Core Purpose of Role:

Main duties/responsibilities

• Offer emotional and practical support to parents, pupils and families, in their own homes where necessary, responding quickly to changing needs and circumstances.
• Offer a whole family approach to families with using the strengthening families criteria (must meet at least 2 of the criteria).
• Build trusting relationships with parents and pupils to help support their needs, to develop independence and resilience rather than dependence.
• Work alongside colleagues to assess the needs of the families referred for support and participate in the reviews and evaluation of the support.
• Plan creative and innovative responses to families’ needs and keep high-quality records and assist with the preparation of reports.
• Act as a DDSL, raising any immediate concerns with the Headteacher. Make referrals to FPOC, following discussion with Headteacher, use the Threshold Document, complete MARF forms, attend strategy and other meetings as needed.
• To receive line management and supervision as agreed with the line manager.

Supporting Families

• Act as a point of contact for families in need of support.
• Establish and foster good relationships with families.
• Promote the self-esteem of parents and help them to communicate openly.
• Discuss issues, e.g. difficulties at home, with parents in a confidential manner and in accordance with the school’s Confidentiality Policy.
• Support inclusive practices, focusing on preventative and early intervention measures.
• Support vulnerable and ‘at risk’ pupils and families in a manner appropriate for individuals’ needs.
• Share information on practical childcare and parenting skills with families who request it.
• Facilitate group family support sessions and conduct them in a positive, holistic and confidential manner.
• Be knowledgeable of the range of agencies available locally; working with them directly or signposting parents towards suitable assistance.

• Ensure the Essentials for Engagement are in place:
• Consent is in place where appropriate.
• There will have been an assessment taking account of the needs of the whole family.
• There is an action plan that takes account of all (relevant) family members.
• To act as the Lead Professional, where appropriate.
• Be a DDSL at the school and act in accordance with the Children Protection and Safeguarding Policy.
• Participate in training events as required to ensure your knowledge is up-to-date and reflects good practice advice.
• To provide guidance and support for families experiencing difficulties in a way that does not bring them into conflict with neighbours, the community and housing agencies. To maintain contact with families for an agreed length of time to help families develop more effective strategies and skills to improve outcomes for the whole family.
• To deliver parenting support using the Solihull Model, where appropriate (individually or in a group).
• To maintain regular contact with families of children and young people receiving support to encourage positive family involvement in the child’s/young person’s learning.

Supporting Pupils

• Complete common assessment forms with families to ensure they receive appropriate support.
• Liaise with teachers, the Headteacher, SENCO, DSLs, and any other relevant persons regarding pupils.
• Work across all of the both the Infant and Junior schools to support vulnerable children within the same family as needed.
• Provide pastoral support to pupils as required, implementing pastoral support plans as appropriate.
• Establish good relationships with pupils, acting as a role model and setting high expectations of pupils.
• Assist with the development of behaviour plans to ensure pupils have the support in place to positively engage with learning.
• Encourage pupils to interact and engage with activities and learning and develop pupils’ confidence and self-esteem.
• Under guidance from teachers, provide feedback to pupils in relation to their progress and achievement to help them make meaningful and positive progress.
• Provide one-to-one support for pupils as and when required, including during typically more stressful times such as the lunch period.
• Be available as timetabled during break and lunchtime to offer drop-in and/or planned support to identified children.
• Withdraw and support pupils whose behaviour is proving a significant barrier to their own or others learning, in consultation with assistant heads or headteacher.