Kings Langley School: Role Description Support Staff
Title of Post Extended Schools Support Worker (Children and
Grade (including allowances) H5
Reporting to Extended Schools Coordinator
Date September 2009
Time/Hours Up to 30 hours. Some evening, weekend and out of
school hours work will be required.
Term Time only plus 10 days
Contract Term Fixed Term Contract to August 2011 pending funding
The duties outlined in this role description are in accordance with the Schemes of Conditions
of Service as determined by The National Joint Council for Local Government Employees.
This role description may be modified by the Headteacher, with your agreement, to reflect
or anticipate changes which are commensurate with the salary and role title and improvement
and expansion plans of the school.
This role description will be reviewed every 3 years or sooner if required.
Personal and Professional Standards
The school is committed to safeguarding and promoting the welfare of children and
young people and expects all staff and volunteers to share this commitment.
Support the aims and ethos of the school as defined in the school prospectus
To set a good example in terms of professional dress and appearance, punctuality and
As a consequence of the performance review cycle for support staff, take
responsibility for personal development making full use of the school’s professional
development opportunities and training (refer to “Investors in People” documentation
for more details)
To actively contribute to the school’s mission statement by forming positive
relationships within the school community and working collaboratively and in good
humour with other colleagues as appropriate or when directed
Be aware and comply with all relevant policies and procedures within the school,
particularly those relating to child protection, equality, health and safety, bullying
and behaviour and confidentiality. It is the duty of all colleagues to report breaches
of school policies or procedures to the Headteacher or other senior colleague or
There is a requirement for schools to provide access to extended services, including access
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to additional support programmes for children and young people. The Extended Schools
remit covers a variety of areas to enrich the opportunities and support for children and
young people and there is now a requirement to provide additional support for the work
being done within this consortium of schools.
This is a dynamic and varied role whose primary purpose is to work proactively with the
Extended Schools coordinator in developing programmes to support the extended services
projects being delivered to schools, in order to help tackle pupil underachievement, remove
barriers to learning and promote positive outcomes and wellbeing of pupils.
Main Areas of Responsibility
All of these duties would be undertaken in conjunction with the Extended Schools
Coordinator (ESCO) and the role may include the development of other relevant areas. The
main areas or responsibility would include:
Review the extra curricular requirement for each school and work with the ESCO in
identifying provision, contracting the provision, marketing and administering the
programmes on a termly basis.
Work with the ESCO in supporting the wraparound care needs of each school.
Support the development of a comprehensive programme of holiday provision working
with local providers and consortium schools. Develop and circulate the marketing
materials and manage the administration required to support these programmes.
Under the guidance of the Extended Schools Coordinator, identify services for
development within the Extended Schools provision to deliver additional learning,
enrichment and support opportunities for children and young people.
Work with the Extended Schools Coordinator in promoting the use of Integrated
Processes (Common Assessment Framework, Contact Point, Team Around the Child,
Lead Professional) where relevant both to parents and Consortium Schools.
Support the common assessment process and the organisation of the TAC within the
consortium and support Lead Professionals within school settings, providing
information, advice and guidance and facilitating and supporting their role where
In case of difficulties to broker the TAC and provide support in the Lead
Professional role in collaboration with the ESCO.
To maintain records of completed CAFs within the extended school consortium
pending the introduction of the electronic CAF system.
Support the development of family learning programmes to support parents in helping
to improve the learning outcomes of their children.
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Support the marketing and administration of Extended Schools projects including
the Extended Schools web site, regular termly newsletters and the general
dissemination of Extended Schools communications.
Attend supervision, training and development opportunities as directed by line
manager in order to develop skills and knowledge and keep up to date with
developments in the field of children and young people support.
The postholder will work closely in partnership with relevant agencies, professionals
and support groups.
To carry out such other duties as required and as are commensurate with the grade
of the post.
Knowledge, Skills and Personal Attributes
Be well organised and articulate in both verbal and written form.
An ability to use relevant technology to an appropriate level
Have an excellent telephone manner, being able to adapt responses according to the
situation of the caller
Present a courteous and friendly manner
Have good numeracy and literacy skills, with a focus on good grammar and spelling
Ability to relate well to students, parents and other professionals.
Exhibit high moral standards in dealing with confidential and sensitive situations
Basic knowledge of children and young people’s development and needs in relation to
the Every Child Matters 5 outcomes.
Knowledge and understanding of the support available to children and families,
including some knowledge of local Children, Schools and Families services.
Knowledge of Integrated Practice and the Extended Schools agenda.
Ability to engage positively with parents and other significant adults in supporting
children and young people.
Ability to engage positively and negotiate with other professionals from a range of
backgrounds in order to access appropriate support.
Knowledge and understanding of how to respond to diversity of backgrounds and
needs, and a non-judgmental approach to parents from all sections of the community.
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