Jo Morgan

* Assisting schools, colleagues and other agencies in the early identification of children with attendance problems and to jointly develop and apply strategies including casework designed to bring about improvements.

*Managing caseload of vulnerable families needing specific support around improving attendance

*Advising families, schools and other agencies on statutory requirements in relation to school attendance and provide support, advice and guidance to enable parents/carers to meet statutory requirements.

*Working directly with families in their home environment.

*Working with others (cluster team, schools and Children's Social Work Services) to develop and implement strategies to improve attendance.

*Providing support to schools regards attendance coding, exceptional cases, fixed penalty notices and complex cases

*Holding School Attendance Panels (SAP)

*Recording and compiling appropriate evidence for the local authority to initiate legal proceedings

*Working in partnership with the cluster to produce attendance action plans to improve attendance and meet attendance targets in partnership with schools and other key agencies.

*Keeping high quality records to enable the production of reports and case studies

*Taking a proactive role in helping to develop whole school and whole area strategies to improve attendance at schoolwork in partnership with the attendance lead in schools to assist families in ensuring their children benefit from the appropriate educational opportunities available to them through the provision of a variety of casework techniques including:

• * Early Help Assessment
• Solution focussed casework
• Individual and family support work
• Parenting skills development
• Sign-posting to other services / agencies / cluster support* Mediation to remove barriers to learning
• Managing personal case loads, and cases in relation to attendance
• Attending and chair multi-agency meetings in relation to school attendance.
• Keeping accurate up to date records of casework and any other relevant information; adhering to cluster recording keeping policy

*Working as part of a multi-professional team, in an integrated way with a wide range of partners to support children, young people and families with extensive multiple needs.

*To support families to overcome barriers to learning and improve outcomes for children and young people, by delivering a range of quality support interventions within education and home settings working with children and their families.

*Engaging targeted families and provide an early intervention service to prevent need escalating, by empowering individuals to overcome challenges associated with access to education. For example, attendance at school, social, emotional and mental health issues, behaviour, anger management, drug and/or alcohol misuse, domestic violence, financial management and general parenting skills.

* Working with children, young people and families in challenging circumstances, who may be vulnerable in a non judgemental and open approach.

*Offering a time limited, solution-focused interventions when supporting individual families, whilst being accessible and supportive. *Working in partnerships with schools and agencies delivering services to children, young people and families.

* Listening to children's, young people's and parent's views building on their strengths.

*Working with families flexibly and creatively, to enable them to improve their parenting skills.

*Recognising the development needs of children and young people.

*Working using my own initiative, managing caseloads and managing my time.

*Planning, organising, coordinating and facilitating Early Help plans, holding meetings with parent/carers and other professionals.

*Working in a restorative way with children, families and professionals to achieve positive outcomes for all involved.

*Completing paperwork and ensuring all is uploaded to relevant platforms and distributed.

*Maintaining concise high quality records of work and supplying data and other monitoring and evaluation information required within set time scales and targets.

*Liaising with partner schools, line manger and relevant professionals, taking action to any safeguarding concerns are identified.

*Leading on safeguarding, child protection and the promotion of pupil welfare by monitoring, reporting and recording concerns, liaising with social workers and key agencies and attending child protection meetings.

*Leading individual child protection induction training, whole Academy child protection training

and provide continuous professional development opportunities for staff.

*Leading on the identification of pupils whose progress, development or well-being is affected by changes or difficulties in their personal circumstances; and plan and develop support tailored to their individual need.

*Working with external providers, develop and facilitate therapeutic/nurture group sessions in target areas for identified groups of pupils.

*Attending multi-agency meetings in order to action plan for vulnerable and at risk pupils and families

Lead in Early Help Assessments and chair and attend Early Help meetings, which will include collating accurate information, action planning and writing reports

*Liaising with teaching and support staff to co-ordinate support for targeted pupils and groups of pupils in order to raise achievement, attendance and to enable them to overcome barriers to learning.

* Review and evaluate the effectiveness of pastoral practice and the impact on progress, development and the well-being of vulnerable and at risk pupils and provide continuous professional development and training

*Raised awareness and promote understanding about the physical, social and emotional difficulties, pressures and challenges that some pupils and their families face in their daily lives

*Provide and arrange one-to-one support for targeted pupils who are on child protection plans, in looked after care and those at risk or in need of behavioural or emotional support.

*Ensuring that pupils who are victims of abuse are supported appropriately and sensitively.*Referring vulnerable pupils and families to external agencies and signpost parents/carers to the referral pathways for services.

*Leading in the transition of information and support for vulnerable and at risk pupils across key stages and in communication with other establishments and schools.

*Communicating effectively and professionally with parents/carers face to face and over the phone and lead on the promotion of positive home/school relationships through family support.*Communicating effectively with social workers/ key agencies involved with families and attend child protection meetings.

* Plan and facilitate short and long term parenting programmes, events and activities to develop skills based parenting to ensure school engagement and secure positive outcomes for pupils and families.

*Signpost parents/carers to opportunities in the local area that promote positive parenting, educational training and skills for employment

*Establishing parents support groups or programmes to help improve parenting skills and encourage support for pupils in their learning.

* Responding appropriately to disclosures or concerns, which relate to the well-being of a child.

* Maintaining accurate, confidential documentation on all cases of safeguarding and child protection using an online recording programme, "Cpoms".

* Ensuring all cause for concerns are acted on appropriately and kept up-to-date.

* Promoting safeguarding of pupils through early identification of child protection issues and ensuring appropriate intervention is taken.

* Initiate and refer pupils to and co-ordinate referrals to CSWS

* Responding to individual student welfare issues, providing a safe space, warm and welcoming environment in which they can access support.

* Responsibility for the 'first day' absence system and the follow up procedures, which includes making calls to parent/carer and home visits.

* Working in partnership with other professionals and agencies to ensure the well-being and needs of vulnerable children in education are met, paying particular attention to Child Protection procedures and those children looked after

.* Providing emotional, practical support and advice to families that are experiencing long or short-term difficulties.

* Identifying and working together with families to support them in planning and achieving their goals through the right conversation at the right time or through EHP.

* Ensuring the right type and level of support is available, for example, if parents need advice on parenting but need a more intensive support within the family home, signposting to the appropriate external agencies.

* Helping parents develop the skills in parenting, managing money and/or supporting in a crisis with a non-judgemental approach.

* Communicating sensitively and effectively with children and adults.

* To liaise with the pastoral team about individual children who may be experiencing problems at home or outside school which may be affecting their mood in school and or school attendance.

* Building good relationships with families that may not engage at first.

* Communicating effectively with education professionals and ensure that information is up to date, accessible and supportive of good practice.

* Coordinating and leading E.H.P

* Ensuring a positive working relationship with pupils, acting as a role model and setting high expectations.

* To assist with the development and implementation of individual pupil learning and behaviour plans.

* Promoting the inclusion and acceptance and support for all pupils within the classroom.

* To support pupils consistently whilst recognising and responding to their individual needs.

* To encourage pupils to interact and work co-operatively with others and engage all pupils in activities.

* To promote independence and employ strategies to recognised and reward achievement of self-reliance.

* To provide feedback to pupils in relation to progress and achievement.

* To work with the teacher to establish an appropriate learning environment.

* To work with the teacher and assist in lesson planning, evaluating and adjusting lessons/work plans as appropriate

* To monitor and evaluate pupil responses to learning activities.

* To provide objective and accurate feedback and reports as required to the teacher on pupil achievement, progress and other matters, ensuring the availability of appropriate evidence.

* Ensuring group work and individual work is marked and up to date

*date

* To be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as requested

.* Promoting positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour.

* To liaise sensitively and effectively with parents/carers as agreed with the teacher within your role/responsibility and participate in feedback sessions/meetings with parents with or as directed by the teacher.

* Implementing agreed learning activities/programmes, adjusting activities according to pupil needs and their learning plans

* Following and implementing local and national learning strategies - literacy, numeracy and early years and make effective use of opportunities provided by other learning activities to support the development of relevant skills.

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

* Establishing constructive relationships and communicate with other agencies/professionals in liaison with the teacher, to support achievement and progress of pupils.

• Covering whole classes in EYFS for PPA/Leadership time/ECT time and in the short-term during teacher absence.
• Assessing the needs of pupils and use detailed knowledge and specialist skills to support pupils' learning.
• Establishing productive working relationships with pupils, acting as a role model and setting high expectations.
• Develop, plan and implement specific individual or group interventions (e.g., Phonics, PSPs, Speech and Language programmes)Promoting the inclusion and acceptance of all pupils within the classroom.
• Supporting pupils consistently whilst recognising and responding to their individual needs.
• Encouraging pupils to interact and work co-operatively with others and engage all pupils in activities.
• Promoting independence and employ strategies to recognise and reward achievement of self-reliance.
• Providing feedback to pupils in relation to progress and achievement.
• Supporting the role of parents in pupils' learning and contribute to/lead meetings with parents to provide constructive feedback on pupil progress/achievement

*Liaise and work in close collaboration with all Partner primaries, teachers, pupil and parents.

*To monitor and track student learning, behaviour and progress for each individual and liaise with Progress Manager and pupil tutor.

*To mentor groups and or individual pupils as identified with partner primaries who are or who may become disengaged from learning through the transition period.

*Organise and meet parents when and where necessary, including home visits.

*To collect and collate pupil transfer key data, which included Child Protection and Special needs information.

*Organise and deliver Transition Programme

*Planning and delivering Maths and English curriculum to small groups, following Individual Education and behaviour plans, for children who had challenging behaviour and learning difficulties

.*Supporting vulnerable pupils, pupils with additional learning needs or and have a barrier to learning in class.

*Setting SMART individual behaviour/attendance/learning targets.

*Assessment of children's learning and outcomes from specific group work

.*Delivering individual and small group work to support children with emotional and social difficulties.