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Open nowPosted 18 days ago

Student Behaviour Support

Teaching Vacancies (DfE)6,130 open roles

Where
Hednesford, West Midlands, United Kingdom
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Your applicationOpen nowStudent Behaviour SupportTeaching Vacancies (DfE) · Hednesford, West Midlands, United Kingdom

  1. YouYes, apply to this one.

  2. CV RocketCV written for this posting.

  3. 25 readersRecruiter, hiring manager, skeptic. Round after round.

  4. CV RocketApplied on Teaching Vacancies (DfE)'s own form.

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The clock on this job

Early applications get read.

7.8% of postings close within 7 days. Measured by our own scanner across the market. Teaching Vacancies (DfE) postings stay open a median of 1 days.

Share of postings closed within
  1. 1.7%1 day
  2. 3.5%3 days
  3. 7.8%7 days
  4. 14.6%14 days
  5. 34.1%30 days
This job: posted 18 days ago

Teaching Vacancies (DfE) median: 1 days open

The posting

Hednesford Valley High School is seeking a committed and enthusiasticStudent Behaviour Support Officerto join our SEND and Inclusion team.

This is an exciting and varied role supporting students who may experience barriers to learning as a result of behaviour, emotional regulation, attendance, engagement or wellbeing. Working closely with students and staff, you will provide both responsive behaviour support and planned, targeted interventions to help young people regulate, re-engage and participate successfully in education.

A key part of the role will be developing and delivering purposeful interventions tailored to individual student needs. These may take place individually, in small groups, within the wider community or through the school's therapeutic and wellbeing provision, includingstructured interventions involving our school therapy dog.

Key responsibilities

  • Respond to behaviour incidents and support students to regulate and successfully reintegrate into learning.
  • Plan and deliver targeted one-to-one and small-group interventions to improve behaviour, engagement, attendance and wellbeing.
  • Deliver structured therapeutic and wellbeing interventions, including planned work involving the school's therapy dog.
  • Develop and facilitate appropriatecommunity-based interventions, helping students build confidence, resilience, independence and positive engagement.
  • Develop positive relationships with external organisations and community partners to broaden the range of intervention opportunities available to students.
  • Monitor behaviour information usingArbor, identify patterns and provide clear information to support intervention planning and evaluation.
  • Support the successful reintegration of students following suspension, periods away from lessons or other significant difficulties.
  • Act as the school'sSCIPr Co-ordinator, supporting consistent practice and ensuring associated records and legal documentation are completed accurately.
  • Work collaboratively with teaching staff, the pastoral and SEND teams, parents/carers and external professionals to promote positive outcomes for students.

We are looking for someone who

  • Has experience of working successfully with children or young people, particularly those who may present with challenging behaviour or additional needs.
  • Can develop positive and trusting relationships with young people while maintaining clear professional boundaries.
  • Is calm, resilient and able to respond effectively to challenging or changing situations.
  • Understands that behaviour can communicate an underlying need and can support students to regulate and return successfully to learning.
  • Can plan, deliver and evaluate purposeful interventions around individual student needs.
  • Is organised, proactive and able to work independently as well as collaboratively within a wider team.
  • Can communicate effectively with students, families, colleagues and external professionals.
  • Is creative in developing opportunities that engage young people and help remove barriers to learning.
  • Is willing to undertake relevant training and professional development.
  • Holds a clean driving licence and is willing to undertake minibus driver training and assessment. The ability to drive the school minibus would be advantageous.
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