Wellbeing Practitioner

Qualifications/Training

• Right to work in the UK.
• Level 2 (GCSE A – C or grade 4 or above) in English and Maths.
• Recognised qualification/accreditation in the area of SEN or therapy related to working with children with high levels of stress, regulation, wellbeing and behaviour needs or willingness to complete this training.
• Additional training in therapeutic & educational approaches such as use of communication systems, sensory approaches, social stories.

Experience and/or Knowledge

• Experience of working educationally and/or therapeutically, implementing interventions with children and young people with complex SEN needs in community or school settings, including Looked After Children and young people and those with significant stress related behaviours.
• Ability to work with a range of pupils/students 3–19 years old who are Autistic or who have severe learning difficulties/complex needs including physical disability and significant health needs.
• Ability to build rapport and trust with children and young people of all ages and abilities, especially those experiencing high levels of (di)stress and/or high wellbeing/mental health/health needs.
• Understanding of the triggers, causes and presentation of wellbeing needs and distress and has the ability to manage it.
• Experience of completing dynamic risk assessments, in school and in the community and for whole school activities and working to mitigate these risks appropriately.
• Experience of delivering interventions to whole class groups, small groups and individuals with complex SEN.
• Ability to learn, use and extend knowledge of assistive and augmentative communication systems (AAC), including Makaton, PODD, Core Vocabulary Boards, eye gaze, proloquo 2 go, LAMP words for life.
• Ability to learn, use and extend knowledge of sensory tools and strategies including weighted & compression equipment, suspended equipment, therapeutic listening.
• Support students with personal hygiene and toileting related to wellbeing needs.
• Support the welfare of learners with medical needs by administering medication and first aid following appropriate training when necessary as specified within the Administration of Medication Policy.
• Support students with eating and drinking and, where necessary, feed pupils following their eating and drinking passports, which may include PEG feeding.
• Support community trips such as swimming, day trips and D of E trips.
• Ability to physically support pupils including those in special seating and wheelchairs in moving around the school environment, including hoisting and a willingness and ability to implement the positive and protective handling techniques as required within individual pupil positive handling plans.
• Ability to model appropriate behaviours to colleagues and students, doing so with patience, tolerance, and sensitivity and a mature and non‑judgemental outlook.
• Ability to use ICT to a good standard, for example PowerPoint, Microsoft Office, uploading photos and videos.
• Experience of delivering formal and informal training to school staff, parents and outside agencies.
• Evidence of excellent interpersonal skills and the ability to work as a member of a team and develop and maintain good relations with all members of the school community, including parents.
• Work cooperatively with staff from a range of agencies as required.
• Evidence of the ability to communicate clearly and concisely both orally and in writing with staff and students with complex communication needs.
• Knowledge and understanding of best practice as it relates to child protection and safeguarding.

Personal Qualities

• Ability to make decisions under pressure and to remain calm in a crisis.
• Flexibility and ability to adapt to changing circumstances and new ideas.
• Approachable and empathetic.
• Ability to comply with all school policies and procedures, e.g. child protection, safeguarding, health, safety and security, manual handling and positioning, positive and protective handling, wellbeing confidentiality, data protection, equal opportunities and staff code of conduct.
• Willingness to adhere to health and safety regulations including those relating to manual handling and positioning of pupils/students.
• Ensures the environment is safe to work in.
• Willingness to work flexibly, attend in‑service training and school meetings as required both within the school day and after pupils have left.
• Demonstrable commitment to equal opportunities.
• Physical stamina and resilience to directly work with children and young people with complex behaviours of distress.