Mental Health and Wellbeing Lead
Greenshaw High School
Sutton
- Expired
- Salary:
- NJC Outer London OLS2 points 26-28
- Job type:
- Full Time, Permanent
- Start date:
- 01/10/2024
- Apply by:
- 16 September 2024
Job overview
The role of Mental Health and Wellbeing Lead has a high status at Greenshaw High School and the successful candidate will have a significant level of authority across the whole school. They will perform a key role in providing expert advice and support to a wide range of staff regarding student wellbeing, mental health and the impact on behaviour. They will be accountable to a Deputy Headteacher who is also the Designated Safeguarding Lead (DSL).
The Mental Health and Wellbeing Lead will join the Safeguarding Team as a Deputy Designated Safeguarding Lead. This means working very closely with a team of 3 DDSLs and the DSL. This role carries a high level of responsibility as it involves making judgements about students which are crucial to ensuring they are safe. It also involves taking part in strategy discussions and inter-agency meetings and making vital contributions to the assessment of vulnerable students.
The Mental Health and Wellbeing Lead will contribute to our whole school mental health and wellbeing provision. This is likely to include line management of a Senior Junction Mentor; the Junction provides evidence-based mentoring and group interventions for students who present with Social, Emotional, Mental Health and behavioural needs. The Mental Health and Wellbeing Lead will also work collaboratively with our Inclusion Management Team which includes our SENCO, Attendance team and members of the Senior Leadership Team with pastoral responsibilities. This aspect of the role may also involve staff training and oversight of our wellbeing curriculum.
The main duties and responsibilities will include:
Safeguarding Responsibilities
Safeguarding responsibilities are aligned with those set out in Keeping Children Safe in Education (KCSiE). Main tasks include the following:
1. Attending the local authority DSL safeguarding training;
2. Taking mental health related disclosures from members of staff and students as required;
3. Liaising with external agencies such as CAMHS and social care;
4. Writing and overseeing CAMHS referrals;
5. Writing and/or overseeing safety plans for students who may be at risk of self-harm or suicide;
6. Attending our weekly safeguarding team meetings to discuss cases;
7. Being available during school hours during term-time for staff to discuss any safeguarding concerns, whether that is in person or by phone.
Wider Responsibilities:
Whole School
1. Working with the Deputy Headteacher to audit, review and continue to improve our whole school approach to mental health and wellbeing;
2. Responsible for reviewing the organisation, delivery and content of our mental health and wellbeing curriculum across the whole school;
3. Liaising with relevant members of the Senior Leadership Team in planning and implementing whole staff training where required;
4. Contributing to whole school policies and processes;
5. Liaising with our Digital Platform Manager and Online Safety Lead to ensure the content of our web pages contain relevant information for parents/carers and young people regarding mental health;
6. Working with student councils to ensure the voice of the student body informs our practice regarding mental health and wellbeing;
7. Keeping abreast of new research, developments and initiatives in order to provide advice regarding implementation of new ideas and approaches;
8. Managing peer mentoring schemes when required.
Targeted
9. Assisting members of the Senior Leadership Team with ensuring the needs of specific students are met through targeted interventions;
10. Working with the Special Educational Needs Co-ordinator, wider Inclusion team and teachers to ensure that staff working with identified students understand how to support them;
11. Providing expert contributions in multi-agency meetings regarding individual students;
12. Providing expert advice to staff through screening all referrals for mental health and wellbeing support and ensuring referrals go to appropriate specialist agencies;
13. Carrying out mental health and behavioural assessments on students and formulating plans of appropriate support;
14. Responsible for the planning of targeted interventions for students who attend the Junction;
15. Supporting with the delivery of Junction interventions;
16. Providing advice and guidance for parents/carers regarding specific students;
17. Line management of the Senior Junction Mentor, which includes reviewing caseloads and evaluating effectiveness of interventions.
External
18. Participating in Sutton schools mental health networks and partnerships, alongside the Deputy Headteacher;
19. Responsible for managing our links with key external agencies who work directly with our students, including the management of referrals;
20. Liaising with clinical leads regarding the appropriateness of referrals;
21. Maintaining a close working relationship with local CAMHS staff to help us ensure we understand the criteria used by CAMHS;
22. Consulting with CAMHS regarding individual students;
23. Responsible for being the main contact for communication with key staff from the Sutton Tuition and Reintegration Service (our local medical Pupil Referral Unit).
Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual task undertaken may not be identified.
The job description, in consultation with the post holder, may be changed by the Headteacher to reflect or anticipate changes in the job commensurate with the grade and job title.
Attached documents
About Greenshaw High School
Greenshaw High School is a highly over-subscribed 11 to 19 mixed comprehensive secondary school and sixth form situated in Sutton, South West London. Greenshaw High School is at the heart of a group of over twenty other schools in the Greenshaw Learning Trust. It was designated as a Research School in 2020, so we have access to some of the best research and evidence about how learning can happen most effectively.
With these supportive connections it is no surprise that Greenshaw has been popular with parents of children of all abilities and there continues to be a large demand for places.
Our Vision
We have an established reputation of nurturing high levels of attainment in our students alongside excellent pastoral support. We strive for high outcomes and also value high welfare, for both pupils and staff. Education should not be a choice between one or the other, and we hold both in equal esteem.
Our Learning
As a comprehensive school, our curriculum breadth is incredibly important for us. We want all of our students to experience a wide range of subjects including maths, English, sciences, humanities and languages, and proudly make a space for the performing and creative arts.
We also relish our social responsibility to educate our students about important areas that do not fall neatly into subject categories, but that are critical to young people so they can be empowered citizens and intellectually capable. This includes the books we read in tutor time each morning, and a homework scheme we call The Big Ideas that Shaped the World.
Examination Results
A level results
Reviewing exam outcomes over the last few years of educational disruption presents challenges, but in the previous nine years of public exams our post-16 results were always significantly above national average rates of progress. In the most recent year of public examinations (2019), more than one in five of every A Level grade at Greenshaw High School was at grade A or A* with 73% of students achieving a pass at A*-C.
Over the last two years our students continued to progress well onto their next stage. The majority of our Year 13 students progressed to undergraduate courses (including medicine and law) at prestigious Russell Group universities, including Cambridge and Oxford Universities. We are also proud that our strong work in the creative arts continues to enable large groups of students to move on to foundation art courses, and directly into world leading institutions such as Central St Martins University for the Creative Arts.
GCSE results
Similarly, in Year 11 the proportion of our students securing firm destinations for post-16 education has been ahead of national averages. They have gone on to access a range of BTEC, A Level and other courses both at our school and other colleges locally. In 2019, Greenshaw High School celebrated the GCSE results achieved by students of the school, with 72% of all qualifications graded at 4 or better (what used to be the old ‘grade C’), and a quarter of all qualifications at grade 7 or higher (the old ‘grade A’).
Our Commitment to Your Career
As a Research School Greenshaw High School is committed to providing excellent CPD opportunities and career progression for all staff. We prioritise staff training and development and believe that all members of staff should have a thorough induction and an ongoing programme of training and professional development.
On each Wednesday lessons end an hour earlier, allowing our training to be done within the school day, rather than in twilight sessions. We call this part of the week ‘Professional Growth’, and is divided between departmental sessions on subject pedagogy, and broader professional enquiry in areas such as assessment, educational disadvantage and language. All colleagues are part of the whole school coaching programme where we review effective lesson structures and pedagogy, enabling all of us to continually reflect on our current teaching and always seek to improve.
Our programme of professional development has been recognised as excellent. It was awarded ‘Gold’ status by the Teacher Development Trust, a level of award that is rarely granted.
By investing in staff development our staff body is up to date with the latest thinking and practice in education. This in turn enables them to provide the best learning opportunities for our students, something we are passionate about every day we come to work.
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