Family Support Worker
Mount Grace School
Hertfordshire
- Quick apply
- Expired
- Salary:
- H5/H6 + Fringe Allowance (£25,119 - £29,777 + £988 per annum) paid pro rata to reflect part time hours
- Job type:
- Part Time, Fixed Term
- Apply by:
- 8 December 2024
Job overview
Family Support Worker
Employment type: part time – 30hrs per week, TTO plus 2 weeks
Contract type: fixed term contract until August 2025
Interview date: TBC
Mount Grace School in conjunction with DSPL 6 are looking to appoint a Specialist Family Worker to support families with children and young people. The post will be part of the Hertsmere Schools Partnership Family Support team and covers the Potters Bar, Borehamwood and Hatfield villages area.
Purpose of the Job
- To provide early intervention family support for vulnerable families with school age children, to develop their parenting skills in order to improve the social and emotional development, ability to learn and the health of their children.
- To support parents of children who have been diagnosed with an autistic spectrum disorder
- To work in partnership with families to prevent needs escalating to require intervention by more specialist services.
- To work in partnership with other agencies where appropriate eg: social care, health, police.
Main Areas of Responsibility
- To work with families (identified by schools in the Schools’ Partnership) in their own homes and in schools giving targeted time limited support which will provide appropriate information, advice, practical and emotional support to parents and carers such that it enhances their ability to care for their children and provide a safe, nurturing home. This may include outreach work and home visits.
- To work with parents/carers, school staff and directly with children to increase children’s ability to enjoy being at school, to develop social and safety skills, to learn effectively and to be active, valued members of the school and wider community.
- To advise and inform parents/carers about relevant local services and where appropriate make referrals to other agencies to access specialist support to increase their capacity to support their child’s learning.
- To support the common assessment framework, and help ensure that service users receive co-ordinated multi-disciplinary support by establishing and maintaining effective liaison with colleagues including health services, social care and other statutory and voluntary agencies. This may involve supporting schools with administrative processes around eCAF.
- To co facilitate parenting workshops and courses across the Partnership if required.
- To support the monthly parents support group for parents of children with ASD/ADHD if required.
- To keep records of your work and adhere to guidelines on confidentiality and information sharing. Provide monitoring information and case studies to the Schools’ Partnership as required.
- To work flexibly as required by the Schools’ Partnership to take part in meetings and school events to promote and support the work of the family support service.
- To attend training, supervision (including clinical supervision) and development opportunities as directed by line manager in order to develop skills and knowledge and keep up to date with developments in family support work.
- Be aware of and comply with all policies and procedures, in particular safeguarding, health, safety and security, confidentiality and data protection and report all concerns to an appropriate person.
The duties and responsibilities listed above describe the post as it is at present. The post holder is expected to accept any reasonable alterations that may from time to time be necessary.
The successful candidate will have:
- Completed three modules of Working with Parents, Level 3 City & Guilds awards or equivalent - or be willing to undertake
- At least one year’s experience of providing direct family work to children, young people and carers
- Experience of working in partnership with schools or working in a school setting
- Experience of providing sensitive, non-judgemental and empowering support for parents, children and young people
- Knowledge of integrated Processes including CAF, team around the family
- Good organisational and interpersonal skills
- A confident and professional approach to working with parents, colleagues and other professionals from a range of backgrounds and good verbal, written, listening and presentation skills
- A full driving licence and access to a car for work purposes
Staff will be employed by Mount Grace School on behalf of the partnership and DSPL 6. Although the post is based at Mount Grace School in Potters Bar, most of your time will be spent out in the local community, therefore it is essential you hold a valid UK driving licence.
Join us in making a difference! Apply now to become a Family Support Worker at Mount Grace School, supporting families with children and young people across Hertsmere.
We reserve the right to close this vacancy early if we receive sufficient applications for the role.
Mount Grace School is committed to safeguarding and promoting the welfare of children and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Criminal Records Bureau. Online search checks will also be carried out on all shortlisted candidates.
Closing date: 8th December at 5pm
Attached documents
About Mount Grace School
Mount Grace School is a co-educational, comprehensive 11-18 Academy set on 20 acres of beautiful grounds in Potters Bar, Hertfordshire.
We are an inclusive, first choice community school that cares for and meets the needs of all its students, who achieve ambitiously as a result of great expectations and excellent teaching. We build strong character to support students to navigate the world around them so that they can lead happy, successful and healthy lives.
We offer a highly effective, knowledge-engaged, curriculum consistently driven by the explicit teaching of vocabulary and reading. Our teaching is informed by educational research into how children acquire and retain knowledge and it is enhanced by exceptional character development. As a result, children develop skills so that they can embrace the challenges and demands of future work and life.
Our motto ‘Res Non Verba’ (Latin for ‘Deeds not Words’) reminds us that we have to act on our ambitions. Our aim is clear: we want to be an outstanding school where students excel academically, create positive memories, make meaningful connections and develop a strong virtuous character so that they flourish and succeed in all areas of life. To realise our vision we insist on strict standards of behaviour and courtesy that enable all to achieve, feel safe, be proud to belong and contribute positively to the school and the wider world.
Being a relatively small secondary school, we are proud of our personalised programme of support for young people. We acknowledge and break down physical, emotional and perceived barriers to success and seek to support individuals with their personal goals and ambitions. Our pastoral and mental health support is well resourced with expertise that understands the impact that nurturing a positive self-esteem can have on a child’s life chances. This, matched with the highest expectations for learning, reading and oracy as well as an ethos that promotes growth mindsets, means that all students can excel regardless of how low the starting point or how high the goal. But we don’t do this alone. We have a highly supportive parent, carer and community voice behind us and robust network of professional partners who work with us to enrich the child’s experience and ensure they thrive.
I am immensely proud of our successes and the significant progress we have made in recent years. There have been measurable improvements across all areas of our school as well as the physical improvements from ongoing investment to our learning environment.
Headteacher
Geeta Patel
Values and vision
Proud to Belong: At the heart of our ethos and values is the drive to create an inclusive environment where every student, staff member, parent, and community partner feels valued and proud to be part of our school. We cultivate positive self-esteem and high levels of wellbeing by insisting that both adults and children in the school take personal pride in delivering excellence.
An Ambitious Curriculum: This commitment is reflected in our rich and engaging curriculum, designed to challenge and inspire our students to achieve academic excellence. We provide a broad and balanced range of subjects, holding a parity of esteem between the traditionally academic subjects and the creative and practical ones.
Our Character Virtues: Beyond academic achievement, we place a strong emphasis on character development. Through our virtues-led approach, we ensure that character building is a deliberate and integral part of school life. Character virtues are explicitly taught and demonstrated within the curriculum, pastoral programme and through our enrichment offering.
Thinkers and Speakers: We believe in the transformative power of knowledge to open doors, enhance self-esteem and improvement life chances so that children truly achieve freedom through education. We encourage children to articulate their learning effectively and develop as confident thinkers and speakers who engage thoughtfully and critically with the vast array of information they will encounter in both life and work.
Enrichment and Opportunity: We are proud of our child-led enrichment offer and tailor bespoke programmes to meet the needs and interests of our children. This runs in parallel to us acting on our responsibility to ensure that children have the desire to experience beyond their comfort zones and sphere of familiarity. We organise trips to local, national and global destinations, organise workshops for music and drama and support children to access sports, STEM activities, competitions, cultural experiences and more.
Ofsted 2022
…Pupils have a variety of places they can go if they have a worry or concern, such as the ‘pastoral hub’ or ‘oasis centre’. They know that staff will listen and try to help with any bullying issues. Most pupils feel happy and safe…
…Pupils learn an ambitious curriculum, where they build up their knowledge over time. They are enthused by the practical activities they get to do in subjects like design and technology, and the whole school musical production…
…Leaders have ensured that teachers have been involved in the design of the curriculum. As a result, in all subjects, teachers have carefully planned the key knowledge they want pupils to learn. Leaders have also ensured that the curriculum offered is sufficiently broad and balanced. This includes a suitable balance of vocational and academic options in the sixth form…
…Leaders have implemented an effective whole-school focus on reading. This includes an appropriate progression of high-quality texts in the English curriculum and regular opportunities for pupils to participate in guided reading during form time. Those at the earlier stages of reading receive specific intervention support…
…Pupils have access to a wide variety of clubs and opportunities, including participating in musical and sporting activities and going on trips. Pupils joining the school are made to feel comfortable, especially through the summer school that is on offer…
…Leaders have ensured the school has an appropriate programme for personal, social and health education. Pupils are taught about relationships and fundamental British values. Careers education is well developed in the sixth form. Sixth-form students receive appropriate advice and guidance…
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