This job expired on 3 June 2024

  • Job start date

    4 September 2024

  • Closing date

    3 June 2024 at 12pm (midday)

  • Date listed

    17 May 2024

Job details

Job role

  • HLTA (higher level teaching assistant)

Visa sponsorship

Visas cannot be sponsored

Working pattern

Part time: 25 hours per week, term time only

Contract type

Fixed term - one year in the first instance

Actual salary

£14,922.10- £16,251.90

Pay scale

Pt 12-17

What skills and experience we're looking for

Job Description – Child & Family Worker

General duties

  • Offer emotional and practical support to parents, pupils and families, in their own homes where necessary, responding quickly to changing needs and circumstances.
  • Offer a whole family approach to families with using the strengthening families criteria (must meet at least 2 of the criteria).
  • Build trusting relationships with parents and pupils to help support their needs, to develop independence and resilience rather than dependence.
  • Work alongside colleagues to assess the needs of the families referred for support and participate in the reviews and evaluation of the support.
  • Plan creative and innovative responses to families’ needs and keep high-quality records and assist with the preparation of reports.
  • Act as a DDSL, raising any immediate concerns with the Head of School. Make referrals to FPOC, following discussion with HoS, use the Threshold Document, complete MARF forms, attend strategy and other meetings as needed.
  • To receive line management and supervision as agreed with the line manager.

Supporting families

  • Act as a point of contact for families in need of support.
  • Establish and foster good relationships with families.
  • Promote the self-esteem of parents and help them to communicate openly.
  • Discuss issues, e.g. difficulties at home, with parents in a confidential manner and in accordance with the school’s Confidentiality Policy.
  • Support inclusive practices, focussing on preventative and early intervention measures.
  • Support vulnerable and ‘at risk’ pupils and families in a manner appropriate for individuals’ needs.
  • Share information on practical childcare and parenting skills with families who request it.
  • Facilitate group family support sessions and conduct them in a positive, holistic and confidential manner.
  • Be knowledgeable of the range of agencies available locally; working with them directly or signposting parents towards suitable assistance.
  • Ensure the Essentials for Engagement are in place:

o Consent is in place where appropriate

o There will have been an assessment that takes into account the needs of the whole family;

o There is an action plan that takes account of all (relevant) family members;

o To act as the Lead Professional, where appropriate;

  • Be a DDSL at the school and act in accordance with the Children Protection and Safeguarding Policy.
  • Participate in training events as required to ensure your knowledge is up-to-date and reflects good practice advice.
  • To provide guidance and support for families experiencing difficulties in a way that does not bring them into conflict with neighbours, the community and housing agencies. To maintain contact with families for an agreed length of time to help families develop more effective strategies and skills to improve outcomes for the whole family.

To deliver parenting support using the Solihull Model, where appropriate, (either individually or in a group).

To maintain regular contact with families of children and young people receiving support to encourage positive family involvement in the child’s/young person’s learning.

Supporting pupils

  • Complete common assessment forms with families to ensure they receive appropriate support.
  • Liaise with teachers, the Head of School, Executive Headteacher, SENCO, DSLs, and any other relevant persons regarding pupils.
  • Work across all of the both the Infant and Junior schools to support vulnerable children within the same family as needed. .
  • Provide pastoral support to pupils as required, implementing pastoral support plans as appropriate.
  • Establish good relationships with pupils, acting as a role model and setting high expectations of pupils.
  • Assist with the development of behaviour plans to ensure pupils have the support in place to positively engage with learning.
  • Encourage pupils to interact and engage with activities and learning, and develop pupils’ confidence and self-esteem.
  • Under guidance from teachers, provide feedback to pupils in relation to their progress and achievement to help them make meaningful and positive progress.
  • Provide one-to-one support for pupils as and when required, including during typically more stressful times such as the lunch period.
  • Be available as timetabled during break and lunchtime to offer drop-in and/or planned support to identified children.
  • Withdraw and support pupils whose behaviour is proving a significant barrier to their own or others learning, in consultation with assistant heads or head of school.

Supporting the school

  • Be aware of, and comply with, all policies and procedures relating to child protection, health and safety, security and data protection.
  • Report all concerns to the Headteacher and conduct progress meetings surrounding action plans for improving the school environment.
  • Contribute to the overall aims and vision of the school.
  • Establish and maintain effective working relationships with colleagues within the team, local area and organisation.
  • Assist in the supervision and training of learning assistants where required.
  • Assist in the planning of opportunities for pupils outside of the school.
  • Accompany teaching staff and pupils on school trips and visits, and develop appropriate support plans for pupils attending trips as required.
  • Provide advice and guidance to staff, pupils, parents and others.
  • To attend and participate in the Early Help Partnership meetings, professionals’ meetings, case conferences, Strengthening Families Locality meetings and relevant neighbourhood meetings, and prepare reports when required.
  • To develop good relationships with a range of staff across both Adult and Children’s Services as well as with non-statutory partner agencies.
  • To receive specialist training, as identified by the line manager, and facilitate intervention programmes when required.
  • To complete home visits with another colleague under the direction of the Head of School/Executive Headteacher.

Supporting staff

  • To communicate effectively with all appropriate staff to ensure all are aware of vulnerable children’s needs e.g. via CPOMs, face to face.
  • Assist in supporting learning through intervention measures.
  • To maintain high standards of professional integrity and respect for others.
  • Assist in the implementation of behaviour plans and other support plans as required.
  • Liaising with all school staff where appropriate, e.g. providing supporting resources for them to use, training support.
  • With the support of the class teacher direct teaching assistants to deliver interventions.
  • Work with teachers to employ strategies to support pupils’ achievements and learning goals.
  • Promote good pupil behaviour and deal with conflicts and incidents in line with the schools’ Behavioural Policy.


  • To maintain records securely (CPOMS), participate in data monitoring activities, and undertake evaluation procedures as advised by the line manager.
  • Respond to and conduct correspondences with parents regarding their child’s needs, which may involve complex matters.
  • Manage complex attendance procedures where required, e.g. liaising with the office team, EWO, preparing information for court prosecutions, visiting parents, and making sure parents understand their responsibilities regarding their child’s education and their child’s regular attendance.
  • Provide detailed analysis and evaluation of data and produce detailed reports/information as required.
  • Be responsible for the completion and submission of complex forms, returns, etc., including those to outside agencies, e.g. persistent absence reports.
  • To provide written and verbal reports as required.

Job Description – Deputy DSL

It is a matter for individual schools and colleges as to whether they choose to have one or more deputy designated safeguarding lead(s). Any deputies should be trained to the same standard as the designated safeguarding lead.

Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained deputies, the ultimate lead responsibility for child protection remains with the designated safeguarding lead; this lead responsibility should not be delegated.

Manage referrals

Following discussion and guidance of the Designated Safeguarding Lead, wherever possible, the deputy designated safeguarding lead is expected to:

  • refer cases of suspected abuse to the local authority children’s social care as required;
  • support staff who make referrals to local authority children’s social care;
  • refer cases to the Channel programme where there is a radicalisation concern as required;
  • support staff who make referrals to the Channel programme;
  • refer cases where a crime may have been committed to the Police as required.

Work with others

The deputy designated safeguarding lead is expected to:

  • liaise with the designated safeguarding lead/head of school/executive headteacher to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations;
  • as required, liaise with the “case manager” and the designated officer(s) at the local authority for child protection concerns (all cases which concern a staff member); and
  • liaise with staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies.


The deputy designated safeguarding lead should undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated at least every two years.

The designated safeguarding lead should undertake Prevent awareness training.

In addition to the formal training set out above, their knowledge and skills should be refreshed (this might be via e-bulletins, meeting other designated safeguarding leads, or simply taking time to read and digest safeguarding developments) at regular intervals, as required, but at least annually, to allow them to understand and keep up with any developments relevant to their role so they:

  • understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments;
  • have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so;
  • ensure each member of staff has access to and understands the school or college’s child protection policy and procedures, especially new and part time staff;
  • are alert to the specific needs of children in need, those with special educational needs and young carers;
  • are able to keep detailed, accurate, secure written records of concerns and referrals;
  • understand and support the school or college with regards to the requirements of the Prevent duty and are able to provide advice and support to staff on protecting children from the risk of radicalisation;
  • obtain access to resources and attend any relevant or refresher training courses; and
  • encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them.

Raise Awareness

The deputy designated safeguarding lead should:

  • ensure the school or college’s child protection policies are known, understood and used appropriately;
  • ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school or college in this; and
  • link with the local LSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding.


During term time the deputy designated safeguarding lead should always be available (during school or college hours) for staff in the school or college to discuss any safeguarding concerns. Whilst generally speaking the deputy designated safeguarding lead would be expected to be available in person, however in exceptional circumstances availability via phone and or Skype or other such media is acceptable.

It is a matter for the designated safeguarding lead to arrange adequate and appropriate cover arrangements for any out of hours/out of term activities.

What the school offers its staff

Career Progression and Staff Development

We are committed to developing our staff and to providing opportunities for growth. We want to encourage the career progression of our employees wherever possible, and support staff who wish to move between our schools and the Central Team when suitable roles arise. We also offer secondment opportunities when available.

At Empower Trust you would be working alongside excellent leaders in education, each with specific areas of expertise. We offer Middle and Senior Leadership development programmes, professional support networks and career development pathways for staff at all levels. In addition, we also have mentoring and coaching programmes, peer learning, internal and external CPD opportunities.

Health and Wellbeing Services

Working in education is a challenging job and the health and wellbeing of our staff is high on our agenda and a key priority. We have several Trust wide wellbeing initiatives that offer support and guidance for our workforce:

  • A Trust Wellbeing Strategy and Charter outlining our commitment to staff wellbeing
  • At least one trained Mental Health First Aider in every location, helping to embed our belief that physical and mental health hold equal importance
  • A network of Mental Health First Aiders and Mental Health Leads who provide support, guidance, and signposting to colleagues across the Trust
  • A Future in Mind network representing all our academies, who signpost staff to wellbeing support and information, and ensure staff voice is heard
  • A designated Trustee sponsor whose role is to ensure staff wellbeing remains a priority
  • Wellbeing is a discussion item on each Trustee / Local Governing Body meeting agenda
  • Dissemination of annual staff wellbeing questionnaires to inform future actions
  • Active engagement in national and international awareness days
  • Working towards the Mental Health at Work Commitment and the Education Staff Wellbeing Charter

Employee Assistance Programme

We are committed to ensuring everyone at Empower Trust gets access to the support they need for personal issues as well as any work-related worries. Our completely confidential Employee Assistance Programme offers numerous services:

  • Physiotherapy and musculoskeletal (MSK) services
  • Confidential counselling via face-to-face therapy or secure online video sessions
  • Stress coaching
  • Support services for menopause, long covid, bereavement, cancer, cardiac conditions, lung conditions, medical trauma, mental health problems, motor neurone disease, orthopaedic conditions, multiple sclerosis
  • 24/7 GP helpline and prescription service, offering consultation, private prescriptions, open referrals, and fit notes
  • Surgical assistance programme

Flexible and Family-Friendly Policies

Our employment policies are flexible and responsive to promote diversity and equality, as well as attract and retain the highest quality workforce. We offer flexible working opportunities; job share arrangements, term time working and part time-roles; generous family leave packages; and compassionate or emergency leave.

Pension Scheme

We offer an excellent pension scheme with either the Local Government Pension Scheme (support staff) or the Teachers’ Pension Scheme which include death in service benefits. As well as employee’s paying contributions into the scheme (banded, based on earnings level) Empower Trust also pays a generous contribution on your behalf.

Cycle to Work Scheme

Save on the cost of the commute, promote a healthy lifestyle, and reduce your carbon footprint - all with our superb cycle to work scheme! Find the bike of your dreams and save up to 42% in tax and NI contributions. Whether it’s a mountain bike, BMX, fixie, electric cycle, or one of those natty bikes with a basket on the front, get the wheels you really want; all at an affordable cost spread over 12 to 18 months.

Other Benefits

  • Eye care scheme
  • Attractive annual leave allowance
  • Free on-site parking
  • In-house catering
  • Financial wellbeing support
  • Discounts for teachers – https://www.discountsforteachers.co.uk/

Further details about the role



Qualifications and training

The successful candidate will:

  • Hold or be willing to work towards an NVQ level 3 or equivalent e.g. in Education, Health or Social Care, Community Development or Diploma in Youth & Community Work
  • The achievement of English and Maths or equivalent to level 2 of the National Qualification Framework
  • Evidence of continued professional development
  • Willingness to undertake further training to provide appropriate services in relation to child and family support.
  • Be subject to a DBS check.

Work or relevant experience

The successful candidate will have experience of:

  • Working with vulnerable children and families.
  • Handling safeguarding concerns, including following confidentiality measures.
  • Working with SEND and disabled children.
  • Planning and running support groups and delivering supportive training.
  • Supporting children in the Primary phase, including EYFS.
  • Implementing support measures and monitoring their effectiveness.
  • Using relevant technological systems in order to track and analyse pupils’ data.
  • Knowledge and understanding of support services available to families.
  • Experience of working with professionals in other agencies who work with children, young people or their parents to develop SMART action plans and achieve targeted outcomes.
  • Experience of recording information about families, and maintaining these appropriately.
  • Demonstrate a good understanding of what good assessments, plan and exit strategies look like.

Knowledge and skills

The successful candidate will be able to:

  • Carry out all aspects of the role to a high standard at all times.
  • Communicate with colleagues, parents and pupils in a friendly and professional manner.
  • Undertake their work within an anti-discriminatory and empowerment framework.
  • Reflect on their own practices and undertake training to continue their professional development.
  • Write clear and accurate reports on pupils’ needs and progress, accounting for teachers’ comments and feedback.
  • Demonstrate planning, organising and monitoring skills.
  • Support people in distress and crisis.
  • Demonstrate their understanding of children and families and the challenges that they can face.
  • Ability to prioritise workloads, meet demands and evaluate effectiveness of own work.

Personal Qualities

The successful candidate will have:

  • Excellent verbal and written communication skills.
  • Excellent time management and organisation skills.
  • A flexible approach towards working practices.
  • High expectations of self and a desire to maintain professional standards.
  • The ability to work as both part of a team and independently.
  • The ability to maintain successful working relationships with colleagues.
  • High levels of drive, energy and integrity.
  • A commitment to equal opportunities and empowering others.
  • An understanding that individuals may have fundamental differences, and the ability to adapt plans to accommodate for these.
  • A commitment to supporting others.
  • An excellent understanding of confidentiality.
  • An understanding of child development and how adverse events can impact progress.

The successful candidate will be:

  • Prepared to work regularly within a classroom setting
  • Committed to promoting high quality support and intervention to pupils and families.
  • Dedicated to their professional development and achieving desired qualifications.
  • Able to plan and take control of situations.
  • Committed to contributing to the wider school community.
  • Capable of handling a demanding workload and successfully prioritising work.
  • Professionally assertive and clear thinking.
  • A good team player, with the ability to also work using their own initiative.
  • A creative thinker who is committed to developing new support measures to meet pupils’ needs.
  • A sensitive and understanding person who can have difficult conversations with families.

Commitment to safeguarding

Greenacres Primary School and Empower Trust are committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. The post is subject to enhanced DBS clearance and other safeguarding checks. If shortlisted, you will be subject to an online search.

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About Greenacres Primary School

School type
Academy, ages 3 to 11
Education phase
View all Primaryjobs
School size
133 pupils enrolled
Age range
3 to 11
Phone number
01743 464570

Greenacres is a smaller than average primary school, situated in North Shrewsbury. The school has undergone transformative change over the course of the last twelve months and now represents a pillar of stability within the community we serve. This represents an exciting time to join our well-resourced, highly regarded setting and be part of our journey.

Vision: Our vision is simple – for all our pupils to become curious, considerate, and confident individuals, having enjoyed an abundance of memorable experiences and felt a deep sense of belonging.

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