAVIOUR AND ATTENDANCE SERVICES

Action By when Lead officer Desired outcome Date completed

Actual outcome

To ensure that all staff receive appropriate advice, support and training during the change management process

March 2014 Shereen Moussa Good staff morale

Lawful process

Effective transition to new service model

To increase the range of short term interventions for pupils at risk of exclusion, especially at K S 1 &2

March 2014 Head of Learning and Inclusion Service

Fewer exclusions Improved pupil outcomes (behaviour, attainment and/or attendance)

To increase the range of support options for girls at risk of exclusion /excluded from school



To increase the range of support for particular groups with un met needs eg, Somali girls and Eastern Europeans



Action By when Lead officer Desired outcome Date completed

Actual outcome

To ensure that information of pupils’ religious beliefs is collected across Brent schools.

September 2014

Head of Children & Families Policy and Performance

Better understanding of pupils’ religious beliefs and affiliations Increased ability to identify trends and patters related at religious affiliation.

Proposals to Restructure Alternative Education, Behaviour...

Documents

Transcript of Proposals to Restructure Alternative Education, Behaviour...