Support Manager - Prestwood Campus

The post holder will play an active role in managing the behaviour of ASD (Autistic Spectrum) and SEMH students (Social, 

Social, Emotional, Mental Health) Students on a day to day basis. The post 

holder will support the Team Leader in implementing ongoing behavioural 

interventions and ensuring effective communication is maintained throughout the 

school.

Communication/Relationship Skills

• To promote all methods of communication effectively

• The post holder will have the skills to communicate complex information to staff, 

pupils and family members / carers regarding personal, psycho-social problems in an 

empathic and supportive way. This will involve using inter-personal and deescalation skills in situations which can be highly emotional / emotive, sometimes 

antagonistic and require a satisfactory outcome, e.g. highly agitated pupil

• To provide care, support, guidance, discipline and encouragement to the students in 

our care.

• To sponsor and care for all youngsters: offering them fairness, boundaries, 

compassion and being a positive role model

• To do so in a safe and cared for environment.

• To work successfully alongside parents, stakeholders and outside agencies in 

fulfilling responsibilities.

• To interact appropriately, sensitively and effectively with all members of the school 

community and its stakeholders.

• To adopt and implement the values and principles of the school policy on Physical 

Restraint alongside the school’s stated policies on safety, care and control and 

behaviour management.

• To be proactive in maintaining the school environment: taking appropriate action 

where necessary

Personal, Professional Development

• High standards of personal presentation, punctuality and courtesy

• Maintaining a comfortable, orderly and stimulating environment

• Placing a high value on the students

• Having the highest expectations of students

• Take an active role in management of student behaviour and performance

• Setting meaningful goalsfor themselves, classes and individual students

• Seeking and exploiting opportunitiesforsuccess and relationship building

• A willingness to consistently apply sanctions and discipline in an assertive, measured 

and fair way, promoting and rewarding pupils when applicable

• A desire to improve, develop and progress as a practitioner

• A determination to succeed and thrive in the face of at times deeply unsettling, 

challenging and even upsetting behaviour

• A willingness to give freely of time and commit wholly and fully to the post

• A willingness to commit fully to the whole of school life

• A recognition of the precious opportunities for relationship building that can then 

enhance learning in the classroom

• The necessary resilience and determination to manage challenging behaviour 

bringing enthusiasm, fun and warmth to the activities offered to the youngsters

• Rigorously observing and maintaining the routines and conventions of school life 

(mealtimes, dispersals etc)

• Seeking out new activities, visits and trips that will engage and interest the pupils

• Being there at significant moments both in the life of the school and individual pupils

• Seeing disciplinary issues through regardless of time or inconvenience and therefore 

demonstrating commitment and care to the student

• Caring about the quality and value of your contribution, being willing to seek 

support/advice

Analysis & Problem Solving

• An ability to deal with difficult situations, using complex problem solving skills to 

interpret, analyse and resolve /diffuse the situation to a satisfactory outcome, e.g. 

restorative intervention when two pupils fighting/arguing

• The post holder will have to advise on complex challenging and high risk behavioural 

situations to ensure safety of pupils, staff within school and at times the general 

public or external stakeholders. This may also inform and contribute to the legal, 

professional framework appropriate to the pupil e.g. LAC reviews, Annual Review 

Process, etc.

Personal Attributes

• Have knowledge of the theoretical and practical knowledge of a range of 

behavioural interventions, procedures and practices relevant to the specialist area

e.g. positive & negative reinforcement.

• Ability to be a positive part of a successful team.

• A calm but positive attitude to all aspects of school life.

• A caring and sensitive attitude towards pupils.

• Ability to foster a feeling of mutual respect in both pupils and adults.

• Ability to engender a feeling of control and security within the classroom.

• A commitment to the whole of school life.

• Vigour, enthusiasm and warmth

 Ability to change, adapt, develop and improve

Physical Skills

• Up to date competency in the Management of Physical Restraint, this training will be 

provided on commencement of employment.

Responsibilitiesfor Human Resources

• To work alongside the Line Manager to identify and implement competency 

development within the Support team.

• To have an understanding of and follow the in place Polices & Procedures as set by 

the Academy, the Governing Body and the Head Teacher

Responsibilitiesfor Information Resources

• To provide accurate and timely information on behavioural issues to the Head 

Teacher/Support Lead as and when requested

• To support the Support Team in ensuring all staff have adequate skills, knowledge 

and resources to implement record keeping standards.

• Maintain up to date training and basic knowledge in IT skills & Data protection.

• Maintain the on-line Bullying system, updating and monitoring of this daily

Responsibilitiesfor Research and Development

• To participate in specific audit projects related to practice, e.g. audit of behaviours, 

standards of record keeping and to work with the Line Manager to developing action 

plans

• To maintain awareness of contemporary research specific to BESD and it’s 

implications to inform practice

• To utilise research and evidence based practice

• To demonstrate professional accountability and effectiveness through day to day 

practice