Positive Behaviour Support Practitioner

Working alongside the Senior Leadership Team (SLT), the Positive Behaviour Support (PBS) Practitioner will coordinate Positive Behaviour Support across Kingsbury Academy, ensuring that all pupils are supported to achieve positive outcomes through proactive, person-centred and evidence-informed approaches.

The postholder will work closely with pupils, families, staff and external professionals to develop and implement effective strategies that promote communication, emotional regulation, engagement, attendance, independence and overall wellbeing.

The role will provide guidance, training and support to staff in relation to behaviour support, working across all learning areas to ensure that behaviour plans, interventions and support strategies are implemented consistently and effectively throughout the school.

As a member of the pastoral team, the postholder will contribute to creating a safe, nurturing and inclusive environment in which all pupils can thrive. They will also contribute to safeguarding and pastoral systems, monitor attendance, welfare and wellbeing concerns, and work collaboratively with colleagues to identify and implement appropriate support for pupils and families where needed.

Key responsibilities

Positive Behaviour Support:

Deliver Positive Behaviour Support across the school.

Promote a proactive, preventative and person-centred approach to behaviour support.

Support staff in understanding behaviour as communication, particularly for pupils with Autism, Speech, Language and Communication Needs (SLCN) and complex learning needs.

Undertake functional assessments and observations to identify factors influencing behaviour.

Develop, implement and review Positive Behaviour Support Plans, co-regulation strategies and risk assessments.

Analyse behavioural incidents and identify patterns, triggers and preventative strategies.

Coordinate post-incident reviews and support staff in reflective practice.

Support the reduction of restrictive practices through evidence-based interventions.

Work alongside teaching staff, therapists and families to ensure consistency of approach.

Lead targeted interventions to support pupils with regulation, emotional wellbeing, communication and social development.

Monitor the impact of interventions and provide reports to senior leaders.

Staff support and professional development:

Provide coaching, mentoring and practical support to staff in behaviour support strategies.

Model effective practice within classrooms and around the school.

Deliver training and briefings relating to PBS, regulation, communication and behaviour support.

Support induction and ongoing development of staff in behaviour management approaches.

Promote reflective practice and solution-focused approaches across the school.

Contribute to whole-school policy development relating to behaviour, inclusion and wellbeing

Attendance, welfare and family support:

Support the monitoring and improvement of pupil attendance.

Work alongside families to identify and address barriers to attendance.

Conduct attendance meetings and home visits where appropriate.

Contribute to attendance action plans and Early Help processes.

Support pupils and families during periods of transition, reintegration or increased vulnerability.

Promote positive engagement between home and school.

Assist families in accessing support services where appropriate

Safeguarding and pastoral care:

Promote a culture where safeguarding is everyone's responsibility.

Work in line with Keeping Children Safe in Education and school safeguarding procedures.

Support the Designated Safeguarding Lead and Deputy DSLs with pastoral and welfare concerns.

Maintain accurate records of behavioural concerns.

Contribute to risk assessments and multi-agency planning.

Support pupils' emotional wellbeing, mental health and resilience.

Ensure that pupil voice is central to behaviour support planning through approaches such as Talking Mats and other communication tools.

Data, monitoring and evaluation:

Maintain accurate records relating to behaviour incidents, interventions, attendance and pastoral support.

Analyse behaviour and attendance data to identify trends and priorities.

Produce reports and summaries for senior leaders, governors and external professionals as required.

Monitor the effectiveness of interventions and recommend improvements.

Ensure that behaviour systems are implemented consistently across the school.

Partnership working:

Develop positive and professional relationships with parents, carers and external agencies.

Attend annual reviews, professional meetings and multi-agency meetings as required.

Liaise effectively with therapists and other professionals to support integrated planning.

Act as an advocate for pupils and families when accessing support services.

Lead parental workshops

General responsibilities:

Uphold the vision, values and ethos of Kingsbury Academy.

Promote equality, inclusion and respect for diversity.

Always maintain confidentiality and professionalism.

Undertake appropriate training and professional development.

Participate in educational visits and off-site activities.

Undertake any other duties commensurate with the grade and responsibilities of the post.

Person Specification

Essential:

Experience:

Experience of supporting pupils who present with behaviours that challenge.

Experience of developing and implementing behaviour support strategies.

Experience of working with families and external agencies.

Experience of analysing behaviour or attendance information to inform interventions.

Experience of delivering interventions to individuals and small groups.

Knowledge:

Understanding of Positive Behaviour Support principles.

Understanding of Autism Spectrum Condition and Speech, Language and Communication Needs.

Knowledge of safeguarding procedures and statutory responsibilities.

Understanding of emotional regulation, co-regulation and trauma-informed practice.

Understanding of attendance processes and barriers affecting school attendance.

Knowledge of SEND legislation and inclusive practice.

Skills and Attributes:

Excellent interpersonal and communication skills.

Ability to build positive relationships with pupils, families and professionals.

Ability to coach, support and influence colleagues positively.

Strong organisational and record-keeping skills.

Ability to remain calm and professional in challenging situations.

Commitment to inclusion, safeguarding and pupil wellbeing.

Ability to work independently and as part of a team.

Desirable

Behaviour support training.

Positive Behaviour Support qualification.

Experience of working in a special school setting.

Experience of leading staff training.

Experience of conducting home visits and attendance interventions.

Experience of using communication approaches such as Talking Mats, Intensive Interaction or AAC systems.

Experience of supporting pupils with complex Autism and learning difficulties

Requirement

You will need to have an ability to fulfil all spoken aspects of the role with confidence through the medium of English.