JOB DESCRIPTION
Department: Learning & Children’s Service
Job Title: Advisory Teacher Learning and Behaviour Support ( Secondary )
(0.6 FTE)
Service: Pupil Support Services
Post No: TBA
Scale: Soulbury Scale 6 to 9 pts
RELATIONSHIPS:
1. Responsible to:
The Practice Manager of the Pupil Support Service.
2. Responsible for:
The delivery of appropriately planned support and advice to classroom staff as
well as direct help with individual and groups of pupils aimed at improving their
academic achievement and general well being within the school context.
3. Important Functional Relationships
 Staff of the Learning and Behaviour Support Teams.
 Headteachers, SENCOs, teachers and other related school support staff.
 Pupils, parents and carers.
 The Assessment and Support for Learning Team
 The Educational Psychology Service
4. Important External Relationships


Members of the safeguarding teams and ASKK as part of the Learning and
Children’s Services.
Staff of the Kingston Primary Healthcare Trust.

Other professional bodies and external agencies as appropriate

Any other professionals with interest in the child or young person.
MAIN RESPONSIBILITIES/ DUTIES OF THE JOB:
.
1. Support for groups of pupils with learning and Emotional and Behavioural
Needs.
2. To support similar pupils that may also experience social, emotional and
behavioural barriers to their learning.
3. To contribute learning based advice towards the development of learning and
or behaviour management programmes.
4. To contribute towards the planning and review processes of specific pupils who
have special educational needs.
5. To develop an approach to pupil support that extends beyond the individual
child and recognises the changes in the needs of schools and SEN pupils
resulting from the Every Child Matters agenda.
6. To help Headteachers, SENCos and other School Managers in improving
provision for those pupils whose learning is hindered by their Special or Social
and Emotional needs through the offer of quality advice in the following areas:
a. The support work of NQTs and Teaching Assistants (TAs). Providing
training programmes and working directly to enskill staff and monitoring
progress in building capacity towards the delivery of high quality pupil
support.
b. Developments towards design and use of suitably differentiated learning
resources/materials for pupils with SEN and BESN.
c. Developments within SEN policy and practice.
7. To be fully conversant with relevant statutory provisions, codes of professional
practice and conduct, customer care procedures, and principles of equal
opportunities.
8. To maintain and develop the custom and practice established by the Service in
providing a high quality of support that schools purchase on a repeat basis
through ‘Buy Back’ arrangements.
9. To maintain and contribute to improvement of systems that ensure a high
quality of monitoring and evaluation is given to the work of the service in
supporting pupils and schools.
10. To maintain an understanding of the purpose of day to day pupil
and school support in relation to the objectives and targets
identified within the yearly Team and Service Plans.
11. To attend and contribute to Inservice training sessions including
those specific to Team and Service Planning.
12. To undertake other duties commensurate with the grade and
responsibilities as may be reasonably required by the Practice
Manager.
MAIN PURPOSE OF THE JOB:
Working in consultation with the Practice Manager to deliver professional, high quality
support to identified pupils and to advise schools on appropriate strategies for the
effective education of individual pupils who may have a range of Special Educational
Needs.
PREPARED BY:
AGREED BY POSTHOLDER:
DATE:
DATE:
PERSON SPECIFICATION
ESSENTIAL(E)
DESIRABLE (D)
Advisory Teacher ( Secondary Learning and Behaviour Support)

Qualified and recognised graduate teacher status.
E

Knowledge and experience of teaching at Key Stage 3
and / or KS 4 levels.
E
Evidence of further qualifications in an area of
Educational Special Needs
D
Evidence of a strong knowledge and experience of
Special Educational Needs
D
A sound understanding of current educational trends
and knowledge of how children learn and develop.
D

An excellent classroom practitioner
D

Evidence of general organisational ability.
E

High expectations of standards of achievement and
behaviour from the children.
A commitment to pursuing professional development.
E





D
The ability to be an effective communicator – both in
writing and orally.
D

Good ability to work as part of a team.
E

Ability to work one-to-one with pupils.
E

Good interpersonal relationships and the ability to
exercise tact and confidentiality.
E
E

Willingness to adapt to new ideas and working
practices.

Good communication skills, both oral and written.
E

Good personal standards of literacy and numeracy.
E