Behaviour Support Assistant (BSA)

Behaviour Support Assistant

(?19,817 ? ?21,734) Pro Rata
37 hours per week term time only + 5 days


We are looking to appoint an experienced, hard-working and committed individual to join our Inclusion Team.

The successful candidate will:

?be passionate about inclusion;
?have significant and successful experience of working with children with challenging behaviour in an educational context;
?show a good understanding of data handling to measure impact of interventions;
?demonstrate an understanding of the principles of inclusion and a commitment to inclusive education for all.

We are committed to the professional development of all our staff and to safeguarding and promoting the welfare of children and young people. This post is subject to an Enhanced Level DBS check.


The Job

To work under the direction of the Director for Inclusion and Attendance to ensure that all students in the academy have the best opportunity to achieve their expected outcomes. To promote a culture of Restorative Practice at all times. When behaviour manifests itself in a negative way and students need one to one support, establish the motives behind the behaviour and develop a system to manage those behaviours. To improve the use of data within the Behaviour Support Area, establishing baseline measures and using PASS to show impact of interventions.

Responsible for:
Supporting the delivery and monitoring of a personalised programme of study for target groups of students who are struggling to meet the expectations in the mainstream classroom setting. Providing individual support to students who cannot follow class contracts and the academy behaviour for learning policy. Developing the use of the Pupil Attitude to Self and School survey (PASS)

This will involve
?Providing learning support by identifying barriers to learning using PASS survey
?Parent / Carer liaison to ensure that effective support is being accessed
?Tracking and monitoring of student progress through lesson observations and effective communication with teaching staff
?Mentoring/coaching of individual students.
?Planning and delivery of small group work (anger management / social and emotional skills) as required in partnership with other staff.

Generic Duties & Responsibilities
?To support the Inclusion Team in raising the level of achievement for all students needing support.
?Contributing to the accurate assessment of student need and reacting flexibly/creatively to meet that need.
?To monitor individual progress and set targets for improvement on a daily/weekly basis.
?To work with the Student Support workers to ensure that faculties are receiving support at the appropriate times, completing break and lunch time duties as appropriate

?To keep accurate records of attainment/attendance/behaviour to the required standard and ensure that statistical data is readily available for monitoring and evaluation purposes.
?Promoting effective Individual behaviour support plans and working closely with year Directors to ensure that evidence of interventions and referrals are kept up to date.
?Develop an understanding of Behaviour thresholds and routes to alternative provisions.
?Liaising closely and collaborating with external agencies and other SPT Inclusion staff in the delivery of support programmes. Develop links between other SPT academies in the west to promote working collaboratively with our most challenging students
?Maintaining regular contact between the academy and home as appropriate; establishing constructive links with families / carers, exchanging information; keeping parents informed and facilitating support for their child.
?Establishing appropriate lines of communication with outside support agencies particularly Social Care/CAMHS/safer schools officers/local police or Youth Service.
?Ensuring that record keeping in relation to individual students is maintained to the required standard.
?Attending / contributing to student support meetings.
?Be aware of, and comply with, policies and procedures relating to child protection, health, safety, confidentiality and data protection, reporting all concerns to the appropriate person.
?Maintain the highest personal standards through participating in continuing professional development.

Additional Duties & Responsibilities
The Targeted Intervention and referrals assistant may be directed to perform other duties on or off site in line with their Pay and Conditions and within the expectations of staff within the academy trust.
This is not an exhaustive job description and does not intend to specify the proportion of time spent on any of the duties outlined herein. This job description will form the basis for the assessment of the performance of the Targeted Intervention and referrals assistant within the context of Performance Management.
The job description is not prescriptive, nor necessarily a comprehensive definition of the post. As such it may be subject to amendment after consultation to meet the changing needs of the Academy.


The School

How We Work:
?Work in a student-centred way
?Value everyone to celebrate success
?Communicate effectively and efficiently
?Work collaboratively
?Create accountability

How We Will Reach Our Goal

?Develop coaching and staff/student relationships
?Restorative practice and growth mindset embedded
?Use data in an effective way
?Clear systems and policies in place across the academy
?An effective and well-resourced learning and innovation room
?Create strategic focus groups
?Share best practice in a safe environment
?Build a staff identity

What Will Success Look Like?

?Student progress closing the gap on national levels in all areas
?Cohesive and effective leadership team
?No inadequate teaching
?Increased student intake in Year 7 and increased retention at Post 16
?Increased staff retention
?Ownership of the academy environment