Academy: Leeds City Academy
Job Title: Lead GRT Behaviour Support Worker (Romanian speaking)
Grade: Salary: C1 .22-.25 £20, 661 – £22, 658 pro rata. Actual salary £17, 592 - £19, 293.
Leeds City Academy requires a Romanian speaking GRT Behaviour Support Worker. This role is 37 hours a week, term time only plus 5 days.
You will work with individual and small groups of GRT students who are struggling to manage their own behaviour in relation to Academy rules and expectations. The aim is to help these students to modify their behaviour, be successful in lessons and avoid higher tariff sanctions. You will also work to accelerate progress in learning, attendance or personal development at the discretion of the Assistant Principal for Key Stage 3.
You will be expected to carry out any reasonable task which falls within the scope of the purpose of the post.
Responsible for: Raising the attainment and inclusion of GRT students.
NB: All post-holders at The White Rose Academies Trust are responsible for improving the outcomes for learners and upholding the ethos of the Academies. The five principles of the Children’s Act: Every Child Matters guide the work of every adult working at or associated with Leeds City Academy.
General Duties and Responsibilities:
• Reinforcing the academies expectations around exemplary behaviour and attitudes in line with the academy Positive Behaviour Policy.
• Translating the behaviour expectations in Romanian to students and parents, verbally and in writing.
• Working with Pastoral, Inclusion, Learning Support, EAL and Curriculum staff in planning and supporting behaviour intervention for target students.
• Collaborating with professional colleagues to develop and maintain close working links with parent / carers and support agencies.
• Working with individual and groups of GRT students who are at risk of seclusion or exclusion.
• Working with individuals and groups of students whose behaviour acts as a barrier to their learning.
• Creating resources and programmes of work to assist with modification of behaviour for learning.
• Developing 1:1 mentoring relationships to support GRT students individual behaviour needs.
• Maintaining full and accurate records of intervention groups, and reporting back to the AP for KS3 in an agreed format.
• Working with staff to promote and develop classroom strategies to support the learning and inclusion of target students.
• Being involved with the admission and induction of new students to the school.
• Contributing to the effective transition processes for Y6/7 transition.
• Providing reports, with the Assistant Principal of KS3, Assistant Principal of Behaviour Safety and Welfare, or the Inclusion Manager, which contribute to annual reporting procedures.
• Attending and contributing to review meetings as appropriate.
• Liaising with outside agencies to support target students’ curriculum and pastoral needs.
• Monitoring student performance and setting appropriate targets in line with whole school target setting.
• Arranging and supervising groups of GRT students during baseline and online testing.
• Helping to establish the school ethos based on the aims of the school.
• Attending governor panel hearings as necessary with individual students.
• Working with the Student Progress and Community Liaison Leader to develop ‘START’, our parent Community Hub, promoting English Language for all parents and carers.
• Supporting students’ behaviour in class.
• Promoting behaviour strategies for GRT students or students with behaviour difficulties to colleagues.
• Withdrawing students from lessons on a one to one basis to do behaviour modification work.
• Supporting students to reintegrate to mainstream education following protracted absence for whatever reason.
• Gathering information about behaviour from subject staff.
• Keeping / updating data on target students for use in reports.
• Meeting new parent / carers to collect information about new students and disseminating this to staff.
• Supporting new students on arrival to access lessons and school procedures.
• Contacting and communicating with parent/ carers of target students as appropriate.
• Setting appropriate student targets, around behaviour, establishing a support package and sharing the information with the relevant people.
• Providing support for target students during exam periods and / or delivering alternative activities for students not taking exams.
• Supporting and collecting information during primary transition.
The closing date for applications is Monday 26 March 2018 at 12:00
Shortlisting will take place on Monday 26 March 2018
Interviews will take place on Thursday 29 March 2018
Start date ASAP
Thank you for taking the time to complete an application form. If you have not received an invitation to interview by Tuesday 27 March 2018 please assume you have been unsuccessful on this occasion.