Family Support and Engagement Officer in Ballymena

Job Reference: 26007533)Primary Location : Antrim-Ballymena-Castle Tower SchoolContract Type : Fixed-Term (May be subject to extension or reduced for any valid reason)Duration of Contract/Contract End Date : 31st August 2027Status : Full-TimeHours per Week : 36Working Pattern : Monday - FridayGrade/Scale : Administrative Officer | NJC pts 29 - 32 | £39,862 - £42,839 per annumAdditional Allowance(s) : Not ApplicableAnticipated Interview Date(s) : TBCAdditional Information: This role is funded under the Department of Education, RAISE Programme. The RAISE Programme is a whole community and place-based approach to tackling educational disadvantage in 18 localities across Northern Ireland, supporting the Department of Education’s vision that “every child and young person is happy, learning and succeeding.Family Support and Engagement OfficerThis role is funded under the Department of Education, RAISE Programme. The RAISE Programme is a whole community and place-based approach to tackling educational disadvantage in 18 localities across Northern Ireland, supporting 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 extensionLocation: Castle Tower Special SchoolReports to: Vice PrincipalPurpose of Role:Work alongside the Pastoral Team and relevant staff to provide a family-centred support service for pupils and their families across all key stages. 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, and Teacher in charge of Emotional Health and Wellbeing, develop and facilitate action plans for aspects of student emotional wellbeing and support 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.· Undertake home visits where appropriate and in line with school procedures.· Provide practical advice, support and signposting to parents/carers.· 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 and Pastoral staff, pupils and families who would benefit from targeted support, demonstrating a strong understanding of individual strengths, needs and priorities.· Co-ordinate and support weekly toddler mornings to help incoming families· 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.· 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 assist 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 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.OtherAll 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. The post-holder should also avail of regular, professional supervision.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.Evaluated 16 September 2026 (AO grade, SCP29-32)PERSON SPECIFICATION - ExternalNOTES TO JOB APPLICANTS1. 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 CriteriaThe 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.FactorEssential CriteriaMethod of AssessmentQualifications/Professional MembershipA relevant degree (or equivalent or higher) in an area related to education, youth work, social work, counselling or family support.Shortlisting by Application FormExperienceProven experience of providing support for children and young people in an educational, community, Youth work, social work, counselling or family support setting (This can be gained through a placement completed as part of your qualification)Proven experience of working directly with children or young people with Special Educational Needs (SEN), to include experience of social, emotional and behaviour issues (including loss, bereavement, separation, anxiety, self-harming, low mood).Proven experience of multi-agency working.Shortlisting by Application FormKnowledgeSee Section 2Skills/AbilitiesProven ability to support children and young people to develop their independence, confidence and learning skills, while working effectively with families by providing practical support, guidance and signposting to appropriate services for those with Special Educational Needs (SEN).Shortlisting by Application FormOtherHold a driving licence or have access to a suitable form of transport to facilitate the requirements of the job.Shortlisting by Application FormSECTION 2 - ESSENTIAL CRITERIAThe following are additional essential criteria which will be measured during the interview/selection stage.FactorEssential CriteriaMethod of AssessmentExperienceKnowledgeExperience of supporting vulnerable children and young people and working directly with parents/carers and families.Experience of providing individualised support and maintaining accurate case records.Experience of planning, delivering and evaluating individual and group work.Knowledge of the barriers affecting attendance, engagement and participation in education.Understanding of the importance of home-school partnership working.An up-to-date understanding of Special Educational Needs (SEN), mental health and emotional wellbeing issues which may affect young people.Knowledge of a range of evidence-based interventions, support mechanisms, strategies and specialist services used to support children and young people with SEN, mental health and emotional wellbeing issues.An understanding of child protection and safeguarding policies and legislation.InterviewSkills / AbilitiesGood interpersonal skills and the ability to interact positively and develop good working relationships with pupils and staff.Ability to use initiative and have problem solving skills.Ability to ensure completion of tasks while working to a high level of accuracy, including working effectively under pressure, particularly when dealing with conflicting priorities.InterviewPersonal QualitiesAble to build trusting relationships with pupils and families.Commitment to inclusion, equality and positive outcomes for all children.Fairness, honesty and integrity evidenced through existing practice and conduct as a professional.Ability to work flexibly if and when required.InterviewValues Orientation / Identification with School EthosEvidence of how your experience and approach to work reflect the School’s Values/ethos.The Education Authority is an Equal Opportunities Employer Equal Opportunities Employer #J-18808-Ljbffr