PERSON SPECIFICATION

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.

SECTION 2 – ESSENTIAL CRITERIA

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.

Our Values

Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential.

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 on www.nidirect.gov.uk/campaigns/accessni-criminal-record-checks or www.justice-ni.gov.uk/articles/about-accessni

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes, please click here.

To learn about the many great benefits of joining the Education Authority, click here.

The Education Authority is an Equal Opportunities Employer

SEND Support Services

Local Impact Teams

Post: Teacher – SBEW Within 

 Local Impact Teams

Temporary Full Time until 30th June 2026 & subject to extension

Foreword

From September 2025 The Education Authority’s SEND Pupil Support Services has introduced the new Local IMPACT Teams model. 28 new teams have been established across Northern Ireland to strengthen supports for schools, pupils as well as their families, particularly in relation to special educational needs and disability (SEND).

Each Local IMPACT Team will operate within their community to provide more accessible, effective and earlier interventions. Each team consists of multidisciplinary staff and brings together expertise in areas such as early years, moderate and severe learning difficulties, autism, speech language and communication, literacy and social behavioural emotional and well-being needs. By embedding this range of specialist knowledge at a local level, the IMPACT Teams will be able to respond to and meet whole school and pupil needs quickly and effectively. This approach not only enhances early intervention but also promotes consistency, equity, and stronger community connections within education.

The creation of the Local IMPACT Teams reflects both the growing demand for SEND provision across Northern Ireland and the need to improve how support is delivered. While the Education Authority has increased capacity through new SEND classes and places, it recognises that timely, localised support is critical in helping children and young people reach their full poten

JOB DESCRIPTION

JOB PURPOSE

Local Impact Teams offer a multi-disciplinary approach to supporting children and young people who have been identified as having social, behavioural, emotion and wellbeing needs (SBEW).

We are looking to appoint an enthusiastic, self-driven, suitability qualified and experienced teacher to deliver an SBEW support programmes, provide advice and guidance and deliver training in schools. In additional to these duties you will be responsible for monitoring and assessing pupil progress to ensure the best possible outcomes for individuals. You will also be required to offer pastoral support to pupils through their learning. A commitment to the core values of the Local Impact Teams and the desire to make a difference to the education and lives of children and young people by building positive, supportive and nurturing relationships is essential.

The successful candidate may also be expected to attend multi-disciplinary meetings, support interventions, attend in service training or any other support role as required within the Local Impact Teams.

MAIN DUTIES AND RESPONSIBILITIES

1 Planning

1.1 Planning and preparing programmes of support for schools, children and young people.

1.2 Teaching, according to educational and SBEW needs of pupils, including the setting targets and assessing outcomes.

1.3 Assessing, recording and reporting on the development, progress and attainment of pupils.

 2          General

2.1 Promoting the progress and well-being of individual pupils or group of pupils assigned and in line with Local Impact Teams policy.

2.2 Providing advice and guidance to pupils, educational settings and parents/ carers on educational and SBEW matters.

2.3 Designing, evaluating and reporting on the SBEW needs of pupils and their progress.

2.4 Communicating and consulting with the parents/ carers of pupils

2.5 Communicating and co-operating with such persons or services as may be approved by the Education Authority.

2.6 Participating in meetings arranged for any of the purposes described above

2.7 Make the necessary links with educational settings as required by the LIT manager/ Area manger/ or senior management with the Local Impact Teams.

3 Assessment/Reporting

Providing or contributing to assessments, reports relating to individual pupils and groups of pupils except in instances where to do so might be regarded as compromising a teacher’s own position.

4 Staff Development/Professional Development

4.1 Participating, if required, in any staff development and performance review

4.2 a) Reviewing from time to time his/her methods of teaching / supporting educational settings and programmes of work

b) Participating in arrangements for his / her further training and professional development as a teacher.

4.3 Advising and co-operating with the Area manager / LIT manager/ and LIT staff on the preparation and development of programmes of support, teaching materials, teaching programmes, methods of teaching, assessment and pastoral arrangements.

4.4 Participate in duties which may be required from time to time by the LIT manager, Area manager or senior management within the Local Impact Teams.

5 Discipline/Health and Safety

5.1 Maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere.

5.2 Participating in meetings which relate to the Local Impact Teams or the administration and organisation of the pupil / setting support, including pastoral arrangements.

6 Public Examinations

Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments; and participating in arrangements for pupils’ presentation for and supervision/invigilation during such examination.

7 Review and Development of Management Activities/Administration

7.1 Taking such part as may be required of him/her in the review, development and management of activities relating to the programme of offer, training programme, organisation and pastoral functions of the Local Impact Team.

7.2 a) Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of Classroom Assistants, SBEW Intervention officers / Behaviour Support Assistants providing support for the educational setting and Local Impact Teams and the ordering and allocation of resources.

b) Subject to the provisions of Article 22 of the Order, attending meetings;

c) Registering the attendance of pupils during periods of support and supervising pupils, whether these duties are to be performed before, during or after school sessions.

d) Use the C2K and SIMS System for the recording of attendance and information as per service need.

8 Number of days/Hours of work

8.1 a) A full-time teacher, other than a teacher employed in a residential establishment, shall be available for work on 195 days in any year of which not more than 190 days should involve teaching children in a classroom situation. Part time staff days will reflect job requirements and agreement.

b) A teacher shall be available to perform such duties at such times and such places as may reasonably be specified by the Area Manager / LIT manager/ or Senior Management within the Local Impact Teams, or where he/she is employed to work as a teacher, for 1,265 hours in any year exclusive of time spent off school premises in preparing and marking lessons and time spent travelling to and from the place of work;

c) A teacher may not be required to teach as distinct from supervising children in a classroom situation for more than 25 hours in any week in a primary or special school and 23.5 hours in any week in a secondary school;

9 Staff Cover

9.1 Supervising and teaching any pupils whose teacher is not available provided that:

a) In schools/provisions with an average daily enrolment greater than 222 pupils a teacher other than a supply teacher shall not be required to provide such cover after the second day on which a teacher is absent or otherwise not available or from the first day if the fact that the teacher would be absent or otherwise not available for a period exceeding 2 days was known to and agreed by the employing authority in advance;

b) In schools/provisions with an average daily enrolment of 222 pupils or less a teacher other than a supply teacher shall not be required to provide such cover after the first day on which a teacher is absent or otherwise not available for more than 1 day was known to and agreed by the employing authority in advance;

c) In schools/provisions with a complement of 1, 2 or 3 teachers and in nursery units in primary schools, a teacher other than a supply teacher shall, notwithstanding heads (a) and (b), not be required to provide such cover.

Terms and Conditions

Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987 shall apply to teachers employed in grant-aided schools/provisions, peripatetic teachers and supply teachers. Further information is available on the DE website. www.education-ni.gov.uk/publications/teachers-salaries-and-conditions-service

Fixed-term posts

Please note that the post availability indicates how long a post will be vacant at the time of going to press and does not necessarily indicate the commencement date of any contract. Fixed Term contracts may be subject to extension or may be reduced for any valid reason unless otherwise indicated. Certain circumstances may arise where the successful candidate will not be employed for the full period of availability eg. Due to incomplete pre-employment checks at the commencing availability date.

The successful applicant must have a valid driving licence and the use of a car or other suitable form of transport as and when necessary to facilitate the requirements of the job in a reasonable and effective manner. A mileage allowance will be paid for approved necessary travelling.

This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

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.