Role Title: Wellbeing Tutor
Reports to: Senior Therapeutic Intervention Lead
Contract Type: 6 months provisional
Location: TBA
Date: TBA
Our School
White Trees Independent School is a specialist provider of educational services delivering a nurturing environment that supports pupils’ needs enabling them to experience a rounded and balanced education.
Open for Business Since 2013
Based in Hertfordshire we were originally opened in 2013 for 6 pupils. This has since grown to take 78 pupils and from one site to three. This makes us an especially important part of the WhiteTrees Group which we plan to grow in parallel with the housing and residential expansion, plus, the local area authority needs, to accommodate more young people.
Pupil Centric Education
We put the pupil’s educational requirements first and don’t try to fit them into a generic system that has already failed to identify and support their educational needs. Many of our pupils have been let down and disappointed time and time again.
Our Building Brighter Futures Framework underpins the teaching and learning across our whole school by providing a common language for supporting the growth and development of pupils and staff.
Main Purpose of the Role
The Wellbeing tutor is part of the Intervention team within the school. The Wellbeing tutor, under the guidance of the Senior Therapeutic Lead will support the development of the social and emotional development of White Trees pupils through the Intervention systems in place. The Wellbeing tutor assists in the identification of support needs within the school through assessment protocol and implements targeted interventions as needed.
Duties and Responsibilities
Clinical
? To assist with psychological assessments, including questionnaires, self-report measures, rating scales, direct and indirect observations and semi structured interviews with young people and school staff members in collaboration with the Intervention team.
? To maintain a caseload with guidance and support from the Senior Therapeutic Intervention Lead.
? To conduct 1:1 sessions with identified pupils focused on school based SEMH strategies.
? To support pupils with accessing external therapies under the guidance of the Senior Therapeutic Intervention Lead.
Set high expectations which inspire, motivate and challenge pupils by:
? Actively develop knowledge and understanding of the Building Brighter Futures Framework and incorporate this into sessions with pupils.
? Establishing a safe and stimulating environment for pupils, ingrained in mutual respect
? Demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils – leading by example.
Promote good progress and outcomes by pupils by:
? Being accountable for the progress and outcomes of the pupil you support in sessions (alongside other staff where applicable)
? Being aware of your pupils’ capabilities and paperwork, and plan sessions to build on these, wrapping the support around the individual pupil with the support of the Senior Therapeutic Intervention Lead.
? Guiding pupils to reflect on the progress they have made and their emerging needs
? Demonstrating knowledge and understanding of pupils needs relating to mental health and how these impact on session planning
? To report and record pupil’s progress and results of assessments within the school’s recording and reporting structure, under the guidance of Senior Therapeutic Intervention Lead
? Use data and records to set appropriate targets and plan interventions accordingly
Demonstrate good theoretical knowledge and understanding by:
? Having a secure understanding of how a range of factors can inhibit our pupils’ ability to engage, and how best to overcome these – Following strategies/interventions designed by the Senior Therapeutic Intervention Lead.
? Having a good knowledge of the relevant interventions, utilising and maintaining pupils’ interest in the session, and addressing misunderstandings
? Demonstrating a critical understanding of developments in promoting pupils' positive mental, social, and emotional needs.
? Demonstrating and awareness of the physical, social and academic development of children and knowing how to adapt sessions to support our pupils’ education at different stages of their development and emotional state
Plan and deliver well-structured sessions by:
? Liaise with Senior Therapeutic Intervention Lead to assess pupils SEMH needs and implement programs in order to support their needs
? Imparting knowledge and developing understanding through effective use of session time
? Reflecting systematically on the effectiveness of sessions and approaches to planning and implementation
? Contributing and supporting the design and provision of an engaging sessions within the relevant scope for intervention
Manage behaviour effectively to ensure a good and safe learning environment by:
? Having high expectations of behaviour, using our behaviour wave system accordingly to help support our pupils, embracing the culture of ‘catching our pupils being good’
? Lead by example – show our pupils what we expect from them, positive behaviour and good manners
? Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
Contribute to self-evaluation by:
? Contributing to the completion of the current school evaluation processes as required
Professional development and performance appraisal:
? Attend all CPD days and training as required
? Review own professional development and identify training needs
? Take part in the school’s performance appraisal programme and be committed to improving own practice
? Act upon advice and feedback and be open to coaching and mentoring
Fulfil wider professional responsibilities by:
? Make a positive contribution to the wider life and ethos of the school
? developing effective professional relationships with colleagues
? Taking responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
? Communicating effectively with parents with regard to pupils’ achievements and well-being
? Sharing in the celebration of success of pupils
? Contributing to, and supporting pupils to contribute to the school’s news communications
? Using school systems in place efficiently and effectively, class-dojo, CPOMs, etc
? Provide updates for identified pupils for up-and-coming PEP and annual review meetings, if relevant
Other responsibilities:
? Staff are expected to demonstrate consistently high standards of personal and professional conduct
? Staff may be asked to undertake occasional other, reasonable tasks at the request of their line manager
? The school is committed to the safeguarding of children and all teachers are required to understand and follow any safeguarding policies and procedures that are in place
? Undertaken ‘Keeping In Touch’ days during each half term, as arranged with your Site Lead.
Person Specification
Qualifications
? A good undergraduate degree in Psychology or related subject and/or extensive experience in delivering Therapeutic Interventions
Experience
? Experience delivering Therapeutic Interventions
? Experience in working with Young People who have SEMH
Skills and Abilities
? Ability to create a safe and secure session environment
? Ability to break down barriers to engagement
? Be creative in approach to teaching, utilising pupils’ interests to hook them in and engage them
? Flexible and adaptable
? Effective communicator
? Ability to adapt to different needs of pupils
? Be highly organised
? Caring, sensitive and responsive to the needs of our pupils
Other requirements
? Commitment to safeguarding children
? Be passionate about teaching and providing the best possible opportunities for all pupils
? A commitment to the school’s ethos and vision
? Resilient and positive