Purpose of role: 

• To promote and model our values and ethos, holding relationships and Restorative Practice at the heart of all we do across the academy. 
• To lead and facilitate the general welfare, behaviour and emotional regulation of pupils with a range of complex SEND needs across the Pathways, from 4-16. 
• To work directly with teachers and support staff to develop provision, communication and regulation strategies, appropriate to learners needs. 
• To coach and develop staff in relational practice and behaviour strategies
• To work with pupils and in partnership with parents, appropriate staff and other agencies to support social communication, emotional regulation and behaviour for learning. 
• To work directly with individual pupils and groups of learners to deliver targeted intervention such as circle of friends, lego therapy, bereavement support etc 
• To manage and respond to behaviour monitoring systems to ensure timely and efficient responses for learners, staff and parents. 
• To work with identified vulnerable pupils and any others requiring support.

Key accountabilities (and specific duties / responsibilities):

Specific Responsibilities

Leading on restorative practice and emotional regulation

• Provide support and advice to all stakeholders in line with promoting wellbeing and personal development with respect to learning and health and safety.
• Respond to and take steps to resolve relationship and social issues between students.
• Support the implementation of the academy’s engagement in restorative practice, 3 R's and Brierley expectation policies.
• Monitor and evaluate behaviour trends.
• Be prepared to undertake Team Teach Tutor training and responsibilities
• Contribute to PBSP and BIPRAS
• Lead de-briefings and support post incident 
• Ensure that the voice of the child is heard and documented
• Comply with policies and procedures relating to child protection and all aspects of safeguarding children.
• Liaise with external agencies on behalf of the academy; work in a multi-disciplinary way to develop positive behaviour support plans
• Respond to calls for support on two way radios.
• To assist in break / lunch supervision.

Planning and Setting Expectations/Pupil Achievement

• Establish and maintain high standards in line with the academy’s ethos and expectations.
• Contribute to systems of natural consequences

Relationship with Parents and the Wider Community

• Be the first point of contact for parents, being responsible for and dealing with issues when appropriate and referring to other staff for action. 
• Ensure contact is made to parents whenever incidents are dealt with by self or when delegated to contact by others.
• Work collaboratively with the family and other key stakeholders
• Produce appropriate records of incidents dealt with – e.g. bullying, racial incident files.

General

• Arrange for work to be set and collected for exclusion and other student absence.
• Seek reports on student progress from staff.
• Ensure systems letters are sent and logged.
• Establish clear and effective communication with parents.
• Liaison with agencies responsible for students' welfare and contribution to multi agency etc.
• Liaison with the pastoral team re: attendance.
• Know and understand the implications of the Code of Practice for SEN.
• Any other aspect commensurate with the post, as required by the Principal.

Management (implementation) including Performance Management

• Be accountable for own Performance Management, setting challenging objectives/targets in line with the academy priorities.
• Maintain up-to-date role specific knowledge.
• To attend training and participate in personal/performance development as required. 
• To promote teamwork and to motivate staff to ensure effective working relations and communication. 
• Represent the academy in a manner consistent with its ethos and values.
• To respect the confidential nature of information relating to the academy and students.

Monitoring

• Actively monitor systems, individuals and groups of pupils to achieve positive outcomes.

Evaluation

• Evaluate impact of resources and systems.

Strategic Direction and Development of Co-op Academy Brierley 

The post holder will be expected to support and promote the development and progress of the academy, its students and staff. All staff are expected to:

• Facilitate open and clear lines of communication with all stakeholders.
• Contribute to the academy’s development and implementation of policies.
• Support all staff in achieving the academy’s priorities and targets.
• Ensure parents are well informed about the academy and their child’s progress.

Working with Staff

The post holder will promote positive and professional working relationships between all staff within the academy. They will also be expected to:

• Support the implementation of the academy’s Performance Management policy.
• Follow the academy’s quality assurance processes.
• Liaise with appropriate colleagues to ensure that individual needs of students are identified and met.
• Promote an inclusive environment and support the development of strategies to improve attendance.

Effective Deployment of Staff and Resources 

The post holder will make a significant contribution to the effective deployment and development of resources. They will also be expected to:

• Take advice on establishing priorities for expenditure and the cost-effective use of resources
• Work within the academy’s Quality Assurance framework.

Other 

• Co-op Academy Brierley expects all employees to uphold the duty to safeguard and promote the welfare of learners. 

The aim of the Job Description is to indicate the general purpose and level of responsibility of the

post. Duties may vary from time to time without changing the character of the post or general

level of responsibility. This is an outline Role Description only and the post holder will be expected

to undertake duties commensurate within the range and grade of the post or any lesser duties as

directed by the Headteacher.

The Academy is committed to the safeguarding and welfare of children and young people and expects all its employees and volunteers to share this commitment. This post is exempt under the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020, and the successful applicant will be subject to an enhanced check by the DBS