PERSON SPECIFICATION NOTES TO JOB APPLICANTS 1. You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant. 2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. 3. The stage in the process when the criteria will be measured is outlined in the table below. 4. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form. 5. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role. 6. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria. Section 1 - Essential Criteria The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted. Factor Essential Criteria Method of Assessment Qualifications Hold a Degree in Psychology/Social Science/Education/Early Years/Speech and Language Therapy or other third level qualification which is relevant to the post Shortlisting by Application Form Experience Have three years’ experience working with children with special educational needs in an early educational setting Experience working with families and early years settings to promote partnership working and effective inclusion Have experience of designing and implementing programmes of support for individual children with SEN Shortlisting by Application Form Knowledge Have a working knowledge of specific strategies and methods suitable for supporting pupils with a range of SEN Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form S ection 2 - Essential Criteria The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model. Factor Essential Criteria Method of Assessment Knowledge Candidates should demonstrate knowledge of child development as it applies to early years current legislation and policy context in promoting the inclusion of young children with SEN in early years settings Candidates should demonstrate extensive knowledge of specific strategies and methods suitable for working with children with SEN in at least one of the following areas: Language and Communication Difficulties Autism Spectrum Disorder Social, Emotional and Behavioural Difficulties Learning Difficulties Interview Skills/ Abilities In line with EA’s Game Changing People Model we will look for evidence of: a high degree of interpersonal skills and an ability to use initiative, working logically and with precision the ability to engage and communicate sensitively and professionally with families, setting staff and a range of professionals to promote the best interests of the child the ability to plan and organise work effectively with young children with SEN in both the home and in early years settings Interview Values Orientation Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here. Interview Section 3 - Desirable Criteria Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted. Factor Desirable Criteria Method of Assessment Qualifications/ Experience Have experience of providing advisory support/training to school staff, parents, colleagues or other professionals Additional training or a relevant qualification in the area of Special Educational Needs/Early Years Shortlisting by Application Form Our Values Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential. DISCLOSURE OF CRIMINAL BACKGROUND The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed on www.nidirect.gov.uk/campaigns/accessni-criminal-record-checks or www.justice-ni.gov.uk/articles/about-accessni APPLICANT GUIDANCE NOTES To view the applicant guidance notes, please click here. To learn about the many great benefits of joining the Education Authority, click here. The Education Authority is an Equal Opportunities Employer JOB DESCRIPTION REPORTS TO\: Head of SEN Early Years Inclusion Service RESPONSIBLE FOR: In delivering this role, the Intervention Officer will provide advice to early years setting staff and parents and will support referred children directly in settings and home environments. JOB PURPOSE The Intervention Officer will work as part of a regional transdisciplinary team to support the work of the SEN Early Years Inclusion Service. In delivering this role, the Intervention Officer will provide advice to early years setting staff and parents and will support referred children directly in settings and home environments. The Intervention Officer will also contribute to training and cluster programmes, participate in collaborative working and contribute to the development of the service with the guidance of senior team members. As a member of a transdisciplinary team, the Intervenetion Officer will work across traditional role boundaries. In promoting an effective and efficient service, all team members will be committed to the development of knowledge and skills beyond one specialist field. MAIN DUTIES AND RESPONSIBILITIES Training, advice and support for service users Children\: Work within the guidance of designated team members to support children referred to the SEN EYIS\: Contribute to the assessment of children with special educational needs in partnership with early years settings; Contribute to the planning and delivery of individual programmes for identified children who require more intensive support; Prepare materials that may be required to support the individual child in the pre-school context as well as other aspects of the school setting; Work closely with setting practitioners and special educational needs co-ordinators in schools to practice effective strategies and interventions in relation to individual children; Contribute to the monitoring and review of children’s progress in line with agreed protocols; Support the transition of referred children into to their pre-school and year 1 provision; Families: Work under the direction of designated team members to support families of children with SEN referred to the SEN EYIS by\: Providing a caring and empathetic service to families demonstrating an understanding of their experiences and the challenges they may face; Providing professional advice and support to parents of children who have been identified as having special educational needs; Liaising with parents and early educational settings to promote active partnership working and to seek consistency of approaches within the home and educational settings; Encouraging and facilitating parental partnership working with the pre-school setting and with the primary school setting as a child moves towards transition to primary school Work under the guidance of designated team members to support early years educational settings by: Provide setting-based targeted support and pupil advisory support following service pathways. Seek feedback from pre-school settings in order to maintain an ongoing evaluation of the service. Provide advice to early years settings regarding practitioner themes including understanding a child’s learning difficulties and the use of appropriate assessment, strategies, materials and equipment; Support lead trainers in providing centre-based and setting-based training for early years’ settings. Provide, where appropriate and under guidance, a ‘link’ role to selected settings which will involve regular communication with key staff and responding to requests for support in line with service protocols for processing requests. Collaboration with Others and Inter-agency Work Participate in a co-ordinated approach in addressing the special educational needs of a child with complex learning difficulties; Follow service protocols in relation to collaborative working to ensure an efficient use of service time and resources; Follow a co-ordinated approach in the identification, assessment and support for children with SEN; Liaise, as appropriate, with members of other agencies including the Educational Psychology Service, Behaviour Support Services and other statutory and voluntary services/agencies; Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children. Record Keeping and Information Technology Maintain records of support and provide reports in line with agreed protocols; Prepare, as apprppriate, reports on support provided to settings and on the progress of individual children under the supervision of a designated member of the service. Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Boardmaker ©); Co-operate in the implementation of Information and Communication Technology. Maintaining Quality of Service Delivery\: Continuing Professional Development Participate in and contribute to the service staff development programme; Engage in professional development activities in line with a transdisciplinary model of team development and in relation to personal targets and goals; Support the professional development of other team members in line with a transdisciplinary model of team development. Other Duties Complying with EA policies and procedures in relation to the duties and responsibilities of the post Contributing to the ongoing evaluation of the service. Maintaining at all times confidentiality of information received. Any such other duties that the EA may from time to time require. This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time. In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times. To view the summary of terms and conditions for this post, click here .