Send Careers Support Advisor

2 weeks ago

Pudsey, Leeds, United Kingdom West SILC Full time

West SILC - _Working in Partnership to Make a _:


  • Difference_
  • We aim for all our students to: _
- _Develop confidence, independence and self esteem. _
- _Actively contribute to their own learning. _
- _Develop respect for themselves and others. _
- _Enjoy and achieve their full potential._

  • We believe that all learners should have the opportunity to work and play alongside their mainstream peer group. _

Job Title:
SEND Careers Support Adviser (includes delivering

careers education / life skills to post 16 students at

The Powerhouse)

Timetable:
Approx. 2 days per week mainly in post 16

Careers time - up to 3 days per week

Grade:
At least SO1

Accountable to:
Post 16 TLR / Senior Staff

Careers Role (up to 3 days a week)

  • Support students together with parents or carers to look at all the post 16 and post 19 choices
  • Provide information, advice and guidance to help people make realistic choices about further education, training and work
  • Provide
    impartial advice in order to help students and their families make informed decisions about their future and reach their full potential.
  • Work with students from year 9 1
  • Summarise your work by creating a report and contributing to student's EHCP meetings
Work will be carried out through face-to-face individual consultations or group work and will often include meeting with parents / carers:

  • Work with students individually or in small groups to discuss their career or education options
  • Explore and listen to their wishes, aspirations, ideas and career aims, whilst gently investigating their reasoning and if required encourage to widen their vocational plans
  • Identify skills gaps and how to deal with them or alternatively
  • Identify key skills required for specific roles that the student would need to gain to achieve (or move closer to) their aspirations
  • Help students identify and consider the range of choices available to them and outline possible ways forward
  • Discuss with students how to overcome any barriers to reaching their goals
  • Develop a knowledge base to include a working knowledge of both mainstream and specialist provision and where to network locally with other relevant professionals
  • Follow up after students have left school an area where support may still be needed

Specific activities can include:

  • Working with teachers, to develop inclusive appropriate work experience activities and placements
  • Researching further education, careers, options and support organisations to meet students' needs
  • Advising students and their families on how to source relevant training courses or qualifications and what funding might be available
  • Running small group sessions or larger presentations on all aspects of careers work and topics related to personal development
  • Helping students and their families to understand their future options through: o education o training o employment opportunities, including apprenticeships and internships o volunteering o meaningful contributions through personalised programmes
  • Providing advice and support regarding the transition from children to adult services to support additional needs. This can involve links with other supporting organisations especially if social care / health 'package' are necessary
  • Ensuring that all students regardless of ability or disability etc. have equality of access to appropriate activities for Preparation for Adulthood, ranging from preparing for employment to meaningful contributions to adult life.

Other activities such as:

  • Administrative tasks such as report writing and record keeping
  • Writing accessible careers literature or sourcing information products from elsewhere
  • Contributing to the planning and organising an annual West SILC careers fair
  • Keeping up to date with current options by visiting employers, training providers and events run by educational and professional bodies

Delivering learning (Approx.

2 days per week mainly in post 16)**:

  • To assess the needs of pupils and use detailed knowledge and specialist skills to support pupils' learning.
  • To establish productive working relationships with pupils, acting as a role model and setting high expectations.
  • To promote the inclusion and acceptance of all pupils within the classroom.
  • To support pupils consistently whilst recognising and responding to their individual needs.
  • To encourage pupils to interact and work cooperatively with others and engage all pupils in activities.
  • To promote independence and employ strategies to recognise and reward achievement of selfreliance.
  • To provide feedback to pupils in relation to progress and achievement.
  • To organise and manage appropriate learning environment and resources.
  • To within an agreed system of supervision, plan challenging teaching and learning objectives to evaluate and adjust lessons/work plans as appropriate.
  • Monitor and evaluate pupil responses to learning activities throug

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