SEMH Inclusion Advisory Teacher
| Posting date: | 17 February 2026 |
|---|---|
| Salary: | £47,472.00 to £51,048.00 per year |
| Additional salary information: | £47472.00 - £51048.00 a year |
| Hours: | Full time |
| Closing date: | 08 March 2026 |
| Location: | Trowbridge, BA14 8JN |
| Company: | NHS Jobs |
| Job type: | Contract |
| Job reference: | F0041-26-6526 |
Summary
The role of the School and Family Support Team Leader is to effectively support complex families to achieve positive outcomes, supervise, manage, and ensure the continuous development of case-holding School and Family Help Practitioners (developing management skills)and to enable and promote local frontline collaborative working. Specific duties and responsibilities include: Line manage the School and Family Supportteam effectively by over seeing the case-holding School and Family Support Practitioners within the agreed supervision practice framework including sharing knowledge, skills and expertise with them to enhance their professional development ,identifying and filling training and development needs and assuring the quality of practice. To deputise for Extended Duties Manager in implementing strategic plans and reporting on service impact for the service area. Work with the Extended Duties Manager to create strategy for the team to have positive impact across Early Help Using organisational and prioritisation skills, to have responsibility delegated by the Extended Duties Manager for the delivery of performance indicators in line with set standards and departmental expectations which may include ensuring: Timeliness of School and Family Support Practitioner allocation. Quality and timelines of early help holistic assessments. Timelinessof EarlySupport Review (ESR) activity. Timeliness of case closure Outcomes achieved and impact/distance travelled. Timeliness ofappropriate escalation/de-escalationacross thresholds. Supportschoolsstaff with setting SMARTtargets. Work with schools toidentify,support,and hold risk in line with social care thresholds through early help strategies andsupport. This will requireexpertunderstanding(and application of that understanding) across allpracticeareasand workflow and of the factors which affect the ability to manage them effectively. Analysis and insights will inform proposed solutions which the post holder will present to management for decision.Using extensive and proven professionalexpertiseand evidence-based intensive interventions to deliver effective support to complex families, particularly for those that are difficult to engage. Beingthe lead case worker for complex,difficultEarly Helpcases(i.e. those that haveachildProtection history, have greater potential to escalate quickly toFamily Keyworker orChild in Need or likely to have crisis events requiring a fast and intensive response [includingsome occasionalout of hours].Case workpracticeincorporates: Preparing comprehensive,analytical,andgood qualitychild and familyEarly Support Assessmentsfor complex and/or high need families (in the home andclearlyreflectingthe voice of the child and the family). Working with school to setchild and family defined goals and desired outcomes and action plan; coordinating the planwith the schoolprofessionals,tracking and ensuring all contributors are effectively delivering on time; leading and facilitating complex and challenging Team Around the Child/Family meetings,andrecording relevant actions, events and decisions in accordance with case management principles. Facilitating parental understanding of a child and young person's needs; delivering programmes whichdevelop parenting confidence,independence,andconsistency;andenablesparents toprovidean appropriate environmentin which children and young people feelsafe,and which encouragespositiveself-esteem and resilience. Supportingcomplex, high needfamilies to become involved in their local community and to access wider opportunities in education, play, work,leisure,and volunteering. Working directly with children, and schools, listening to their voices toprovideappropriateand tailored support to address a range of developmental needs including disruptive and challengingbehaviour.Deliver programmes of trauma informed training to schools, modelling attachment, trauma informed practice with school staff to addressneeds. Identifyingspecific needs which require a specific and/or specialist response (e.g.,parental mental health concerns, child is a young carer)- following agreed protocol. Regularly leadingortakingpart inSchool andFamily SupportPractitioner, orEarly Support Assessment (ESA), caseauditsand sharing key learningto ensure: Allwork is carried out in a manner consistent with service policies andprocedures. work is of a high standard,and. that children/families are achieving positive outcomes. The post holder willidentifyweaknesses in practice and address those with those individuals they supervise directly or will present findings to management to ensure issues are appropriately addressed in other teams. Workingclosely with local partners, especially schools, early years settings and health servicesto ensure that local families receiveappropriate,collaborativeand coordinated support;makinga positive contribution to local multi-agency partnerships and local networks that support parentingand the needs of children and young people.This will be achieved by using their relationship-building and networking skills and actively and constructively contributing to collaborative discussions and decisions on integrated working. Bethe keylink with the Early Support Hub within the IntegratedFrontDoor Team (IFD)to share identified barriers to good practiceand jointly develop a system approach to more effective practice. Regularly reflect on performance andidentifyopportunities for improvementthrough thecollection and analysis of data. Share this with the Extended Duties Managerto develop further strategic directionforthe team to improve outcomes for children,youngpeople,and their families. Work with key partners (Safeguarding Vulnerable People Partnership (SVPP), IFD, Special Educational Needs & Disabilities (SEND)etc.) to develop impactful training and co-deliver linked to the Early Support Assessment process. Working with SEND colleagues to identify how Early Help and the ESA process can support children and families with SEND needs holistically. Developing recommendations for practice changes.