EDV/2026/LSH/86575 Aviation House, Harmondsworth Lane, West Drayton, , UB7 0LQ Maternity Cover | Part-Time £28,252.00 - £32,000.00 Annually (FTE)

About Landon School

Landon School is a newly established independent special day school that opened in October 2024, dedicated to supporting children aged 5-11 with autism and severe learning difficulties. Our vision is simple yet powerful: Safe, Happy, Learning. We believe that every child can maximize their potential regardless of their starting point, and we are committed to creating a nurturing environment where pupils are valued for who they are and challenged to achieve their very best.

We operate with exceptional staff-to-pupil ratios (1:2) and provide highly individualized, play-based learning through three distinct curriculum pathways tailored to different developmental needs. Every pupil has an Education, Health and Care Plan (EHCP), and we work in close partnership with families and a multi-disciplinary team of teachers, therapists, and support staff to provide holistic support.

As a new school, we are building something special—a place where children feel safe, respected, and inspired to succeed. This is an exciting opportunity to join us at the beginning of our journey and help shape how we support families, promote excellent attendance, and embed outstanding safeguarding practice.

Job Title Family Liaison, Attendance Officer and Safeguarding Officer (Designated Safeguarding Lead)

Job Purpose To act as a key link between school, families, and the wider community, promoting positive relationships that support children's educational outcomes and wellbeing. As the school's Designated Safeguarding Lead (DSL), you will hold overall responsibility for safeguarding and child protection, ensuring that all children are protected from harm and that staff maintain the highest standards of safeguarding practice.

The role combines strategic safeguarding leadership with family liaison responsibilities and attendance monitoring, working proactively and collaboratively with families to remove barriers to learning and ensure all pupils can access their right to education in a safe environment.

Understanding that our pupils have complex needs including autism and severe learning difficulties, you will take a compassionate, individualized, and partnership-focused approach to both safeguarding and attendance, recognizing that barriers are to be overcome together rather than challenges to be met with compliance measures. You will work closely with the Headteacher and collaborate with our multi-disciplinary team to ensure every child is safe, supported, and able to engage with their education.

Key Responsibilities

Safeguarding Leadership and Management (Designated Safeguarding Lead)

Strategic Leadership

• Serve as the school's Designated Safeguarding Lead (DSL) with overall responsibility for safeguarding and child protection
• Develop, implement, and review the school's safeguarding policies and procedures in line with Keeping Children Safe in Education and Working Together to Safeguard Children
• Ensure the school meets all statutory safeguarding requirements and maintains compliance with regulatory standards
• Lead the development of a safeguarding culture where children's welfare is prioritized and all staff understand their responsibilities
• Chair the weekly safeguarding meetings, setting agendas, reviewing cases, and ensuring appropriate actions are taken
• Provide strategic oversight of all safeguarding matters and report regularly to the Headteacher and Advisory Board on safeguarding activities, trends, and areas for development
• Maintain strategic oversight of the Single Central Record and ensure all safer recruitment practices are followed

Operational Safeguarding Management

• Act as the first point of contact for all safeguarding concerns raised by staff, parents, external agencies, or pupils
• Receive, triage, and assess all safeguarding concerns and disclosures, determining appropriate levels of response
• Make referrals to Children's Services (Child Protection/Child in Need) and other statutory agencies including police when necessary
• Liaise with the Local Authority Designated Officer (LADO) regarding allegations against staff or volunteers
• Coordinate responses to safeguarding concerns, ensuring appropriate support is provided to children and families
• Maintain comprehensive, confidential safeguarding records using CPOMS or equivalent systems, ensuring compliance with GDPR and data protection legislation
• Monitor children subject to Child Protection Plans, Child in Need Plans, Early Help Assessments, or Looked After status
• Oversee the quality and effectiveness of safeguarding interventions and ensure appropriate escalation when needed
• Ensure appropriate information sharing with external agencies while maintaining confidentiality where required

Multi-Agency Safeguarding

• Represent the school at Child Protection Conferences, Child in Need meetings, Core Groups, and Strategy Meetings
• Build and maintain effective working relationships with Children's Services, Early Help services, Police, Health professionals, Educational Welfare Officers, and other safeguarding partners
• Coordinate multi-agency safeguarding plans and ensure effective communication between agencies
• Attend and contribute to Local Safeguarding Partnership meetings and strategic safeguarding forums
• Lead on Early Help assessments and Team Around the Family (TAF) processes when appropriate
• Advocate for children within multi-agency contexts and ensure the school's safeguarding practice is robustly represented

Training and Staff Development

• Ensure all staff receive appropriate safeguarding induction and annual refresher training in line with statutory requirements
• Deliver safeguarding training to all staff, governors, and volunteers, ensuring everyone understands their responsibilities
• Provide regular safeguarding updates to staff through briefings, bulletins, and team meetings
• Support staff who have concerns about a child or who receive disclosures
• Ensure Deputy DSLs (if appointed) receive appropriate training and supervision
• Keep personal DSL training up to date (renewed every two years minimum) and maintain knowledge of current safeguarding issues, legislation, and best practice
• Promote understanding of safeguarding issues specific to autism, learning disabilities, and communication difficulties

Specific Safeguarding Considerations for SEND Context

• Understand that children with autism and severe learning difficulties may be more vulnerable to abuse and exploitation
• Recognize that communication difficulties may mean children cannot readily report concerns or that signs of abuse may present differently
• Ensure safeguarding approaches are adapted to meet the communication needs of non-verbal or minimally verbal children
• Work with staff to identify behavioral changes or signs of distress that may indicate safeguarding concerns in children who cannot verbally disclose
• Promote understanding of how autism-specific behaviors should not mask potential safeguarding indicators
• Consider the additional safeguarding risks relating to intimate care, physical intervention, and complex medical needs

Attendance Monitoring and Support

Attendance Management

• Monitor daily attendance and identify patterns of absence or lateness, understanding that irregular attendance may signal barriers related to autism, anxiety, sensory needs, medical appointments, family challenges, or safeguarding concerns
• Make first-day contact with families when children are absent without explanation, using a warm, supportive tone focused on understanding rather than compliance
• Conduct or support home visits when appropriate to understand barriers and develop attendance improvement strategies collaboratively
• Maintain accurate attendance records on the school's management information system and produce reports for senior leadership
• Work with families to develop individualized attendance action plans that recognize each child's unique needs and circumstances
• Liaise with Local Authority Educational Welfare Services and other statutory agencies regarding persistent absence when required
• Support families to access transport arrangements, morning routine strategies, or other practical solutions that enable attendance
• Recognize when attendance concerns may indicate safeguarding issues and elevate appropriately

Early Intervention and Barrier Removal

• Identify early warning signs of attendance concerns and intervene promptly with supportive contact
• Work in partnership with families to understand underlying causes of absence, which may include anxiety about transitions, sensory overwhelm, changes in routine, medical needs, or family circumstances
• Provide practical assistance and problem-solving support to overcome barriers, working collaboratively rather than prescriptively
• Collaborate with teachers, therapists, and support staff to identify and address school-based factors that may impact attendance (e.g., sensory environment, transition support, peer relationships)
• Support the development of strategies such as visual timetables, social stories, transition plans, and phased returns that help anxious or reluctant learners engage with school

Family Liaison and Engagement

Building Relationships

• Develop and maintain positive, trusting relationships with families, particularly those who may be hard to engage or experiencing significant difficulties
• Act as an accessible, welcoming first point of contact for families requiring additional support or experiencing challenges
• Provide a non-judgmental, empathetic approach that encourages parental engagement with the school
• Facilitate effective communication between families and school staff, ensuring parents understand their child's provision and feel heard
• Recognize that many families of children with complex needs experience high levels of stress and may benefit from compassionate listening and validation

Supporting Families

• Identify families in need of additional support and coordinate appropriate interventions in collaboration with senior leadership
• Signpost families to relevant external agencies and services (housing support, benefits advice, health services, family support, autism-specific organizations, respite care)
• Support families through periods of crisis or significant change, maintaining regular contact and providing continuity
• Organise information sessions, workshops, or coffee mornings that support families in understanding autism, managing challenging behaviours, accessing support, or navigating SEND systems
• Assist with practical support such as uniform provision, food bank referrals, or transport arrangements when families face financial hardship
• Develop resources for families that support home routines, understanding autism, and promoting positive attendance

Community Engagement

• Develop partnerships with local organisations, charities, autism support groups, and statutory services that can enhance support available to families
• Coordinate family engagement activities and events that build community and reduce isolation
• Build networks with external agencies including Local Authority SEND teams, health services, and voluntary organisations
• Represent the school at multi-agency meetings and community forums when appropriate

Administrative and Professional Duties

Record Keeping and Reporting

• Maintain comprehensive, detailed, accurate, and confidential records of all safeguarding concerns, family contacts, interventions, and outcomes
• Ensure all safeguarding records meet statutory requirements and are stored securely
• Prepare regular safeguarding reports for the Headteacher, Advisory Board, and external agencies as required
• Track outcomes and impact of family support and safeguarding interventions
• Contribute to statutory returns regarding attendance, safeguarding, and welfare matters
• Ensure all record-keeping complies with GDPR, data protection requirements, and information sharing protocols
• Maintain oversight of the Single Central Record in collaboration with school leadership

Professional Development

• Attend relevant training courses and professional development opportunities, particularly relating to safeguarding, autism, severe learning difficulties, family support, and attendance management
• Attend DSL network meetings and safeguarding forums to maintain current knowledge and share best practice
• Keep up to date with legislation and best practice in safeguarding, family engagement, attendance, and SEND support
• Participate in team meetings, staff meetings, and professional supervision
• Undertake DSL refresher training every two years minimum
• Contribute to school improvement initiatives and strategic planning as the school develops

Multi-Agency Working

• Lead and represent the school at Child Protection Conferences, Child in Need meetings, Core Groups, Early Help assessments, and other multi-agency safeguarding forums
• Liaise with social services, health professionals, housing departments, Educational Welfare Officers, autism support organisations, police, and voluntary sector partners
• Coordinate multi-agency safeguarding and support packages and ensure effective communication between agencies
• Advocate for children and families within multi-agency contexts while maintaining professional boundaries and statutory responsibilities
• Maintain professional networks with external partners supporting children with autism and complex needs
• Ensure effective information sharing across agencies while respecting confidentiality and data protection requirements

Person Specification

Essential Requirements

Qualifications and Experience

• Level 3 qualification minimum in a relevant field (childcare, social care, education, family support, safeguarding, or equivalent)
• Designated Safeguarding Lead training completed or commitment to complete immediately upon appointment
• Experience of working with children and families in a support capacity
• Substantial experience of safeguarding work including managing child protection cases and making referrals to statutory agencies
• Experience of multi-agency safeguarding work and representing organisations at Child Protection/Child in Need meetings
• Understanding of the needs of children with autism and/or severe learning difficulties
• Thorough knowledge of current safeguarding legislation including Keeping Children Safe in Education 2025 and Working Together to Safeguard Children
• Understanding of SEND systems including EHCPs and Local Authority processes
• Experience of chairing meetings and leading strategic initiatives

Skills and Abilities

• Strong safeguarding knowledge and ability to triage concerns, make sound professional judgments, and manage complex cases
• Confidence in challenging professionals and agencies when necessary to secure the best outcomes for children
• Excellent communication and interpersonal skills with ability to build rapport with families from diverse backgrounds and communicate effectively with multi‑agency partners
• Strong empathy and understanding of the challenges faced by families of children with complex needs and disabilities
• Ability to work collaboratively and supportively with families experiencing significant difficulties while maintaining professional boundaries
• Non‑judgmental approach and cultural sensitivity
• Strong organisational skills and ability to manage a varied caseload while prioritising effectively according to risk
• Ability to manage sensitive information with discretion and work under pressure in emotionally demanding situations
• Ability to work independently and use own initiative while knowing when to elevate concerns to senior leadership
• IT literacy including use of school information systems, safeguarding recording systems (e.g., CPOMS), and attendance monitoring
• Strong understanding of confidentiality requirements, information sharing protocols, and data protection
• Resilience and ability to cope with emotionally challenging situations and manage vicarious trauma
• Strong report writing skills and ability to present information clearly to various audiences including courts and conferences
• Professional boundaries and appropriate use of authority

Personal Qualities

• Empathetic, patient, and compassionate approach balanced with professional objectivity
• Commitment to partnership working with families and recognising parents as experts on their own children
• Unwavering commitment to child protection and safeguarding, with the courage to act decisively when children are at risk
• Flexibility and adaptability to respond to changing family needs, safeguarding priorities, and school requirements
• Commitment to promoting equality, inclusion, and celebrating neurodiversity
• Understanding that autism is a difference rather than a deficit
• Enthusiasm for working in a new school and contributing to developing effective systems and practices
• Emotionally resilient with strong self‑awareness and commitment to self‑care
• Ability to remain calm and professional in crisis situations

Desirable Requirements

Additional Qualifications

• Level 4 or higher qualification in safeguarding, social work, education, or related field
• Advanced safeguarding training such as Working with Complex Safeguarding Cases or Advanced DSL training
• Training in autism awareness, positive behaviour support, or trauma‑informed practice
• Family support or parenting programme qualifications
• Mental health first aid training
• Safer recruitment training
• Training in specific safeguarding areas such as CSE, FGM, Prevent, or online safety

Experience

• Previous experience as a DSL or Deputy DSL in an education or care setting
• Experience working in special schools or with children with autism and their families
• Knowledge of local community resources, services, and safeguarding partnerships in Hillingdon and surrounding areas
• Experience of delivering group sessions, workshops, or training to parents and staff
• Experience working with vulnerable children and families in statutory contexts
• Experience of representing organisations at court or legal proceedings
• Experience working with children with complex communication needs in safeguarding contexts

Additional Skills

• Additional languages spoken within the school community
• Driving licence and access to vehicle for home visits and multi‑agency meetings
• Experience with data analysis and report writing
• Knowledge of attachment, trauma, and their impact on attendance, behaviour, and family engagement

Additional Information

Important Notes:

• This is a senior safeguarding role with significant responsibility for child protection and requires a candidate with substantial safeguarding experience and the resilience to manage complex and emotionally demanding cases
• The role requires a genuine commitment to working collaboratively with families of children with complex needs, recognising that attendance and safeguarding challenges often reflect barriers to overcome together
• The successful candidate will need to be comfortable with ambiguity and change as the school is newly established and many systems are still developing
• Home visits and attendance at external meetings may be required as part of supporting families and multi‑agency working, necessising flexibility regarding working locations and hours
• The post holder will be part of a small, dedicated team and should be prepared to contribute flexibly to the broader work of the school
• The role requires the ability to make difficult decisions quickly, challenge other professionals when necessary, and act decisively to protect children

Safeguarding Statement: Landon School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. This role is subject to enhanced safeguarding scrutiny as the post holder will be the Designated Safeguarding Lead. All offers of employment are subject to an Enhanced DBS check with barred list check, satisfactory references, prohibition checks where applicable, social media checks, and verification of qualifications. The successful candidate will be required to complete DSL training and safeguarding training in line with Keeping Children Safe in Education 2025 prior to starting in post.

Equal Opportunities: Landon School is committed to equality and to valuing diversity as an employer and a provider of education. We welcome applications from all suitably qualified candidates regardless of their race, gender, disability, religion/belief, sexual orientation, or age.