Emotional Wellbeing and Support Officer Edmund Rice Generic in Newtownabbey

PERSON SPECIFICATION - External

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. It may be helpful to apply the STAR model when setting out relevant experience.

The following are additional essential criteria which will be measured during the interview/selection stage.

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
Experience	Experience of working with and supporting children or young people with Emotional and Wellbeing Difficulties (EWBD). Competence in the use of relevant ICT packages. Willingness to participate in further training and CPD.	Shortlisting by Application Form

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 at NI Direct or the Department of Justice.

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes, please click here.

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The Education Authority is an Equal Opportunities Employer

Emotional and Wellbeing Support Officer

This role is funded under the Department of Education, SEND budget. The job role will support the Department of Education’s vision that “every child and young person is happy, learning and succeeding.

Contract: Full time (36 hours per week), 1year fixed term with possible extension

Location\: Edmund Rice College

Reports to: Vice Principal

Purpose of Role:

Work alongside the SEN and Pastoral Team, and relevant staff to provide a family-centred support service for pupils and their families across all key stages to identify the social emotional and wellbeing needs and the impact this has on the additional learning and pastoral needs of all the student’s ability to be happy, learn and succeed. The postholder will work closely with pupils, parents/carers, school staff and external agencies to reduce barriers to learning, improve attendance, strengthen home-school relationships and support emotional wellbeing.

Take professional responsibility for and lead emotional wellbeing interventions. In conjunction with the Vice Principal, Head of Pastoral Care, Head of Learning Support and Teacher in charge of Emotional Health and Wellbeing, develop and facilitate action plans for all aspects of student support and wellbeing in school.

The postholder will provide targeted one-to-one support, parental engagement, school-home liaison, family support interventions, signposting and multi-agency working to promote positive outcomes for pupils and families.

Specific duties/responsibilities

· Contribute to school improvement through the delivery of evidence-based group and individual interventions in line with school development priorities and the EHWB Framework.

· To improve the emotional wellbeing of all year groups through the delivery of evidence-based programmes of intervention to identified pupils within groups or as individuals.

· Develop positive, trusting and respectful relationships with pupils, parents/carers and families.

· Provide individualised support for families experiencing barriers to school attendance, engagement or wellbeing.

· Conduct home visits to strengthen home–school links and support improvements in attendance.

· Develop and facilitate parental support initiatives, including:

o Parenting support groups

o Training opportunities

o Access to resources that support engagement with education

o Connect families with external support agencies in specialist areas as required.

· Support families to identify strengths and areas of need and contribute to appropriate support planning.

· Maintain regular communication with families through agreed communication methods.

· Support parents before, during and after significant meetings where appropriate.

· Identify, in partnership with Form teachers, Pastoral staff and Learning Support Staff pupils and families who would benefit from targeted support, demonstrating a strong understanding of individual strengths, needs and priorities.

· Monitor the development and success of interventions, including the provision of data, to show evidence of impact and progress, in line with the whole school reporting protocols.

· Implement strategies and support for pupils to enable them to positively regulate emotions, build self-esteem, confidence and resilience.

· Assist in planning and delivering parent workshops, wellbeing events and family engagement activities.

· Encourage participation from families who may be reluctant to engage with school.

· Support the collection of parent feedback to inform future provision.

· Contribute to the development of inclusive opportunities for family participation in school life.

· Contribute to the development of best practice across the school in all areas of pastoral care and Learning support.

· Provide regular and systematic feedback to pupils, staff, and parents/carers (where appropriate), on targets and progress made towards them.

· Flexibly meet the needs of targeted pupils, amending practice to facilitate positive outcomes and progress by placing the child at the centre of the provision.

· In line with school protocols, develop effective relationships with parents/carers of pupils requiring support, encouraging positive engagement with school and supporting parental confidence in meeting their child's emotional, social and educational needs.

· Support the Vice Principal as required with providing feedback to members of staff and other professionals working with the pupil and assisting in making further recommendations.

External Agencies

· Develop and maintain effective working relationships with statutory, voluntary and community organisations.

· Attend and contribute to multi-agency meetings where appropriate.

· Support coordinated planning and intervention for pupils and families.

· Ensure effective information sharing in line with safeguarding, confidentiality and data protection requirements

· Develop effective partnerships with community, voluntary and statutory organisations.

· Signpost families to relevant services and sources of support.

· Promote awareness of local support services available to children and families.

· Facilitate referrals and coordinated support where appropriate, as advised by Senior Leadership Team.

· Be accountable for personal performance management, setting challenging objectives/targets in line with the school priorities.

· Actively monitor provision to ensure efficiency and value for money, providing feedback to the Vice Principal, Head of Pastoral Care, Head of Learning Support and Teacher in charge of Emotional Health and Wellbeing.

· Maintain accurate, confidential and up-to-date records of all pupil and family support interventions.

· Maintain records of meetings, referrals, support plans, interventions and outcomes.

· Contribute to monitoring, evaluation and reporting processes.

· Collect and collate evidence demonstrating impact against agreed outcomes.

Other

All service providers and staff are expected to:

· Promote and safeguard the welfare of children and young people at all times.

· Follow school and EA safeguarding procedures.

· Report concerns promptly through appropriate channels.

· Maintain professional boundaries when working with pupils and families.

· Participate in safeguarding training and keep knowledge up to date.

· maintain up-to-date role specific knowledge;

· develop trusting and professional relationships with each other and with pupils in order for them to access support with the outcome of improving emotional wellbeing;

· work flexibly to meet the needs of pupils; this may include evening work where appropriate;

· facilitate open and clear lines of communication with all stakeholders;

· contribute to the school’s development and implementation of policies designed to achieve the school’s priorities and targets;

· ensure parents are well informed about the school and their child’s progress;

· contribute to sustaining an inclusive environment and support the development of strategies to improve attendance.

The job description is not necessarily a comprehensive definition of the post. It will be subject to modification or amendment, after consultation with the post holder.

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.

Evaluated 16 September 2026 (AO grade, SCP29-32, Castle Tower School)

Updated for Edmund Rice College 21.10.26