PERSON SPECIFICATION
| NOTES TO JOB APPLICANTS |
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1. 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 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.
| Factor | Essential Criteria | Method of Assessment |
| Qualifications/ Experience |
Hold a minimum of a Level 2 childcare qualification as approved by EA (A list of approved qualifications is available to download from the EA website www.eani.org.uk) and have six months’ demonstrable experience of working with a child/children with special educational needs (SEN) in an education setting; OR Have two years’ experience of working with a child/children with special educational needs (SEN) in an education setting. Have experience of implementing programmes of support for individual children with SEN. |
Shortlisting by Application Form |
| Knowledge |
Sound knowledge of ICT software packages (for example, Microsoft Word, Access, Excel etc and/or C2K schools IT systems). Sound knowledge of specific strategies and methods suitable for supporting pupils with a range of SEN |
Shortlisting by Application Form |
| Other |
The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. |
Shortlisting by Application Form |
Section 2 – Essential Criteria
The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model.
| Factor | Essential Criteria | Method of Assessment |
| Knowledge |
Candidates should demonstrate sound knowledge of: Child development as it applies to primary aged pupils. Specific strategies and methods suitable for working with children with SEN in the area of social, behavioural and emotional wellbeing (SBEW). |
Interview |
| Skills/ Abilities |
In line with EA’s Game Changing People Model we will look for evidence of: A high degree of interpersonal and communication skills. The ability to work flexibly and creatively to help ensure a child-centred learning experience. Established team working and collaborative skills. Effective planning and organising skills to ensure work is completed on time to the required standard. |
Interview |
| Values Orientation | Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here. |
Interview |
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 |
| Qualifications |
Hold GCSE passes at grades A*- C in English and/or Mathematics, or equivalent or higher level qualifications. Hold an additional qualification in relation to supporting pupils with SEN. |
Shortlisting by Application Form |
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 at NI Direct or the Department of Justice.
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.
JOB DESCRIPTION
JOB TITLE: Primary Behaviour Support Assistant
REPORTS TO: Designated line manager e.g. Primary EOTAS Senior Teacher/ Assistant Advisory Officer (AAO)
RESPONSIBLE FOR: In delivering this role, the PBSA will provide support to mainstream and Primary EOTAS setting staff and parents and will support referred children directly in settings and Primary EOTAS centres.
JOB PURPOSE:
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To support children referred to Primary Behaviour Support and Provisions (PBS&P) in education settings to build capacity and raise standards of achievement.
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To build capacity within a child and to support staff in their management of a pupil presenting with social, behavioural and emotional wellbeing (SBEW) needs.
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Through the modelling of interventions, support the capacity development of Classroom Assistants appointed by a school to support a pupil.
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To work with school staff on programs which promote the development of children in relation to skills and competencies that are developmentally appropriate.
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To contribute to assessment, intervention, progress monitoring and reporting on individual children.
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To support the effective inclusion of children with SBEW in mainstream settings to promote learning, age appropriate development and independence.
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To work in conjunction with early education providers and professionals from other services and agencies. This work will be carried out under supervision.
MAIN DUTIES AND RESPONSIBILITIES:
Early Intervention Support for Children, Families and Education Settings
Work under the direction of designated PBS&P staff to support children referred to the service with social, behavioural and emotional wellbeing (SBEW) needs by:
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Providing a caring and empathetic service to schools demonstrating a knowledge of supporting children with SBEW needs and appreciation of the challenges they may face.
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Modelling effective strategies which support learning and play.
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Linking with school staff and parents to promote active partnership working and by promoting consistency of approaches within the home and educational settings.
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Supporting the development and implementation of pupil support plans and programmes to enable the child to effectively engage with learning and benefit from available social and learning opportunities.
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Contributing to agreed baseline and on-going assessment of children with SBEW needs.
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Implementing agreed evidence based early intervention programmes under supervision to support the needs of children with SBEW.
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Working closely with parents, school staff and special educational needs co-ordinators in schools to communicate agreed practical advice, model approaches and promote effective strategies and interventions in relation to individual children.
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Contributing to the monitoring and review of children’s progress in line with agreed protocols.
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Building the capacity of education settings to support identified children by consistently modelling approaches and promoting appropriate strategies.
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Working collaboratively with school staff and under the supervision of relevant PBS&P staff.
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Providing a professional standard of intervention, directly facilitate and model interventions in primary school classes, with groups and individual pupils.
Primary EOTAS Centres
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Support and contribute to the delivery of social and wellbeing programmes within the Primary EOTAS centre.
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Support teachers both at the Primary EOTAS centre and in mainstream schools as directed by complementing the work of teaching staff.
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Support teachers in the implementation of pupil support plans, using agreed strategies for dealing with presenting difficult behaviours.
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Providing support and supervision of children attending Primary EOTAS during any off-site work.
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Organise appropriate learning experiences and activities for children attending Primary EOTAS during informal times, e.g. break time, lunch time, social outings.
Monitoring Progress and Promoting Outcomes
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Assessing and recording children’s developmental stages using agreed recording tools.
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Keeping accurate records of interventions and visits.
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Contributing, as appropriate, to reports on the progress of individual children under the supervision of a designated member of the service.
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Using a range of Management Information Systems and software packages to support record keeping and record management and resource development (for example Microsoft Word, Canva).
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Collaboration with Others and Inter-agency Work.
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Working closely with other identified professionals as directed to ensure that the use of resources is maximised, and support provided is consistent.
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Follow a co-ordinated approach in the identification, assessment, and support for children with SBEW in line with service protocols.
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Provide information, when directed, to members of other Services including the EA Psychology Service, Pupil Support Services and other statutory and voluntary services/agencies.
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Attend meetings as appropriate, both internally and with other stakeholders, under the direction of designated service staff.
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Maintaining Quality of Service Delivery: Continuing Professional Development
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Enhancing skills and broadening knowledge by participating in the service staff development programme.
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Taking responsibility for professional development and attending relevant training when requested.
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Implementing learning from training and professional development, under supervision, to improve the quality of support provided.
Other Duties
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Complying with EA policies and procedures in relation to the duties and responsibilities of the post.
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Contributing to the ongoing evaluation of the service.
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Maintaining at all times confidentiality of information received.
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Any such other duties that the EA may from time to time require.
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.
To view the summary of terms and conditions for this post, click here.
