Wellbeing Tutor

Job Description

Role Title: Wellbeing TutorReports to: Head of WellbeingOur SchoolWhite Trees Independent School is a specialist provider of educational services delivering a nurturing environment that supports pupils’ needs enabling them to experience a rounded and balanced education.Open for Business Since 2013Based in Hertfordshire we were originally opened in 2013 for 6 pupils. This has since grown to take 55 pupils and from one site to two. This makes us an especially important part of the WhiteTrees Group which we plan to grow in parallel with the housingand residential expansion, plus, the local area authority needs, to accommodate more young people.Pupil Centric EducationWe put the pupil’s educational requirements first and don’t try to fit them into a generic system that has already failed to identify and support their educational needs. Many of our pupils have been let down and disappointed time and time again.Our Building Brighter Futures Framework underpins the teaching and learning across our whole school by providing a common language for supporting the growth and development of pupils and staff.Main Purpose of the RoleThe Wellbeing Tutor is part of the Wellbeing and Education Team. The Wellbeing tutor, under the guidance of the Senior Therapeutic Lead will support the development of the social and emotional development of White Trees pupils through the Intervention systemsin place. The Wellbeing tutor assists in the identification of support needs within the school through assessment protocol and implements targeted interventions as needed.Duties and ResponsibilitiesClinical

• To assist with psychological assessments, including questionnaires, self-report measures, rating scales, direct and indirect observations and semi structured interviews with young people and adults involved in their care in collaboration with the WellbeingTeam.
• To provide ‘1:1 or small group wellbeing sessions’ to pupils when this is requested and agreed to be an appropriate level therapeutic intervention.
• To maintain a caseload with guidance and support from Head of Wellbeing and Senior Therapeutic Intervention Lead.
• To attend appropriate meetings at the Head Office as required with guidance from the Head of Wellbeing and Senior Therapeutic Intervention Lead.

Set high expectations which inspire, motivate and challenge pupils by:

• Actively develop knowledge and understanding of the Building Brighter Futures Framework and incorporate this into sessions with pupils.
• Establishing a safe and stimulating environment for pupils, ingrained in mutual respect
• Demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils – leading by example.

Promote good progress and outcomes by pupils by:

• Being accountable for the attainment, progress and outcomes of the pupil you support (alongside other staff where applicable)
• Being aware of your pupils’ capabilities and their prior knowledge, and plan sessions to build on these, wrapping the support around the individual pupil.
• Guiding pupils to reflect on the progress they have made and their emerging needs
• Demonstrating knowledge and understanding of how pupils learn and how these impacts on session planning
• To report and record pupil’s attainment, progress and results of assessments within the school’s recording and reporting structure, under the guidance of Senior Therapeutic Intervention Lead

• Use data and records to set appropriate targets and plan interventions accordingly

Demonstrate good theoretical knowledge and understanding by:

• Having a secure understanding of how a range of factors can inhibit our pupils’ ability to learn, and how best to overcome these – Following strategies/interventions designed by our Wellbeing team
• Having a good knowledge of the relevant interventions, utilising and maintaining pupils’ interest in the session, and addressing misunderstandings
• Demonstrating a critical understanding of developments in promoting pupils positive mental, social, and emotional needs.
• Demonstrating and awareness of the physical, social and academic development of children and knowing how to adapt sessions to support our pupils’ education at different stages of their development and emotional state

Plan and deliver well-structured sessions by:

• Liaise with Senior Therapeutic Intervention Lead to assess pupils SEMH needs and implement programs in order to support their needs
• Imparting knowledge and developing understanding through effective use of session time
• Reflecting systematically on the effectiveness of sessions and approaches to planning and implementation
• Contributing and supporting the design and provision of an engaging sessions within the relevant scope for intervention

Manage behaviour effectively to ensure a good and safe learning environment by:

• Having clear rules and routines for behaviour in classrooms, and taking responsibility for promoting good and courteous behaviour both in classrooms and around the school

• Having high expectations of behaviour, using our behaviour wave system accordingly to help support our pupils, embracing the culture of ‘catching our pupils being good’
• Lead by example – show our pupils what we expect from them, positive behaviour and good manners
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

Contribute to self-evaluation by:

• Contributing to the completion of the current school evaluation processes as required

Professional development and performan

Keyskills :
Psychology Wellbeing children's care SEMH