Job summary An exciting opportunity has become available within the Be U Swindon Mental Health Support Team for a full time Whole School Approach (WSA) Practitioner, under expert supervision and as part of a dynamic and evolving mental health support team. The successful post holder will offer support to our partnership schools across Swindon by using the Whole School/College Approach to improve the emotional wellbeing of children and young people within education. As a WSA Practitioner you will be joining a diverse team offering both clinical and non-clinical support to children, young people and their families across Swindon. Main duties of the job Supporting the Whole School Approach coordinator, the successful candidate will work in partnership with the whole school system including Senior education staff, Education Mental Health Leads, teaching professionals, CYP, parents/carers and pastoral support staff to enhance a culture that is more resilient to understand and manage emotional wellbeing. About us ABL is an exciting fast-paced, growing community health organisation. As an experienced, CQC registered, provider of community health services, we are passionate about delivering evidence based, innovative, effective and relevant health care services in partnership with individuals, communities and stakeholders. We are a values driven organisation, dedicated to reducing health inequalities and improving peoples lives. We would love to hear from you if you would like the opportunity to work with in a close team of committed professionals and you share our values of designing and delivering health services. Date posted 21 October 2024 Pay scheme Other Salary £29,970 a year Contract Permanent Working pattern Full-time Reference number E0343-24-0031ABL657 Job locations 6 Darby Close, Nexus Business Centre, Cheney Manor Swindon, England, United Kingdom Nottinghamshire SN2 2PN Job description Job responsibilities Key Responsibilities:Helping to develop and embed new system wellbeing approaches through a menu of packages to school staff, parents, young people and families alongside other members of the MHST team.Lead alongside the WSA coordinator in the development and implementation of a social prescribing framework to facilitate education settings with the tools to signpost CYP to appropriate meaningful activity and social wellbeing resources.You will work in collaboration with Education Mental Health Practitioners, Childrens Wellbeing Practitioners and mental health professionals to deliver whole school approach interventions including psychoeducational group work, workshops, assemblies and staff training.To support the whole school approach coordinator by giving advice to other professionals regarding mental health and wellbeing and to attend and represent Be U Swindon at regular signposting and promotional events. This includes delivering group-based sessions and linking with system partners to attend promotion events.To promote social inclusion, community access and participation through the provision of whole school interventions and in collaboration with stake holders. Therapeutic Responsibilities Work in effective, evidence-based partnership with children, young people, their families and their educators in the development of delivering a system led whole school approach to mental health and wellbeing. Support and empower children, young people, their parents/carers and families and their educators to make informed choices about the interventions being offered. To always operate from an inclusive values base, which recognises and respects diversity. To support in developing and embedding the EBSA (emotional based school avoidance) model across educational settings as part of the wider service remit. To work in conjunction with education providers to evaluate the whole school culture towards mental wellbeing and to develop and implement coproduced action plans. Undertake and record accurate assessments of risk and operate clear risk management processes in line with locally agreed procedures including the safeguarding protocols of the educational setting and Local Safeguarding Board guidance. Adhere to all regulations, processes, and procedures within the educational service to which the post holder is attached and within the organisation where the post-holder is employed including (but not limited to) HR policies, training requirements, referral protocols, and emergency procedures. To lead on whole school approach group activities to both CYP and professionals of different age groups and audience sizes. Practice, evidence and demonstrate an ability to manage ones own caseload in conjunction with the requirements of the team. To engage in ongoing evaluation and modification of whole school approach intervention plans as determined my current need. Keep clear, professionally coherent records of all activity in line with both health and education service protocols and use these records and outcome data to inform decision making. Complete all requirements relating to data collection. Work within a collaborative approach involving a range of relevant others when indicated. To plan and deliver a range of whole school approach interventions and to contribute to the development of group materials or training materials, and in addition to develop such materials independently as falls within own degree of competence, and under direction of the wider team. To support education settings to embed place led ITHRIVE Getting advice signposting models, led with the WSA coordinator in the delivery of a WSA monthly forum. Responsible for maintaining appropriate boundaries with all stakeholders and partners. To support the WSA coordinator and MHST Strategic lead with strategic representation with DFE and Senior MH lead education meetings. To support the WSA coordinator to deliver and establish an education setting whole staff peer supervision model. To support stakeholders through term and non-term time routines. Professional To ensure the maintenance of standards of own professional practice. To ensure appropriate adherence to any new recommendations or guidelines set by the relevant departments. To ensure that confidentiality is always protected. To ensure that any risks or issues related to the safety and wellbeing of anyone the post holder comes into contact within the course of their professional duties are communicated and shared with appropriate parties to maintain individual safety and the public interest. To ensure clear objectives are identified, discussed, and reviewed with supervisor and senior colleagues on a regular basis as part of continuing professional development. Participate in individual performance/appraisal review and work towards agreed objectives. To participate regularly in the agreed systems for supervision. Keep all records up to date in relation to Continuous Professional Development and the requirements of the post and ensure personal development plans maintains up to date specialist knowledge of latest theoretical and service delivery models/developments. Attend relevant educational opportunities in line with identified professional objectives. To communicate in ways that recognise difference and to ensure that others feel included according to needs of recipient(s). Job description Job responsibilities Key Responsibilities:Helping to develop and embed new system wellbeing approaches through a menu of packages to school staff, parents, young people and families alongside other members of the MHST team.Lead alongside the WSA coordinator in the development and implementation of a social prescribing framework to facilitate education settings with the tools to signpost CYP to appropriate meaningful activity and social wellbeing resources.You will work in collaboration with Education Mental Health Practitioners, Childrens Wellbeing Practitioners and mental health professionals to deliver whole school approach interventions including psychoeducational group work, workshops, assemblies and staff training.To support the whole school approach coordinator by giving advice to other professionals regarding mental health and wellbeing and to attend and represent Be U Swindon at regular signposting and promotional events. This includes delivering group-based sessions and linking with system partners to attend promotion events.To promote social inclusion, community access and participation through the provision of whole school interventions and in collaboration with stake holders. Therapeutic Responsibilities Work in effective, evidence-based partnership with children, young people, their families and their educators in the development of delivering a system led whole school approach to mental health and wellbeing. Support and empower children, young people, their parents/carers and families and their educators to make informed choices about the interventions being offered. To always operate from an inclusive values base, which recognises and respects diversity. To support in developing and embedding the EBSA (emotional based school avoidance) model across educational settings as part of the wider service remit. To work in conjunction with education providers to evaluate the whole school culture towards mental wellbeing and to develop and implement coproduced action plans. Undertake and record accurate assessments of risk and operate clear risk management processes in line with locally agreed procedures including the safeguarding protocols of the educational setting and Local Safeguarding Board guidance. Adhere to all regulations, processes, and procedures within the educational service to which the post holder is attached and within the organisation where the post-holder is employed including (but not limited to) HR policies, training requirements, referral protocols, and emergency procedures. To lead on whole school approach group activities to both CYP and professionals of different age groups and audience sizes. Practice, evidence and demonstrate an ability to manage ones own caseload in conjunction with the requirements of the team. To engage in ongoing evaluation and modification of whole school approach intervention plans as determined my current need. Keep clear, professionally coherent records of all activity in line with both health and education service protocols and use these records and outcome data to inform decision making. Complete all requirements relating to data collection. Work within a collaborative approach involving a range of relevant others when indicated. To plan and deliver a range of whole school approach interventions and to contribute to the development of group materials or training materials, and in addition to develop such materials independently as falls within own degree of competence, and under direction of the wider team. To support education settings to embed place led ITHRIVE Getting advice signposting models, led with the WSA coordinator in the delivery of a WSA monthly forum. Responsible for maintaining appropriate boundaries with all stakeholders and partners. To support the WSA coordinator and MHST Strategic lead with strategic representation with DFE and Senior MH lead education meetings. To support the WSA coordinator to deliver and establish an education setting whole staff peer supervision model. To support stakeholders through term and non-term time routines. Professional To ensure the maintenance of standards of own professional practice. To ensure appropriate adherence to any new recommendations or guidelines set by the relevant departments. To ensure that confidentiality is always protected. To ensure that any risks or issues related to the safety and wellbeing of anyone the post holder comes into contact within the course of their professional duties are communicated and shared with appropriate parties to maintain individual safety and the public interest. To ensure clear objectives are identified, discussed, and reviewed with supervisor and senior colleagues on a regular basis as part of continuing professional development. Participate in individual performance/appraisal review and work towards agreed objectives. To participate regularly in the agreed systems for supervision. Keep all records up to date in relation to Continuous Professional Development and the requirements of the post and ensure personal development plans maintains up to date specialist knowledge of latest theoretical and service delivery models/developments. Attend relevant educational opportunities in line with identified professional objectives. To communicate in ways that recognise difference and to ensure that others feel included according to needs of recipient(s). Person Specification Job Specific Requirements Essential The ability to travel independently across the service footprint. Work flexibly and adapt to suit service need. Must be willing to undertake an Enhanced DBS check. Excellent oral and written communication skills. Excellent time management and organisational skills. Ability to personally manage a sensitive and potentially emotionally distressing caseload. Qualifications Essential NVQ3, HNC, HND or equivalent qualification relevant to health or education. Desirable A further relevant degree qualification. Experience Essential NVQ3, HNC, HND or equivalent qualification relevant to health or education. A commitment to continuous professional development. Experience of working with children, young people and their families in an education or health care setting. Experience and understanding of safeguarding CYP and other relevant legislation and policies. Experience of the delivery of specific therapeutic interventions with children, young people or their families (e.g. CBT, solution focused brief therapy). Experience of working and liaising with a wide variety of agencies and stakeholders. Desirable Knowledge and understanding of low intensity CBT interventions. Experience of working with other vulnerable groups. Experience of monitoring and recording outcome measures for childrens emotional wellbeing. Skills and Knowledge Essential Knowledge and understanding of educational environments and systems including Whole School Approach. Knowledge and understanding of mental health disorders in children and young people. Knowledge of children and young people developmental needs and challenges to good emotional wellbeing. Highly developed knowledge of child and adult safeguarding. Ability to carry out 1:1 therapeutic mental health interventions with CYP and their families/carers. Ability to work within educational settings to increase mental health awareness within the staff group. Ability to conduct mental health assessments of children and young people. Ability to assess risk, to record and communicate it appropriately. Ability to take appropriate action to mitigate or manage risk. Desirable Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Person Specification Job Specific Requirements Essential The ability to travel independently across the service footprint. Work flexibly and adapt to suit service need. Must be willing to undertake an Enhanced DBS check. Excellent oral and written communication skills. Excellent time management and organisational skills. Ability to personally manage a sensitive and potentially emotionally distressing caseload. Qualifications Essential NVQ3, HNC, HND or equivalent qualification relevant to health or education. Desirable A further relevant degree qualification. Experience Essential NVQ3, HNC, HND or equivalent qualification relevant to health or education. A commitment to continuous professional development. Experience of working with children, young people and their families in an education or health care setting. Experience and understanding of safeguarding CYP and other relevant legislation and policies. Experience of the delivery of specific therapeutic interventions with children, young people or their families (e.g. CBT, solution focused brief therapy). Experience of working and liaising with a wide variety of agencies and stakeholders. Desirable Knowledge and understanding of low intensity CBT interventions. Experience of working with other vulnerable groups. Experience of monitoring and recording outcome measures for childrens emotional wellbeing. Skills and Knowledge Essential Knowledge and understanding of educational environments and systems including Whole School Approach. Knowledge and understanding of mental health disorders in children and young people. Knowledge of children and young people developmental needs and challenges to good emotional wellbeing. Highly developed knowledge of child and adult safeguarding. Ability to carry out 1:1 therapeutic mental health interventions with CYP and their families/carers. Ability to work within educational settings to increase mental health awareness within the staff group. Ability to conduct mental health assessments of children and young people. Ability to assess risk, to record and communicate it appropriately. Ability to take appropriate action to mitigate or manage risk. Desirable Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Knowledge of capacity and consent issues. including Gillick competence. Ability to conduct group therapeutic interventions with children and their families. Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health. Disclosure and Barring Service Check This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions. UK Registration Applicants must have current UK professional registration. For further information please see NHS Careers website (opens in a new window). Additional information Disclosure and Barring Service Check This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions. UK Registration Applicants must have current UK professional registration. For further information please see NHS Careers website (opens in a new window). Employer details Employer name ABL Health Ltd Address 6 Darby Close, Nexus Business Centre, Cheney Manor Swindon, England, United Kingdom Nottinghamshire SN2 2PN Employer's website https://www.ablhealth.co.uk/work-for-us/join-our-team/ (Opens in a new tab)