CONTENTS Page COMMISSIONING PROFILES 6 Commissioning ...€¦ · 2 CONTENTS Page PUBLIC HEALTH PROFILES 75 Director of Public Health 76 Information Technician 78 Information Analyst

1

CONTENTS Page

COMMISSIONING PROFILES 6 Commissioning Support Assistant 7 Commissioning Support Officer 8 Commissioning Officer 9 Senior Commissioning Officer 11 Commissioning Manager 13 CRAFT PROFILES 15 Bricklayer Newly Qualified 16 Bricklayer Experienced 17 Bricklayer Chargehand 19 Electrician Newly Qualified 20 Electrician Experienced 21 Electrician Chargehand 23 Glazier Newly Qualified 25 Glazier Experienced 26 Glazier Chargehand 28 Joiner/Carpenter Newly Qualified 29 Joiner/Carpenter Experienced 30 Joiner/Carpenter Chargehand 32 Labourer 33 Labourer/Driver 34 Labourer Semi-Skilled 35 Mechanical/Vehicle Fitter Newly Qualified 36 Mechanical/Vehicle Fitter Experienced 37 Mechanical/Vehicle Fitter Chargehand 38 Painter/Decorator Newly Qualified 39 Painter/Decorator Experienced 40 Painter/Decorator Chargehand 41 Paviour Newly Qualified 42 Paviour Experience 43 Paviour Chargehand 44 Plaster Newly Qualified 45 Plaster Experienced 46 Plasterer Chargehand 47 Plumber Newly Qualified 48 Plumber Experienced 49 Plumber Chargehand 50 Plumber Heating Engineer Experience 51 Plumber Heating Engineer Chargehand 53 Roofer Newly Qualified 55 Roofer Experienced 56 Roofer Chargehand 57 Team Leader 58 FAMILY SUPPORT WORKER PROFILES 59 Family Support Worker Entry Level 60 Family Support Worker 62 Family Support Worker Higher Level 64 Family Support Worker Team Leader 66 HOME CARE WORKER PROFILES 68 Home Care Worker Entry Level 69 Home Care Worker 71 Home Care Worker Team Leader 73

2

CONTENTS Page

PUBLIC HEALTH PROFILES 75 Director of Public Health 76 Information Technician 78 Information Analyst 79 Information Analyst Specialist 81 Information Analyst Advanced 83 Information Analyst Principal 85 Health Improvement Practitioner Specialist 87 Communications Manager 89 Commissioning Manager 91 Public Health Researcher 93 Health Improvement Practitioner Advanced 95 Public Health Research & Development Manager 97 Health Improvement Principal 99 Public Health Consultant 101 Public Health Profiles in GLPC Format

103 Health Improvement Practitioner Specialist 104 Health Improvement Practitioner Advanced 106 Commissioning Manager 108 Public Health Researcher 109 Public Health Research & Development Manager 111 Health Improvement Principal 113 Public Health Consultant 115 RESIDENTIAL CARE WORKER PROFILES 117 Residential Social Care Officer 118 Residential Social Care Officer Higher Level 120 SOCIAL WORKER GENERIC PROFILES 122 Social Work Assistant/Support Worker - Overview 123

1: NJC JES - Social Work Assistant/Support Worker 124 2: GLPC JES - Social Work Assistant/Support Worker 125 3: HAY JES - Social Work Assistant/Support Worker 126

Social Work Assistant/Support Worker Higher Level 127 1: NJC JES - Social Work Assistant/Support Worker Higher Level 128 2: GLPC JES - Social Work Assistant/Support Worker Higher Level 129 3: HAY JES - Social Work Assistant/Support Worker Higher Level

130 Social Worker Newly Qualified - Overview 131

1: NJC JES - Social Worker Newly Qualified 132 2: GLPC JES - Social Worker Newly Qualified 133 3a: HAY JES - Social Worker Newly Qualified

134 3b: HAY JES - Social Worker Newly Qualified

135 Social Worker - Overview 136

1: NJC JES - Social Worker 137 2: GLPC JES - Social Worker 138 3a: HAY JES - Social Worker 139 3b: HAY JES - Social Worker 140

Senior Social Worker I - Overview 141 1: NJC JES - Senior Social Worker I 142 2: GLPC JES - Senior Social Worker I 143 3: HAY JES - Senior Social Worker I

144 Senior Social Worker II - Overview 145

1: NJC JES - Senior Social Worker II 146 2: GLPC JES - Senior Social Worker II 147 3: HAY JES - Senior Social Worker II 148

3

CONTENTS Page

Assistant Team Manager - Overview 149 1: NJC JES - Assistant Team Manager 150 2: GLPC JES - Assistant Team Manager 151 3: HAY JES - Assistant Team Manager 152

Social Worker Advanced/Consultant - Overview 153 1: NJC JES - Social Worker Advanced/Consultant 154 2: GLPC JES - Social Worker Advanced/Consultant 155 3: HAY JES - Social Worker Advanced/Consultant 156

Team Manager - Overview 157 1: NJC JES - Team Manager 158 2: GLPC JES - Team Manager 159 3a: HAY JES - Team Manager 160 3b: HAY JES - Team Manager 161 3c: HAY JES - Team Manager 162

SOCIAL WORKER SPECIALIST PROFILES 163 Social Worker Adults - Overview 164

1: NJC JES - Social Worker Adults 165 2: GLPC JES - Social Worker Adults 166 3: HAY JES - Social Worker Adults 167

Social Worker Child Protection/Safeguarding - Overview 168 1: NJC JES - Social Worker Child Protection/Safeguarding 169 2: GLPC JES - Social Worker Child Protection/Safeguarding 170 3: HAY JES - Social Worker Child Protection/Safeguarding 171

Social Worker Family Placement - Overview 172 1: NJC JES - Social Worker Family Placement 173 2: GLPC JES - Social Worker Family Placement 174 3: HAY JES - Social Worker Family Placement 175

Social Worker Child and Adolescent Mental Health - Overview 176 1: NJC JES - Social Worker Child and Adolescent Mental Health 177 2: GLPC JES - Social Worker Child and Adolescent Mental Health 178 3: HAY JES - Social Worker Child and Adolescent Mental Health 179

Social Worker Youth Offending Team - Overview 180 1: NJC JES - Social Worker Youth Offending Team 181 2: GLPC JES - Social Worker Youth Offending Team 182 3: HAY JES - Social Worker Youth Offending Team 183

Social Worker Approved Mental Health Professional - Overview 184 1: NJC JES - Social Worker Approved Mental Health Professional 185 2: GLPC JES - Social Worker Approved Mental Health Professional 186 3: HAY JES - Social Worker Approved Mental Health Professional 187

Social Worker Duty/Intake - Overview 188 1: NJC JES - Social Worker Duty/Intake 189 2: GLPC JES - Social Worker Duty/Intake 190 3: HAY JES - Social Worker Duty/Intake 191

Social Worker Independent Reviewing Officer - Overview 192 1: NJC JES - Social Worker Independent Reviewing Officer 193 2: GLPC JES - Social Worker Independent Reviewing Officer 194 3: HAY JES - Social Worker Independent Reviewing Officer 195

Social Worker Trainee - Overview 196 1: NJC JES - Social Worker Trainee 197 2: GLPC JES - Social Worker Trainee 198 3: HAY JES - Social Worker Trainee 199

Principal Social Worker

200

4

CONTENTS Page

SCHOOL SUPPORT STAFF ADMINISTRATION AND MANAGEMENT PROFILES 202 Administration 1 203 Administration 2 204 Administration 3 205 Administration 4 207 Finance 1 209 Finance 2 210 Finance 3 211 Finance 4 213 Business Management 1 214 Business Management 2 216 Business Management 3 218 Examinations 1 220 Examinations 2 221 Exam Invigilation 223

SCHOOL SUPPORT STAFF PREMISES PROFILES 224 Premises 1 225 Premises 2 226 Premises 3 227 Premises 4 228 Premises 5 230 Premises 6 232 Catering In-School 1 234 Catering In-School 2 235 Catering In-School 3 236 Catering In-School 4 237 Catering In-School 5 238 SCHOOL SUPPORT STAFF PUPIL SUPPORT/WELFARE PROFILES 240 Behaviour Management 241 Midday Supervisor 1 243 Midday Supervisor 2 244 Midday Supervisor 3 246 Learning Mentor 1 248 Learning Mentor 2 250 Learning Mentor 3 252 Pupil Wellbeing Management 254 School Attendance and Family Support 1 255 School Attendance and Family Support 2 256 SCHOOL SUPPORT STAFF SPECIALIST AND TECHNICAL PROFILES 258 ICT Support 1 259 ICT Support 2 260 ICT Support 3 261 Library/Resource Centre 1 262 Library/Resource Centre 2 263 Library/Resource Centre 3 265 Technician 1 (includes art and design, food, science technicians) 267 Technician 2 (includes art and design, food, science technicians) 268 Technician 3 (includes art and design, food, science technicians) 270 Technician 4 ((includes art and design, food, science technicians) 272

5

CONTENTS Page

SCHOOL SUPPORT STAFF TEACHING AND LEARNING SUPPORT PROFILES 274 Teaching Assistant 1 275 Teaching Assistant 2 277 Teaching Assistant 3 279 Teaching Assistant 4 281 Teaching Assistant 5 283 Additional Support Needs Assistant 1 285 Additional Support Needs Assistant 2 287 Additional Support Needs Assistant 3 289 Cover Supervision 291 Early Years 1 293 Early Years 2 294 Early Years 3 296 Early Years 4 298 Early Years 5 (Early Years Professional) 299 SUPPORT TIME RECOVERY WORKER PROFILES 301 Support Time Recovery Worker Entry Level 302 Support Time Recovery Worker 304 Support Time Recovery Worker Higher Level 306

6

COMMISSIONING PROFILES

7

Role Title

Commissioning Support Assistant

Purpose of the role (job statement)

Job Statement: 1. Provide administrative support to the commissioning team 2. Collate and provide data for the Team 3. Administer documentation and process payments

Job Evaluation Assessment

Factor Relevant Job Information JES Descriptor JE Level Score

Knowledge

Knowledge of the administrative processes for social care and health and well-being services

commissioning, acquired through NVQ 3 or equivalent

Knowledge of the procedures for a range of tasks, some of which

relatively complex. 3 60

Mental Skills Check information for accuracy

and completeness

Judgement or creative skills; some need to interpret information and solve straightforward problems

2 26

Interpersonal and Communication Skills

Provide information to other members of the team

Exchanging information to inform other staff

2 26

Physical Skills Use of computer skills to prepare

project documentation and information; data entry

Advanced keyboard use; some demand for both precision and

speed

3a 39

Initiative and Independence

Resolves minor issues, within well-defined procedures

Working from instructions; making minor decisions involving the use of initiative; problems referred to a

supervisor/manager

2 26

Physical Demands Light physical effort Limited standing, walking

1 10

Mental Demands Concentration for procession information and checking of

documentation

Lengthy periods of enhanced mental attention

3b 30

Emotional Demands Minimal emotional demands Limited emotional demands 1 10

Responsibility for People Well-Being

Gives information and advice to staff

Limited direct impact on the well-being of individual or groups of

people

1 13

Responsibility for Supervision

No responsibility for supervision Limited or no direct responsibility

for other staff

1 13

Responsibility for Financial Resources

Minimal or no responsibility for financial resources

Limited or no direct responsibility for financial resources

1 13

Process payments to contracted

suppliers

Handling of cash or processing of cheques, invoices or equivalent

2a 26

Responsibility for Physical Resources

Responsible for processing information

Handling and processing of manual or computerised

information 2 26

Working Conditions Office conditions Minimal exposure to disagreeable

working conditions 1 10

Total 302/315

8

Role Title

Commissioning Support Officer


Job Statement: 1. Provide support to Commissioners 2. Assist in arranging packages of service 3. Co-ordinate and administer documentation



Knowledge

Knowledge of the processes for social care and health and well-being services commissioning,

acquired through NVQ 3 or equivalent plus additional

experience of the service areas

Practical and procedural knowledge across a technical or

specialist area 4 80

Mental Skills

Prioritise between conflicting demands e.g. deadlines. Statistical analysis and interpretation of service

commissioning information; short term planning of commissioning

processes

Interpret information or situations, solve varied problems or develop solutions or plans over the short

term

3 39


Provide advice to customers, contacts, external organisations

and colleagues

Exchanging varied information with a range of audiences;

advisory skills 3cd 39

Physical Skills Use of computer skills to prepare

project documentation and undertake analysis of data

Standard keyboard use; some demand for precision

2 26

Use of computer skills to prepare

project documentation and undertake analysis of data

Advanced keyboard use; some demand for precision and speed

or considerable demand for precision

3 39


Ability to work on own initiative; respond independently to queries,

complaints and requests with access to senior staff for more

complex problems

Working within recognised procedures, some room for

initiative; may involve responding independently to unexpected

problems and situations

3 39

Physical Demands Light physical effort Limited standing, walking 1 10

Mental Demands

Concentration for analysis of statistics and checking of

documentation; interruptions to deal with changing demands

Medium periods of concentrated mental attention

3c 30



Gives information and advice to council clients

Some direct impact on the well-being of individuals or groups of

people 2 26



for other staff 1 13




1 13

Process payments to contracted

suppliers Handling of cash or processing of cheques, invoices or equivalent

2a 26

Responsibility for Physical Resources*

Responsible for provision of advice ensuring that appropriate guidance about commissioning

policies, procedures and processes is given

Provide advice and guidance on the operation of established

internal policy and procedures 3 39

Working Conditions Minimal exposure to

disagreeable working conditions Office conditions 1 10

Total 374/400

9

Role Title

Commissioning Officer


Job Statement: 1. To contribute to the development of commissioning strategies 2. To deliver commissioning projects in line with strategies 3. Work with other organisations, agencies and service users to develop services 4. Contribute to market shaping and facilitation 5. Monitoring of service as required.



Knowledge

Knowledge of commissioning cycle within public services. Good understanding of the regulations

and requirements of public procurement, Knowledge of

managing supplier relationships and negotiating contract changes. Project Management qualification

or experience. Level 4 CIPS working towards full CIPS

membership level 6 or equivalent experience; degree

level or equivalent.

Theoretical plus practical and procedural knowledge in a


Mental Skills

Develop complex solutions and strategies to influence service

provision; action initiated to mitigate risks; identify and interpret issues and trends

Analytical and judgemental skills to interpret varied and complex

information 4 52


Negotiate contracts for commissioning purposes with

internal and external providers.

Developed advisory, guiding, negotiating or persuasive skills to

encourage others to adopt a particular course of action

4c 52

Physical Skills Use of ICT equipment in the

preparation of information and reports.

Dexterity, co-ordination or sensory skills; some demand for precision

2 26


Provide advice and support to influence groups within the

organisation. Give expert advice externally to influence decisions in a variety of forums. Autonomy

in monitoring and negotiating contracts.

Work within recognised procedures, organising own workload, making decisions

4 52

Physical Demands Physical effort required for use

of ICT equipment sitting standing and walking

Limited requirements for standing walking bending or stretching

1 10

Mental Demands

Concentration for preparing reports for internal and external organisations were there is a

need for accuracy. Checking and analysing statistics documents

and contracts. Deadlines

Lengthy periods of concentrated mental attention; work related

pressure 4c 40

Emotional Demands No direct contact with service

users Minimal emotional demand 1 10

Responsibility for People Well-Being*

Contribute to policy development, which has social and economic

impact on people.

Some direct impact on the wellbeing of individual or groups of

people 2 26

Interpret policy, which has social and economic impact on people

Considerable direct impact on the wellbeing of individual or groups of

people 3 39

10


Direct responsibility for training staff on procurement issues

Some direct responsibility for training other employees.

2 26


Authorise financial transactions Accounting for considerable sums

of money 2 26

Authorise financial transactions Accounting for large sums of

money 3 39

Responsibility for Physical Resources*

Contribute to the design and delivery of services, which meet

the desired outcomes for the organisation and its residents

through commissioned services

Procure and/or commission services

4 52

Working Conditions Work would be mainly carried

out in a office based environment

Minimal exposure to disagreeable unpleasant or hazardous

conditions 1 10

Total 482/508

11

Role Title

Senior Commissioning Officer


Job Statement: 1. To develop commissioning, contracting and procurement strategies 2. To lead on a range of procurement projects 3. Undertake needs analysis and monitor performance of commissioned services 4. Lead operational staff



Knowledge

Detailed knowledge of strategic commissioning, contracting and

performance monitoring and financial management within a

specialist area. Understanding of the key national and local

strategic policy drivers Project Management Qualification or

experience. Full CIPS membership level 6 or equivalent

experience, equivalent to post graduate level

Advanced theoretical, practical and procedural knowledge across a


Mental Skills

Analyse and interpret a range of data, relating to need, demand

and provision to reach evidence based decisions; undertake cost benefit analyses; develop long

term commissioning strategies in a specialist area; undertake

equality impact assessments


information; produce strategies over the long term

5 65


Negotiating, brokering and influencing skills for negotiating complex contracts with internal and external providers. Report writing and presentational skills

Highly developed advisory and negotiating and persuasive skills to convince others to adopt particular

courses action they might not otherwise wish to take

5b 65



The work requires dexterity co-ordination; some demand for

precision in the use of these skills 2 26


Establish, interpret and implement national, professional and organisational policies and

procedures in relation to commissioning. Make decisions

on how objectives should be achieved within broad

professional and/or organisational policies

Frequent decisions and exercising initiative without ready access to more senior officers/managers; progressing a series of activities

within recognised guidelines

5 65

Physical Demands Light physical effort Limited requirements for standing,

walking 1 10

Mental Demands

Concentration for preparing reports for internal and external organisations were there is a

need for accuracy. Checking and analysing statistics documents

and contracts. Deadlines

Lengthy periods of concentrated mental attention; work related

pressure 4c 40



12


Interpret policy, which has social and economic impact on people.

Considerable direct impact on the wellbeing of individual, or groups of

people 3 39

Adapt policy, which has social

and economic impact on people. High direct impact on the wellbeing of individual, or groups of people

4 52


Supervises an operational team Some responsibility for supervision

of other employees 2 26

Allocate work to an operational

team Considerable responsibility for supervision of other employees

3 39


Accounting for several multi-million pound

commissioning projects

Accounting for very large sums of money

4a 52


Responsible for the design and delivery of services, which meet



Procure and/or commission major services

5 65

Working Conditions Work would be mainly carried out

in a office based environment Minimal exposure to disagreeable

unpleasant or hazardous conditions 1 10

Total 594/620

*Assessment tool

13

Role Title

Commissioning Manager


Job Statement: 1. To manage the commissioning of services, typically within a specialist area 2. Act as lead commissioner for the relevant client group 3. Improve the quality and value of services commissioned 4. Lead and manage the commissioning staff



Knowledge

Detailed knowledge of strategic commissioning, contracting and

performance monitoring and financial management.

Understanding of the key national and local strategic policy

and legislative drivers and statutory duties. Degree or

equivalent, recognised management qualification or

evidence of continued management development to senior level plus evidence of

continuing professional development and experience in

a specialist area.


specialist area plus detailed knowledge of the associated

organisational policies, practices and procedures

7 142

Mental Skills

Analyse and interpret a range of data, relating to need, demand

and provision to reach evidence based decisions; undertake cost benefit analyses; develop long

term commissioning strategies in a specialist area; undertake

equality impact assessments


information; produce strategies over the long term

5 65


Negotiating, brokering and influencing skills for negotiating complex contracts with internal and external providers. Report writing and presentational skills

Highly developed advisory and negotiating and persuasive skills to convince others to adopt particular

courses action they might not otherwise wish to take

5b 65



Dexterity co-ordination or sensory skills; some demand for precision

2 26


Developing strategic policies ensuring that these reflect statutory requirements, are

person-centred and responsive to the needs of the local

population

Work within broad practice or guidelines; using discretion and initiative over a broad area of

activity

6 78


walking 1 10

Mental Demands

Concentration for policy development, preparation of presentations, preparing for

negotiations, analysis of performance statistics and

making recommendations for improvement; managing

conflicting demands

Prolonged periods of concentrated mental attention; work related

pressure 5 50



14


Develop policy which has social and economic impact on people

Shared responsibility for the development of policies and

procedures which impact on a service area

4 52

Develop policy which has social and economic impact on people

Major responsibility for the development of policies and

procedures which impact on a service area

5 65


Manages an operational team High direct responsibility for the supervision or management of

other employees 4 52


Accounting for several multi-million pound

commissioning projects

Accounting for very large sums of money

4a 52


Responsible for the design and delivery of services, which meet



Procure and/or commission major services

5 65

Working Conditions Work would be mainly carried out

in a office based environment Minimal exposure to disagreeable

unpleasant or hazardous conditions 1 10

Total 677/690

*Assessment tool

15

CRAFT PROFILES

16

Role Title

Bricklayer, Newly Qualified


1. To carry out appropriate building installations.

2. To maintain and repair properties.


Factor Rationale NJC Descriptor Level Score

Knowledge

Knowledge of a range of bricklaying techniques and tools

and building regulations including ability to read plans acquired through qualification

and/or experience or practice to NVQ3 level

Knowledge of procedures for a range of tasks, some relatively complex and of the operation of associated tools and equipment

3 60

Mental Skills Identify safety issues; interpret

plans

Judgement skills; some need to interpret and solve straightforward

problems 2 26

Interpersonal Skills Liaise with tenants, public, contractors and colleagues

Exchanging orally or in writing information to inform other staff or members of the public; some tact

may be required.

2 26

Physical Skills Operate powered hand tools,

light plant and machinery; skills for laying bricks

Considerable demand for precision 3b 39


Work from plans or instructions; resolve straightforward problems

within standardised work practices and procedures

Working from instructions, but making minor decisions using initiative; problems referred to

supervisor/ manager, little close supervision

2 26

Physical Demands Carry heavy items such as bricks

and cement

Some physical demand with periodic requirements for high

physical effort 3b 30

Mental Demands Concentration for carrying out

required tasks to deadlines

Medium periods of concentrated sensory attention; some work-related pressure - deadlines,

interruptions or conflicting demands

2ad 20

Emotional Demands Little exposure to emotional

demands Minimal emotional demands

1 10

Responsible for People

Provision of a safe building service to customers and clients

Some direct impact on well-being of individual, or groups of, people

2 26

Responsible for Supervision

No responsibility for the supervision of other staff or

contractors‟ staff

Limited, or no, direct responsibility for supervision, direction, co-ordination or training of other

employees

1 13

Responsible for Financial Resources

Little or no responsibility for financial resources

Limited, or no, direct responsibility for financial resources

1 13

Responsible for Physical Resources

Maintenance of a range of buildings; may be responsible for

the security of tools and equipment

Considerable direct responsibility for cleaning, maintenance and repair of a range of equipment, buildings, external locations or

equivalent

3b 39

Working Conditions

Work at heights, confined spaces, exposed to adverse weather conditions; use of tools and

equipment

Considerable/High exposure to disagreeable, unpleasant or

hazardous environmental working conditions

3/4 30/40

Total 358/368

17

Role Title

Bricklayer Experienced


1. To provide a quality maintenance and improvement service

2. May supervise other staff

3. May also undertake additional basic associated trade tasks to complete work to required standard of finish



Knowledge

Knowledge of a broad range of bricklaying techniques, tools and

building regulations acquired through qualification and/or

experience and practice equivalent to NVQ 3 level; plus additional technical experience

equivalent to NVQ4 level

Practical and procedural knowledge across technical or


Mental Skills Assess and plan jobs; identify and

resolve practical problems

Analytical and judgement skills; interpret and solve varied problems or develop solutions/plans over the

short term

3 39

Interpersonal Skills

Advise clients on a range of

options/alternatives to complete

the job to the required

specification; may provide

practical training/mentoring of

apprentices, newly qualified

bricklayers, work placements

Advisory, guiding, negotiating or persuasive skills; Training

/motivational skills in relation to other members of staff

3db 39

Physical Skills Operate powered hand tools, light

plant and machinery; skills for laying bricks



Use initiative to resolve problems independently.

Work within recognised procedures; respond

independently to unexpected problems and situations.

3 39


and cement Periodic requirements for high






2ad 20



1 10


Provision of a safe building service to customers and

clients

Some direct impact on well-being of individual, or

groups of, people 2 26



contractors‟ staff/May supervise apprentices, newly qualified

bricklayers or work placements

Limited, or no, direct responsibility for supervision, direction, co-

ordination or training of other employees/Some

direct responsibility for supervision, direction, co-ordination or

training of other employees

1/2 13/26

18




1 13


Maintenance of buildings; may be responsible for the security of

tools and equipment

Considerable direct responsibility for cleaning,

maintenance and repair of a range of equipment, buildings, external

locations or equivalent

3b 39

Working Conditions

Work at heights, confined spaces, exposed to adverse

weather conditions; use of tools and equipment



3/4 30/40

Total 417/440

19

Role Title

Bricklayer Chargehand


1. Day to day supervision of a defined team, including allocation of work

2. To provide a quality maintenance and improvement service




Knowledge

Knowledge of a broad range of bricklaying techniques, tools and

building regulations acquired through qualification and/or

experience and practice equivalent to NVQ 3 level; plus additional technical experience




Mental Skills Assess and plan jobs; identify and resolve practical problems

Analytical and judgement skills; interpret and solve varied problems or develop solutions/plans over the short

term

3 39


Communicate with

clients/customers, suppliers and

others on operational issues;

train/mentor apprentices,

bricklayers, work placements.

Exchanging orally or in writing varied information with a range of

audiences; exercising advisory, guiding, negotiating or persuasive skills; training /motivational skills in relation to other

members of staff

3cdb 39

Physical Skills Operate powered hand tools,

light plant and machinery; skills for laying bricks



Organise the workload of a team, take decisions independently

Work within recognised procedures, responding independently to unanticipated problems and situations;

organise own workload

4 52


and cement Periodic requirements for high physical

effort 3b 30



Medium periods of concentrated sensory attention; some work-related pressure -

deadlines, interruptions or conflicting demands

2ad 20



1 10




2 26


Advice, instruct, check work or train other staff/Supervise a team

of staff involving the allocation and checking of work and

direction of staff

Some/Considerable direct responsibility for supervision, direction, co-ordination or


2/3 26/39


Little or no responsibility for financial resources/May have

responsibility for a trade payment card

Limited, or no, direct responsibility for financial resources/Accountable for

small expenditures from agreed budget or equivalent income

1/2c 13/26


Maintenance of buildings, may be responsible for the security of

tools and equipment


equivalent

3b 39

Working Conditions


equipment

Considerable/High exposure to disagreeable, unpleasant or hazardous

environmental working conditions 3/4 30/40

Total 443/479

20

Role Title

Electrician Newly Qualified


1. To undertake electrical installations, repairs and testing to include Periodic Testing and Inspection and up to

date Edition (IET) Wiring Regulations

2. To carry out all diagnostic and/or pre-measuring of work



Knowledge

Knowledge of electrical specialist areas, acquired through

qualification and/or experience or practice equivalent to NVQ4 level

Practical or procedural knowledge across a technical or


Mental Skills Interpret wiring plans; resolve a

range of electrical problems


short term

3 39



may be required.

2 26

Physical Skills

Operate powered hand tools, fine screwdrivers/wire-cutters in confined spaces; use of testing

and setting equipment. May calibrate equipment

High demand for precision

4b 52



within standardised work practices and procedures/Use initiative to resolve problems

independently


supervisor/ manager, little close supervision/Work within recognised

procedures; respond independently to unexpected

problems and situations.

2/3 26/39

Physical Demands Work in constrained and

awkward positions in confined spaces

Periodic requirement for considerable physical effort;

awkward positions/very awkward positions

2b/3b 20/30

Mental Demands Concentration for carrying out detailed and precise tasks to

deadlines

Medium periods of concentrated mental attention; some work related pressure - deadlines

3c 30



1 10


Provision of a safe environmental service to

customers and clients


2 26




Limited, or no, direct responsibility for supervision, direction co-ordination or training of other

employees

1 13




1 13


Electrical maintenance of a range of buildings; may be

responsible for the security of tools and equipment


equivalent

3b 39

Working Conditions Exposure to unpleasant working conditions such as dirt, dust; use

of tools and equipment; working in hazardous situations

Considerable exposure to disagreeable, unpleasant or


3 30

Total 404/427

21

Role Title

Electrician Experienced





3. May supervise staff




Knowledge


qualification and/or experience or practice plus additional technical experience and qualification in periodic testing and inspection

and up to date wiring regulations to NVQ5 level

Theoretical plus practical and procedural knowledge in specialist

area 5 100

Mental Skills

Assess and plan jobs. Identify and resolve complex problems,

requiring diagnostic investigations to identify

solutions to faults that are not readily apparent. This will require assessment and

elimination of a number of potential sources in order to

resolve the problem.

Analyse and interpret complex information or situations and solve

difficult problems or develop solutions/plans over the medium

term

4 52





specification; May provide



electricians, work placements



3db 39

Physical Skills

Operate fine hand tools and equipment in a confined space;

use of testing and setting equipment; very high levels of

accuracy required


4b 52


Use initiative to resolve problems independently

Work within recognised procedures; respond independently

to unexpected problems and situations.

3 39





2b/3b 20/30


deadlines


3c 30



1 10


Provision of a safe environmental service to customers and clients


2 26



contractors‟ staff/May supervise apprentices, newly qualified

electricians or work placements

Limited, or no, direct responsibility for supervision, direction co-ordination or training of other

employees/Some direct responsibility for supervision,

1/2 13/26

22

direction co-ordination or training of other employees




1 13




Considerable direct responsibility for cleaning, maintenance and repair of a range of equipment,

buildings, external locations or equivalent

3b 39

Working Conditions

Exposure to unpleasant working conditions such as dirt, dust; use of tools and equipment; working

in hazardous situations



3 30

Total 463/486

23

Role Title

Electrician Chargehand









Knowledge


qualification and/or experience or practice plus additional technical experience and qualification in periodic testing and inspection

and up to date wiring regulations equivalent to NVQ5 level


area 5 100

Mental Skills

Assess plan jobs. Identify and resolve complex problems,

requiring diagnostic investigations to identify

solutions to faults that are not readily apparent. This will require assessment and

elimination of a number of potential sources in order to

resolve the problem.


difficult problems or develop solutions/plans over the medium

term

4 52


Communicate with



train/mentor apprentices,

electricians, work placements.

Exchanging orally or in writing varied information with a range of audiences; exercising advisory,

guiding, negotiating or persuasive skills; training /motivational skills in relation to other members of staff

3cdb 39

Physical Skills

Operate powered hand tools, fine screwdrivers/wire-cutters in

confined spaces; use of testing and setting equipment. May

calibrate equipment

High demands for precision

4b 52



Work within recognised procedures, responding

independently to unanticipated problems and situations; organise

own workload

4 52





2b/3b 20/30


deadlines


3c 30



1 10





2 26




direction of staff

Some/Considerable direct responsibility for supervision,

direction, co-ordination or training of other employees

2/3 26/39

24




Limited, or no, direct responsibility for financial resources/

Accountable for small expenditures from agreed budget or equivalent

income

1/2c 13/26






3b 39

Working Conditions

Exposure to unpleasant working conditions such as dirt, dust; use of tools and equipment; working

in hazardous situations



3 30

Total 489/525

25

Role Title

Glazier, Newly Qualified


To carry out a glazing installation, repairs, maintenance and adaptation service



Knowledge

Knowledge of a range of glazing techniques acquired through

qualification and/or experience to NVQ 2 level

Knowledge of procedures for a range of tasks and the operation of

associated tools and equipment 2 40

Mental Skills Decisions on glazing installations Judgement skills; some need to

interpret and solve straightforward problems

2 26

Interpersonal Skills Liaise with tenants, public,

contractors and colleagues


may be required.

2 26

Physical Skills Hand/eye co-ordination and

precision essential for glazing tasks; use of glass cutters




within standard operating procedures

Work from instructions, but making minor decisions using initiative

2 26

Physical Demands Lifting double glazed units,

stretching to install windows; working in awkward positions

Ongoing considerable physical effort

3a 30

Mental Demands Concentration for installation,

working to deadlines

Medium periods of concentrated sensory attention ; some work-related pressure - deadlines,


2ad 20


demands Minimal emotional demands 1 10


Provision of a glazing service to clients


2 26





employees

1 13




1 13


Provision of a glazing and maintenance service for a range of buildings; may be responsible

for the security of tools and equipment


equivalent

3b 39

Working Conditions


equipment



3/4 30/40

Total 338/348

26

Role Title

Glazier, Experienced


1. To carry out a glazing installation, repairs, maintenance and adaptation service



Responsibilities

Indicative knowledge, skills and experience


Factor Rationale NJS Descriptor Level Score

Knowledge

Knowledge of a range of glazing techniques acquired through

qualification and/or experience or practice to NVQ 3 level


3 60



short time

3 39





specification; may provide



glaziers, work placements



3db 39






Work within recognised procedures; respond

independently to unexpected problems and situations

3 39



Ongoing considerable physical effort 3a 30

Mental Demands Concentration for installation process, working to deadlines



2ad 20



1 10




2 26



contractors‟ staff/May supervise apprentices, newly qualified glaziers or work placements




1/2 13/26




1 13

27


Provision of a glazing and maintenance service for a range of buildings; may be responsible for



equivalent

3b 39

Working Conditions


weather conditions; use of tools and equipment



3/4 30/40

Total 397/420

28

Role Title

Glazier, Chargehand



2. To carry out a glazing installation, repairs, maintenance and adaptation service




Knowledge

Knowledge of a range of glazing techniques acquired through qualification and/or

experience or practice equivalent to NVQ Level 3

Knowledge of procedures for a

range of tasks, some relatively

complex and of the operation of

associated tools and equipment

3 60


Analytical and judgement skills;

interpret and solve varied problems

or develop solutions/plans over the

short time

3 39


Communicates with



train/mentor apprentices, painter

decorators, work placements.



3cdb 39






Work within recognised procedures, responding independently to unanticipated problems and

situations; organise own workload

4 52




Mental Demands Concentration for installation,

working to deadlines



2ad 20



1 10




2 26




direction of staff



2/3 26/39




Limited, or no, direct responsibility for financial resources/Accountable for small expenditures from agreed

budget or equivalent income

1/2c 13/26


Provision of a glazing and maintenance service for a range of buildings; may be responsible



equivalent

3b 39

Working Conditions


equipment



3/4 30/40

Total 423/459

29

Role Title

Joiner/Carpenter, Newly Qualified


To carry out appropriate joinery/carpentry tasks including repair, installation, maintenance and adaptations



Knowledge

Knowledge of a range of joinery/carpentry techniques and

tools and building regulations including ability to read plans acquired through qualification and/or experience or practice



range of task, some relatively

complex and of the operation of


3 60

Mental Skills Identify safety issues; interpret

plans


problems 2 26




may be required.

2 26

Physical Skills

Operate powered hand tools, light plant and machinery. Use of a range of manual tools such as handsaws, planes, and chisels





Work from instructions, but making minor decisions using initiative; problems referred to supervisor/ manager, little close supervision

2 26

Physical Demands

Carry tools, equipment to include heavy items such as doors and

timber; short periods of repetitive tasks, such as sawing timber.


physical effort/ongoing considerable physical effort

3ba 30





2ad 20



1 10




2 26





employees

1 13




1 13





equivalent

3b 39

Working Conditions


equipment; some exposure to dust



3 30

Total 358

30

Role Title

Joiner Carpenter Experienced


1. To carry out the full range of joinery/carpentry tasks including repair, installation, maintenance and adaptations




Factor Relevant Job Information NJC Descriptor Level Score

Knowledge

Knowledge of a broad range of joinery and carpentry techniques,

tools and building regulations acquired through qualification

and/or experience and practice equivalent to NVQ 3 level; plus additional technical experience






short term

3 39


Advise clients on a range of options/alternatives to complete

the job to the required specification; may provide

practical training/mentoring of apprentices, newly qualified

joiners, work placements

Advisory, guiding, negotiating or persuasive skills;

training/motivational skills in relation to other members of staff

3db 39

Physical Skills

Operate powered hand tools, light plant and machinery. Use of a range of manual tools such as handsaws, planes, and chisels

Considerable demand for precision

3b 39



Work within recognised procedures; respond independently to unexpected problems and

situations.

3 39

Physical Demands

Carry tools, equipment to include heavy items such as doors and

timber; short periods of repetitive tasks, such as sawing timber.

Periodic requirements for high physical effort/ongoing

considerable physical effort

3ba 30





2ad 20



1 10




2 26



contractors‟ staff/May supervise apprentices, newly qualified joiners or work placements




1/2 13/26




1 13

31


Maintenance of buildings, may be responsible for the security of

tools and equipment



3b 39

Working Conditions


equipment; some exposure to dust



3 30

Total 417/430

32

Role Title

Joiner Carpenter Chargehand



2. To carry out the full range of joinery/carpentry tasks including repair, installation, maintenance and adaptations



Factor Relevant Job Information NJC Descriptor Level Score

Knowledge

Knowledge of a broad range of joinery and carpentry techniques, tools and building

regulations acquired through qualification and/or experience and practice equivalent to NVQ 3 level; plus additional technical

experience equivalent to NVQ4 level


specialist area

4 80


Analytical and judgement skills; interpret and solve varied

problems or develop solutions/ plans over the short term

3 39


Communicate with clients/customers,

suppliers and others on operational issues;

train/mentor apprentices, joiners/carpenters,

work placements/

Exchanging orally or in writing varied information with a range of audiences;

exercising advisory, guiding, negotiating or persuasive skills; training /motivational skills in relation to other

members of staff

3cdb 39

Physical Skills Operate powered hand tools, light plant and machinery. Use of a range of manual tools

such as handsaws, planes, and chisels


3b 39



Work within recognised procedures, responding independently

to unanticipated problems and situations; organise own workload

4 52

Physical Demands

Carry tools, equipment to include heavy items such as doors and timber. Short

periods of repetitive tasks, such as sawing timber.

Periodic requirements for high physical effort

3b 30

Mental Demands

Concentration for carrying out required tasks to deadlines; interruptions to deal with

operational issues.

Medium periods of concentrated sensory attention; some work-related pressure - deadlines, interruptions or

conflicting demands

2ad 20

Emotional Demands

Little exposure to emotional demands Minimal emotional demands

1 10




2 26


Advice, instruct, check work or train other staff/Supervise a team of staff involving the allocation and checking of work and

direction of staff



2/3 26/39

Responsible for Financial

Resources

Little or no responsibility for financial resources/May have responsibility for a

trade payment card

Limited, or no, direct responsibility for financial

resources/Accountable for small expenditures from agreed budget

or equivalent income

1/2c 13/26

Responsible for Physical

Resources

Maintenance of buildings, security of tools and equipment

Considerable direct responsibility for cleaning, maintenance and repair of

a range of equipment, buildings, external locations or equivalent

3b 39

Working Conditions

Work at heights, confined spaces, exposed to adverse weather conditions; use of tools

and equipment; some exposure to dust

Considerable exposure to disagreeable, unpleasant or hazardous

environmental working conditions 3 30

Total 443/469

33

Role Title

Labourer


To undertake general labouring duties To provide assistance to tradespeople in the provision of building maintenance



Knowledge

Knowledge for the operation of basic tools and equipment and health and safety regulations;

induction

Knowledge of procedures for a limited number of tasks and

operation of associated tools and equipment

1 20

Mental Skills

Work to clearly defined Instructions

Straightforward solutions to simple problems

1 13

Interpersonal Skills Communicate with tradespeople

Exchanging straightforward

information with work colleagues

1 13

Physical Skills

Use of equipment in undertaking general labouring duties

Some demand for precision 2 26


Work set by others

Following instructions; minimal personal initiative

1 13

Physical Demands Carry heavy items such as

building and waste materials

Periodic requirements for high

physical effort/periodic very high physical effort

3b/4b 30/40

Mental Demands

Concentration for carrying out required tasks

Medium period of concentrated sensory attention

2ad 20

Emotional Demands

Little exposure to emotional demands

Minimal emotional demands

1 10




2 26




Limited, or no, direct responsibility

for supervision, direction, co-ordination or training of other

employees

1 13


Little or no responsibility for

financial resources


for financial resources 1 13


Cleaning and maintenance tasks

Some direct responsibility for

cleaning, maintenance and repair of a range of equipment, buildings,

external locations or equivalent; day to day maintenance of

equipment or premises

2bce 26

Working Conditions

Work at heights, confined

spaces, exposed to adverse weather conditions; use of tools

and equipment

Considerable/High exposure to

disagreeable, unpleasant or hazardous environmental working

conditions

3/4 30/40

Total 253/273

34

Role Title

Labourer/Driver


To undertake general labouring duties To provide assistance to tradespeople in the provision of building maintenance To transport materials



Knowledge

Knowledge for the operation of vehicles, tools and equipment

and health and safety regulations; induction

Knowledge of procedures for a range of tasks and operation of associated tools and equipment

2 40

Mental Skills

Work to clearly defined

Instructions

Straightforward solutions to simple problems

1 13


Communicate with

tradespeople

Exchanging straightforward information with work colleagues

1 13

Physical Skills

Use of equipment in undertaking general labouring duties; driving

skills for van/high sided vehicle/LGV or equivalent

Some/considerable/high demand for precision

2/3/4 26/39/52


Work set by others Following instructions; minimal

personal initiative 1 13



Periodic requirements for high physical effort/periodic very high

physical effort 3b/4b 30/40

Mental Demands

Concentration for carrying out

required tasks

Medium period of concentrated sensory attention

2ad 20

Emotional Demands


Minimal emotional demands 1 10


Provision of a safe building

service to customers and clients


2 26





employees

1 13



financial resources




Cleaning and maintenance tasks; responsible for the driving and maintenance of a vehicle/large

vehicle

Some direct responsibility for

cleaning, maintenance and repair of a range of equipment, buildings,

external locations or equivalent; day to day maintenance of

equipment or premises

2bce/3c 26/39

Working Conditions


equipment



3/4 30/40

Total 273/332

35

Role Title

Labourer, Semi Skilled


To undertake minor repairs, maintenance and building works within a specified range of tasks, which could include flagging, fencing, guttering



Knowledge

Knowledge for the operation of tools and equipment and health and safety regulations, acquired

through on the job training, induction



Mental Skills Assess and resolve minor repair

problems


problems 2 26


Communicate with trades

people

Exchanging straightforward information with work colleagues

1 13

Physical Skills Use of equipment in undertaking

general labouring duties

Some demand for precision 2 26


Determine job requirements within agreed guidelines;

supervisor available for advice


supervisor/ manager; little close supervision

2 26



Periodic requirements for high physical effort/Periodic

requirements for very high physical effort

3b/4b 30/40


required tasks

Medium period of concentrated sensory attention; some work-related pressure – deadlines,

interruptions or conflicting Demands

2ad 20



1 10




2 26





employees

1 13




1 13


Responsible for the safe use and transportation of power tools and equipment; property maintenance



3b 39

Working Conditions

Work at heights, confined spaces, exposed to all adverse weather

conditions; use of tools and equipment



3/4 30/40

Total 312/332

36

Role Title

Mechanical/Vehicle Fitter Newly Qualified


Carry out mechanical repairs and maintenance to vehicles, plant, installations and systems



Knowledge

Knowledge of a range of mechanical procedures acquired

through qualification and/or experience or practice equivalent

to NVQ3 level


3 60

Mental Skills Take decisions within set parameters; interpret job

instructions


problems 2 26

Interpersonal Skills Liaise with a range of

suppliers, customers and staff


may be required.

2 26

Physical Skills

Operate fine hand tools and equipment in a confined space;

use of testing and setting equipment; very high levels of

accuracy required


4b 52



within standardised work practices and procedures.

Working from instructions, but making minor decisions using

initiative 2 26


awkward positions, when carrying out repairs to vehicles/machinery

Periodic requirement for considerable physical effort very

awkward positions 3b 30





2ad 20



1 10


Ensure the health and safety of customers and clients through the maintenance of plant and

vehicles


2 26





employees

1 13




1 13


Maintenance of a range of plant and vehicles; may be



equivalent

3b 39

Working Conditions

Exposure to dirt, noise, dust, chemicals, welding equipment;

some exposure to outside weather conditions



3 30

Total 371

37

Role Title

Mechanical/Vehicle Fitter Experienced


1. Carry out a wide range of mechanical repairs and maintenance to vehicles, plant, installations and systems





Knowledge

Knowledge of a range of mechanical procedures acquired through qualification

and/or experience and practice equivalent to NVQ 3 level; plus additional

technical experience equivalent to NVQ4 level





term

3 39


Advise clients on a range of options/alternatives to complete the job to

the required specification; may provide practical training/mentoring of apprentices,

newly qualified fitters, work placements



3db 39

Physical Skills

Operate fine hand tools and equipment in a confined space; use of testing and setting equipment; very high levels of accuracy

required


4b 52



Work within recognised procedures; may respond independently to

unexpected problems and situations. 3 39

Physical Demands

Work in constrained and awkward positions, when carrying out repairs to

vehicles/machinery

Periodic requirement for considerable physical effort very awkward positions

3b 30

Mental Demands Concentration for carrying out required tasks

to deadlines


conflicting demands

2ad 20

Emotional Demands


1 10


Ensure the health and safety of customers and clients through

the maintenance of plant and vehicles


2 26


No responsibility for the supervision of other staff or contractors‟ staff/May supervise

apprentices, newly qualified mechanical fitters or work placements

Limited, or no, direct responsibility for supervision, direction, co-ordination or

training of other employees/Some direct responsibility for supervision, direction, co-ordination or training of

other employees

1/2 13/26


Resources



1 13


Resources

Maintenance of a range of plant and vehicles; may be responsible for the security

of tools and equipment


equivalent

3b 39

Working Conditions

Exposure to dirt, noise, dust, chemicals, welding equipment; some exposure to outside

weather conditions



Total 430/44

3

38

Role Title

Mechanical/Vehicle Fitter Chargehand



2. Carry out a wide range of mechanical repairs and maintenance to vehicles, plant, installations and systems




Knowledge

Knowledge of a broad range of mechanical procedures acquired

through qualification and/or experience and practice

equivalent to NVQ 3 level; plus additional technical experience


Practical and procedural knowledge across technical or specialist area

4 80



Analytical and judgement skills; interpret and solve varied problems or develop

solutions/plans over the short term 3 39



suppliers and others on operational

issues; train/mentor apprentices,

bricklayers, work placements.

Exchanging orally or in writing varied information with a range of

audiences; exercising advisory, guiding, negotiating or persuasive skills; training


3cdb 39

Physical Skills

Operate fine hand tools and equipment in a confined space; use of

testing and setting equipment; very high levels of accuracy required

High demand for precision 4b 52


Organise the workload of a team; take decisions independently.

Work within recognised procedures, responding independently to unanticipated

problems and situations; organise own workload

4 52

Physical Demands

Work in constrained and awkward positions, when carrying out repairs to

vehicles/machinery

Periodic requirement for considerable physical effort very awkward positions

3b 30

Mental Demands Concentration for carrying out required

tasks to deadlines

Medium periods of concentrated sensory attention ; some work-related pressure -


2ad 20

Emotional Demands

Little exposure to emotional demands Minimal emotional demands 1 10


Ensure the health and safety of customers and clients through the maintenance of plant and vehicles


2 26


Advice, instruct, check work or train other staff/Supervise a team of staff involving the allocation and checking

of work and direction of staff

Some/Considerable direct responsibility for supervision, direction, co-ordination or training

of other employees 2/3 26/39


Resources

Little or no responsibility for financial resources/May have responsibility for

a trade payment card

Limited, or no, direct responsibility for financial resources/Accountable for small

expenditures from agreed budget or equivalent income

1/2 13/26


Resources

Maintenance of a range of plant and vehicles; may be responsible for the

security of tools and equipment

Considerable direct responsibility for cleaning, maintenance and repair of a range of

equipment, buildings, external locations or equivalent

3b 39

Working Conditions

Exposure to dirt, noise, dust, chemicals, welding equipment; some

exposure to outside weather conditions

Considerable exposure to disagreeable, unpleasant or hazardous environmental


Total 456/482

39

Role Title

Painter Decorator, Newly Qualified


To carry out painting and decorating tasks, using brushes and rollers



Knowledge

Knowledge of a range of painting and decorating

techniques acquired through qualification and/or experience or practice equivalent to NVQ2 level



Mental Skills Decisions on preparation and

paint finish


problems 2 26




may be required.

2 26


precision essential for painting and decorating tasks


3b 39





2 26

Physical Demands Paint walls or doors with a brush

or roller, requiring repetitive movements and stretching


3a 30

Mental Demands Concentration for painting for lengthy periods to deadlines

Lengthy periods of concentrated sensory attention; some work-related pressure - deadlines,


3ad 30




Provision of a painting and decorating service to clients


2 26





employees

1 13




1 13


Painting and decorating of a range of buildings; may be



equivalent

3b 39

Working Conditions


weather conditions; use of tools and equipment; exposure to

fumes



3/4 30/40

Total 348/358

40

Role Title

Painter Decorator, Experienced


1. To carry out painting and decorating tasks, using brushes and rollers





Knowledge

Knowledge of a range of painting and decorating techniques acquired

through qualification and/or experience or practice equivalent to

NVQ Level 3

Knowledge of procedures for a range

of task, some of which relatively

complex and of operation of


3 60




interpret and solve varied problems

or develop solutions/plans over the

short time

3 39



options/alternatives to complete the job

to the required specification; may

provide practical training/mentoring of


painter/decorators work placements



3db 39

Physical Skills Hand/eye co-ordination and precision essential for painting and decorating

tasks Considerable demand for precision 3b 39



Work within recognised procedures; respond independently to unexpected

problems and situations 3 39

Physical Demands Painting walls or doors with a brush or roller, requiring repetitive movements

and stretching Ongoing considerable physical effort 3a 30

Mental Demands Concentration for painting for lengthy

periods to deadlines

Lengthy periods of concentrated sensory attention; some work-related pressure - deadlines, interruptions or

conflicting demands

3ad 30

Emotional Demands Little exposure to emotional demands Minimal emotional demands

1 10




2 26


No responsibility for the supervision of other staff or contractors‟ staff/May

supervise apprentices, newly qualified painters or work placements



other employees

1/2 13/26




1 13


Painting and decorating of a range of buildings; may be responsible for the


Considerable direct responsibility for cleaning, maintenance and repair of

a range of equipment, buildings, external locations or equivalent

3b 39

Working Conditions


equipment; exposure to fumes



3/4 30/40

Total 407/430

41

Role Title

Painter Decorator Chargehand



2. To carry out painting and decorating tasks, using brushes and rollers




Knowledge

Knowledge of a range of painting and decorating

techniques acquired through qualification and/or experience or practice equivalent to NVQ 3 level


range of tasks, some relatively

complex and of th operation of


3 60



interpret and solve varied

problems or develop solutions

/plans over the short time

3 39


Communicate with



train/mentor apprentices, painter

decorators, work placements



3cdb 39


precision essential for painting and decorating tasks


3b 39



Work within recognised procedures, responding independently to unanticipated problems and

situations; organise own workload

4 52

Physical Demands Painting walls or doors with a

brush or roller, requiring repetitive movements and stretching


3a 30

Mental Demands Concentration for painting for lengthy periods to deadlines

Lengthy periods of concentrated sensory attention ; some work-related pressure - deadlines,


3ad 30






2 26




direction of staff



2/3 26/39




Limited, or no, direct responsibility for financial resources/Accountable for small expenditures from agreed

budget or equivalent income

1/2c 13/26


Painting and decorating of a range of buildings; may be


Considerable direct responsibility for cleaning, maintenance and repair of a range of equipment, buildings,

external locations or equivalent

3b 39

Working Conditions


equipment ; exposure to fumes



3/4 30/40

Total 433/469

42

Role Title

Paviour, Newly Qualified


To undertake paving and other operations connected with the maintenance and construction of roads, street lighting and footpaths



Knowledge

Knowledge of a range paving techniques acquired through



associated equipment and tools 2 40

Mental Skills Take decisions within set

parameters


problems 2 26

Interpersonal Skills Liaise with contractors and

colleagues

Exchanging orally or in writing

information to inform other staff or members of the public; some tact

may be required

2 26

Physical Skills

Operate power tools, including circular saws, wacker plates

and angle grinders; accuracy required



Work from plans or instructions;

resolve straightforward problems within standardised

work practices and procedures.


2 26

Physical Demands

Carry very heavy items with the

use of mechanical aids/Positioning/manoeuvring

heavy paving stones; manual digging

Periodic requirements for high/very high physical effort

3b/4ab 30/40

Mental Demands

Concentration for carrying out required tasks to deadlines;

awareness of traffic and underground services hazards

Lengthy periods of concentrated sensory attention; some work-related pressure - deadlines,


3ad 30



1 10





2 26





employees/

1 13




1 13


Maintenance and repair of external locations


equivalent

3 39

Working Conditions Exposed to adverse weather conditions; use of tools and

equipment

High exposure to disagreeable, unpleasant or hazardous


Total 358/368 358/368

43

Role Title

Paviour, Experienced


1. To undertake paving and other operations connected with the maintenance and construction of roads, street

lighting and footpaths





Knowledge

Knowledge of the range of highways tasks required for highway maintenance

and construction, including statutory regulations, acquired through qualification

and/or experience or practice and technical experience in a civil engineering

environment equivalent to NVQ3 level

Knowledge of procedures for a range of tasks, some of which relatively

complex and of operation of associated tools and equipment

3 60

Mental Skills Interpret plans and drawings; resolve

more complex problems


term

3 39


Advice, guidance and instructions to other staff including apprentices, roadworkers and contractors, ensuring work is carried out in accordance with instructions; may train or mentor apprentices, roadworkers,

work placements



3bd 39

Physical Skills Operate power tools, including circular

saws, wacker plates and angle grinders; accuracy required




Work within recognised procedures, respond independently to unexpected


Physical Demands

Carry very heavy items with the use of mechanical aids/Positioning/manoeuvring

heavy paving stones; manual digging


3b/4ab 30/40

Mental Demands Concentration for carrying out required tasks to deadlines; awareness of traffic

and underground services hazards


conflicting demands

3ad 30

Emotional Demands





2 26



supervise apprentices, roadworkers, contractors‟ staff



other employees

1/2 13/26


Resources



1 13


Resources

Maintenance and repair of external locations; may be responsible for the


Considerable direct responsibility for cleaning, maintenance and repair of a

range of equipment, buildings, external locations or equivalent

3 39

Working Conditions

Exposed to adverse weather conditions; use of tools and equipment



Total 417/440 417/440

44

Role Title

Paviour Chargehand



2. To undertake paving and other operations connected with the maintenance and construction of roads, street

lighting and footpaths




Knowledge

Knowledge of the range of highways tasks required for highway

maintenance and construction, including statutory regulations,

acquired through qualification and/or experience or practice and technical

experience in a civil engineering environment equivalent to NVQ3 level

Knowledge of procedures for a range of tasks, some relatively complex and of the

operation of associated tools and equipment

3 60

Mental Skills Interpret plans and drawings; identify

and resolve practical problems

Analytical and judgement skills; interpret and solve varied problems or develop

solutions/plans over the short term 3 39





paviours, work placements


exercising advisory, guiding, negotiating or persuasive skills; training /motivational skills in relation to other members of staff

3cdb 39

Physical Skills Operate power tools, including circular

saws, wacker plates and angle grinders; accuracy required




Work within recognised procedures, responding independently to

unanticipated problems and situations; organise own workload

4 52

Physical Demands

Carry very heavy items with the use of mechanical aids/Positioning

/manoeuvring heavy paving stones; manual digging


3b/4ab 30/40

Mental Demands

Concentration for carrying out required tasks to deadlines;

awareness of traffic and underground services hazards

Lengthy periods of concentrated sensory attention; some work-related pressure -


3ad 30

Emotional Demands


1 10




2 26




Some/Considerable direct responsibility for supervision, direction, co-ordination

or training of other employees 2/3 26/39


Resources



Limited, or no, direct responsibility for financial resources/Accountable for small


1/2c 13/26


Resources

Maintenance and repair of external locations; may be responsible for the


Considerable direct responsibility for cleaning, maintenance and repair of a range of equipment, buildings, external


3 39

Working Conditions

Exposed to adverse weather conditions; use of tools and

equipment



Total 443/479 443/479

45

Role Title

Plasterer, Newly Qualified


To carry out general plastering tasks, wall and floor tiling



Knowledge

Knowledge of a range of plastering and tiling techniques acquired through qualification and/or experience or practice

equivalent to NVQ 2 level



Mental Skills Decisions on plastering issues Judgement skills; some need to

interpret and solve straightforward problems

2 26



Exchanging orally or in writing

information to inform other staff or members of the public; some tact

may be required.

2 26

Physical Skills

Hand/eye co-ordination and precision essential for plastering and tiling tasks. Use of powered

hand tools






2 26

Physical Demands Plaster surfaces, requiring repetitive movements and

stretching


3a 30

Mental Demands Concentration for plastering for

lengthy periods to deadlines

Lengthy periods of concentrated sensory attention ; some work-related pressure - deadlines,


3ad 30




Provision of a plastering and

tiling service to clients


2 26





for supervision, direction, co-ordination or training of other

employees

1 13




1 13


Plaster and tile a range of

buildings; may be responsible for the security of tools and

equipment


equivalent

3b 39

Working Conditions

Work at heights, confined spaces,

exposed to adverse weather conditions; use of tools and equipment; exposure to dust

Considerable/High exposure to

disagreeable, unpleasant or hazardous environmental working

conditions

3/4 30/40

Total 348/358

46

Role Title

Plasterer, Experienced


To carry out plastering and tiling tasks, using a range of equipment May supervise other staff May also undertake additional basic associated trade tasks to complete work to required standard of finish



Knowledge

Knowledge of a range of plastering and tiling techniques acquired through

qualification and/or experience or practice to NVQ3 level

Knowledge of procedures for a range of

task, some of which relatively complex

and of operation of associated tools and

equipment

3 60


Analytical and judgment skill; interpret

and solve varied problems or develop

solutions/plans over the short term

3 39



options/alternatives to complete the

job to the required specification;

may provide practical training

/mentoring of apprentices, newly

qualified plasterers, work placements

Advisory, guiding, negotiating or persuasive skills; training/motivational

skills in relation to other members of staff

3db 39

Physical Skills Hand/eye co-ordination and precision

essential for plastering and tiling tasks. Use of powered hand tools






Physical Demands Plastering surfaces with a range of

equipment, requiring repetitive movements and stretching


Mental Demands Concentration for plastering tasks for


Lengthy periods of concentrated sensory attention ; some work-related pressure -


3ad 30

Emotional Demands


1 10


Provision of a plastering and tiling service to clients


2 26



supervise apprentices, newly qualified plasterers or work

placements



other employees

1/2 13/26


Resources



1 13


Resources

Plastering and tiling of a range of buildings; may be responsible for the




3b 39

Working Conditions

Work at heights, confined spaces, exposed to adverse weather conditions; use of tools and equipment; exposure to dust



Total 407/430

47

Role Title

Plasterer Chargehand



2. To carry out plastering and tiling tasks, using a range of equipment




Knowledge

Knowledge of a range of plastering and tiling techniques acquired through

NVQ3 or equivalent qualification or practice

Knowledge of procedures for a range of

task, some relatively complex and of

the operation of associated tools and

equipment

3 60


Analytical and judgment skill; interpret

and solve varied problems or develop

solutions/plans over the short term

3 39





plasterers, work placements/



3cdb 39

Physical Skills Hand/eye co-ordination and precision

essential for plastering and tiling tasks. Use of powered hand tools






4 52

Physical Demands Plastering surfaces with a range of equipment, requiring repetitive

movements and stretching


3a 30

Mental Demands Concentration for plastering tasks for



conflicting demands

3ad 30

Emotional Demands



Provision of a plastering and tiling service to clients


2 26


Advice, instruct, check work or train other staff/Supervise a team of staff

involving the allocation and checking of work and

direction of staff


or training of other employees

2/3 26/39


Resources





1/2c 13/26


Resources

Plastering and tiling of a range of buildings; may be responsible for the




3b 39

Working Conditions

Work at heights, confined spaces, exposed to adverse weather conditions; use of tools and equipment; exposure to dust



Total 433/469

48

Role Title

Plumber, Newly Qualified


Carry out installations and repairs to properties



Knowledge

Knowledge of a range of plumbing techniques and tools and building regulations, ability to read plans, acquired through


Knowledge of procedures for a range of tasks, some of which are

relatively complex and of the operation of associated tools and

equipment

3 60

Mental Skills Identify safety issues; take

decisions within set parameters


problems 2 26



may be required.

2 26

Physical Skills

Operate powered hand tools and standard plumbing tools such as a pipe bending tool, wrenches,

blowtorch and cutting tools




within standardised work practices and procedures.


2 26


awkward positions, such as under sinks, baths and roof spaces



2b/3b 20/30





2ad 20







2 26





employees

1 13




1 13





equivalent

3b 39

Working Conditions

Exposure to unpleasant working conditions such as toilets and

drains; use of tools and equipment; exposed to adverse

weather conditions



3 30

Total 348/358 348/358

49

Role Title

Plumber, Experienced


1. To assess and carry out installations and repairs to properties

2. To liaise with tenants in respect of repairs to homes





Knowledge

Knowledge of a broad range of plumbing techniques and tools and building

regulations acquired through qualification and/or experience and practice equivalent

to NVQ 3 level; plus additional technical experience



4 80

Mental Skills Assess and plan jobs; identify and resolve

practical problems

Analytical and judgement skills; need to interpret and solve varied problems

or develop solutions/plans over the short term

3 39


Advise clients on a range of options

/alternatives to complete the job to the

required specification; may provide

practical training/mentoring of apprentices,

newly qualified bricklayers, work

placements

Advisory, guiding, negotiating or persuasive skills; Training /motivational

skills in relation to other members of staff 3db 39

Physical Skills Operate powered hand tools and standard

plumbing tools such as a pipe bending tool, wrenches, blowtorch and cutting tools




Working with recognised procedures; may respond independently to unexpected

problems and situations. 3 39

Physical Demands

Work in constrained and awkward positions, such as under sinks, baths and

roof spaces

Periodic requirement for considerable physical effort; awkward positions/very

awkward positions 2b/3b 20/30


tasks to deadlines

Medium periods of concentrated sensory attention; some work-related pressure -


2ad 20

Emotional Demands





2 26



supervise apprentices, newly qualified plumbers or work placements

Limited, or no, direct responsibility for supervision, direction. co-ordination or

training of other employees/Some direct responsibility for supervision, direction, co-ordination or training of other employees

1/2 13/26


Resources



1 13


Resources

Maintenance of a range of buildings; may be responsible for the security of tools and

equipment



3b 39

Working Conditions

Exposure to unpleasant working conditions such as toilets and drains; use of tools and equipment; exposed to adverse weather

conditions

Considerable exposure to disagreeable, unpleasant or hazardous environmental


Total 407/430 407/430

50

Role Title

Plumber Chargehand



2. To assess and carry out installations and repairs to properties

3. To liaise with tenants in respect of repairs to homes




Knowledge

Knowledge of a broad range of plumbing techniques and tools and building

regulations acquired through qualification and/or experience and practice equivalent to NVQ 3 level; plus additional technical

experience equivalent to NVQ4 level


4 80




term

3 39





plumbers, work placements


exercising advisory, guiding, negotiating or persuasive skills;

training /motivational skills in relation to other members of staff

3cdb 39

Physical Skills Operate powered hand tools and standard

plumbing tools such as a pipe bending tool, wrenches, blowtorch and cutting tools






4 52

Physical Demands

Work in constrained and awkward positions, such as under sinks, baths and

roof spaces

Periodic requirement for considerable physical effort; awkward positions/very

awkward positions 2b/3b 20/30


tasks to deadlines


conflicting demands

2ad 20

Emotional Demands


1 10




2 26


Advice, instruct, check work or train other staff/Supervise a team of staff involving the

allocation and checking of work and direction of staff


or training of other employees 2/3 26/39


Resources


trade payment card



1/2c 13/26


Resources

Maintenance of a range of buildings; may be responsible for the security of

tools and equipment



3b 39

Working Conditions

Exposure to unpleasant working conditions such as toilets and drains; use

of tools and equipment; exposed to adverse weather conditions



Total 433/469

51

Role Title

Plumber Heating Engineer Experienced


1. To attend and make safe or complete repairs as directed including direct liaison with clients as required.






Knowledge

Knowledge of gas and heating specialist areas, qualification and/or experience or

practice plus additional technical experience. Gas Safe registered to work

safely and legally on boilers, cookers, fires and all other gas appliances and have

current ACS accreditation or equivalent. Equivalent to NVQ5 level


area 5 100

Mental Skills

Assess and plan jobs. Identify and

resolve complex problems, requiring diagnostic investigations Io identify

solutions to faults that are not readily apparent. This will require assessment and elimination of a number of potential sources in order to resolve the problem.


difficult problems or develop solutions/plans over the medium term

4 52



options/alternatives to complete the job to

the required specification; may provide


apprentices, newly qualified plumbers,

work placements



3db 39

Physical Skills

Operate fine hand tools and equipment in a confined space; use of testing and setting equipment; very high levels of

accuracy required




Work within recognised procedures;

respond independently to unexpected problems and

situations.

3 39

Physical Demands Work in constrained and awkward

positions, such as under sinks, baths and roof spaces

Periodic requirement for

considerable physical effort; awkward positions/very awkward

positions

2b/3b 20/30

Mental Demands Concentration for carrying out detailed

and precise tasks to deadlines

Medium periods of concentrated

mental attention; some work related pressure - deadlines

3c 30

Emotional Demands




Some direct impact on well-being of

individual, or groups of, people 2 26

52


No responsibility for the supervision of

other staff or contractors‟ staff/May supervise apprentices, newly qualified

plumbers or work placements


for supervision, direction co-ordination or training of other


direction co-ordination or training of other employees

1/2 13/26


Resources



1 13


Resources

Maintenance of a range of buildings; may be responsible for the security of

tools and equipment


equivalent

3b 39

Working Conditions

Exposure to unpleasant working conditions such as toilets and drains and to hazards such as gas; use of tools and equipment; exposed to adverse weather

conditions



3 30

Total 463/486 463/486

53

Role Title

Plumber Heating Engineer Chargehand



2. To attend and make safe or complete repairs as directed including direct liaison with clients as required.





Knowledge

Knowledge of gas and heating specialist areas, qualification and/or experience or

practice plus additional technical experience. Gas Safe registered to work

safely and legally on boilers, cookers, fires and all other gas appliances and

have current ACS accreditation or equivalent. Equivalent to NVQ5 level

Theoretical plus practical and procedural knowledge in


Mental Skills

Assess and plan jobs. Identify and resolve complex problems, requiring diagnostic investigations Io identify

solutions to faults that are not readily apparent. This will require assessment and elimination of a number of potential sources in order to resolve the problem.

Analyse and interpret complex information or situations and

solve difficult problems or develop solutions/plans over the

medium term

4 52


Train/mentor apprentices, plumbing

heating engineers, work placements/



issues

Training /motivational skills in relation to other members of staff/Exchanging orally or in

writing varied information with a range of audiences/Exercising

advisory, guiding, negotiating or persuasive skills

3bcd 39

Physical Skills

Operate fine hand tools and equipment in

a confined space; use of testing and setting equipment; very high levels of

accuracy required




Work within recognised procedures, responding

independently to unanticipated problems and situations; Organise own workload

4 52

Physical Demands Work in constrained and awkward

positions, such as under sinks, baths and roof spaces

Periodic requirement for

considerable physical effort; awkward positions/very

awkward positions

2b/3b 20/30

Mental Demands Concentration for carrying out detailed

and precise tasks to deadlines

Medium periods of concentrated mental attention; some work related pressure -

deadlines

3c 30

Emotional Demands



1 10




2 26

54


Advice, instruct, check work or train other staff/Supervise a team of staff involving the allocation and checking of work and

direction of staff

Some/Considerable direct

responsibility for supervision, direction, co-ordination or


2/3 26/39



trade payment card

Limited, or no, direct

responsibility for financial resources/Accountable for small


1/2c 13/26


Maintenance of a range of buildings; may be responsible for the security of tools and

equipment

Considerable direct responsibility for cleaning,

maintenance and repair of a range of equipment, buildings, external locations or equivalent

3b 39

Working Conditions

Exposure to unpleasant working conditions such as toilets and drains and to hazards such as gas; use of tools and equipment; exposed to adverse weather

conditions



3 30

Total 489/525

55

Role Title

Roofer, Newly Qualified


To carry out appropriate installation and roof repairs



Knowledge

Knowledge of a range of roofing procedures, acquired through

qualification and/or experience or practice equivalent to NVQ Level 2


range of task and the operation of


2 40

Mental Skills Identify safety issues; interpret job

instructions


problems 2 26



may be required.

2 26

Physical Skills

Operate powered hand tools, light plant and machinery. Use of a range of manual tools such as

tile/slate cutters, nibblers, heating torches





Work from instructions, but making minor decisions using initiative; problems referred to supervisor/ manager, little close supervision

2 26

Physical Demands Carry tools, equipment to include heavy items such as timber, rolls

of felt, slates and tiles,







2ad 20




Provision of a safe roofing maintenance service to customers

and clients


2 26





employees

1 13




1 13


Maintenance of a range of buildings; may be responsible



equivalent

3b 39

Working Conditions

Work at heights, confined spaces, exposed to adverse weather conditions; use of tools and equipment; use of chemicals



3/4 30/40

Total 338/348

56

Role Title

Roofer Experienced


1. To carry out the full range of roofing tasks including repair, installation, maintenance and adaptations





Knowledge

Knowledge of a range of roofing techniques and tools and building

regulations acquired through qualification, experience or practice


Knowledge of procedures for a range of tasks, some of which relatively complex and of operation of associated tools and

equipment

3 60



Analytical and judgement skills; interpret and solve varied problems or

develop solutions/plans over the short term 3 39


Advise clients on a range of options/alternatives to complete the job to the required specification; may provide practical training/mentoring

of apprentices, newly qualified roofers, work placements

Advisory, guiding, negotiating or persuasive skills; training /motivational

skills in relation to other members of staff 3db 39

Physical Skills

Operate powered hand tools, light plant and machinery. Use of a range

of manual tools such as tile/slate cutters, nibblers, heating torches





problems and situations. 3 39

Physical Demands Carry tools, equipment to include

heavy items such as timber, rolls of felt, slates and tiles,

Some physical demand with periodic requirements for high physical effort

3b 30




conflicting demands

2ad 20

Emotional Demands


Minimal emotional demands 1 10




2 26


No responsibility for the supervision of other staff or contractors‟ staff

/May supervise apprentices, newly qualified roofer or work placements


training of other employees/Some direct responsibility for supervision,


1/2 13/26


Resources



1 13


Resources

Maintenance of buildings, security of tools and equipment



3b 39

Working Conditions

Work at heights, exposed to adverse weather conditions; use of tools and

equipment; use of chemicals.



Total 397/420

57

Role Title

Roofer Chargehand



2. To carry out the full range of roofing tasks including repair, installation, maintenance and adaptations




Knowledge

Knowledge of a range of roofing techniques and tools and building

regulations acquired through qualification, experience or practice


Knowledge of procedures for a range of tasks, some relatively complex and of the operation of associated tools

and equipment

3 60




term

3 39


Communicate with clients/customers, suppliers and others on operational

issues; train/mentor apprentices, roofers, work placements


exercising advisory, guiding, negotiating or persuasive skills;

training /motivational skills in relation to other members of staff

3cdb 39

Physical Skills

Operate powered hand tools, light plant and machinery. Use of a range

of manual tools such as tile/slate cutters, nibblers, heating torches



Organise the workload of a team; take decisions independently.



4 52

Physical Demands

Carry tools, equipment to include heavy items such as timber, rolls of

felt, slates and tiles,

Some physical demand with periodic requirements for high physical effort

3b 30


tasks to deadlines


conflicting demands

2ad 20

Emotional Demands





2 26




Some/Considerable direct responsibility for supervision, direction,

co-ordination or training of other employees

2/3 26/39


Resources





1/2 13/26


Resources

Maintenance of buildings, may be responsible for the security of tools

and equipment



3b 39

Working Conditions

Work at heights, exposed to adverse weather conditions; use of tools and

equipment. Use of chemicals.



3/4 30/40

Total 423/459

58

Role Title

Team Leader


1. Plan and deliver a repairs and maintenance service

2. Manage a team of tradespeople



Knowledge

Trade or trades specific knowledge, acquired through recognised professional qualification and

experience of managing a team


area 5 100

Mental Skills

Analyses and interprets information; produces solutions to a range of

problems; skills for planning future maintenance work


difficult problems or develop solutions/plans over the medium term

4 52


Skills for motivating and developing

staff; make presentations on future

work plans

Developed training, developmental, leadership or motivational skills; exercising developed advisory,

guiding, negotiating or persuasive skills; exchanging orally or in writing varied information with a range of

audiences

4bcd 39

Physical Skills Standard keyboard use Some demand for precision 2 26


Organising the workload of team or teams, allocating and re-allocating

resources as required

Progressing a series of activities within recognised guidelines

5 65

Physical Demands Light physical effort Limited requirements 1 10

Mental Demands

Concentration for development of work plans, budget reports and

spreadsheets; conflicting deadlines where there is a continuing need to re-

adjust priorities

Lengthy periods of concentrated mental attention; high levels of work

related pressure - deadlines 4d 40

Emotional Demands

Little exposure to emotional demands/May deal with clients in an

emotional state because of adaptation/repair issues

Minimal/Occasional emotional demands

1/2 10/20


Provision of a repairs service to customers and clients


2 26


Day to day management of multi-trade team or teams

High direct responsibility for the supervision or management,

direction, co-ordination or training/development of other

employees

4 52


Resources Hold a delegated budget

Accountable for small/considerable expenditures from agreed budget or

equivalent income 2c/3 b 26/39


Resources

Provide advice on the operation of the repairs and maintenance service;

manage property maintenance service,/Develop policies in relation to

the delivery of the service

Provide advice and guidance on the operation of established internal

policy and procedures/Adaptation of internal policies and procedures to meet operational demands; Shared responsibility for the development of

policies and procedures.

3/4 39/52

Working Conditions

Site visits Some exposure to disagreeable,

unpleasant or hazardous environmental working conditions

2 20

Total 505/541

59

FAMILY SUPPORT WORKER PROFILES

60

Role Title

Family Support Worker Entry Level


1. Work with families toward the successful implementation of child and family plans

2. Work within specific elements of an assessment of needs package with other professionals/agencies

3. Maintain client and contact records

4. Assist in providing a range of services to families


Factor Job Information JES Descriptor Level Score

Knowledge

Knowledge of the processes for the provision of family and child support,

acquired through NVQ 2 or equivalent experience of working with children

and families

Knowledge of procedures for range of tasks

2 40

Mental Skills

Identify potential risks to self,

colleagues, children and families; read and interpret straightforward care

plan documentation regarding assessed family and child needs

Judgement skills; some need to interpret information and solve

straightforward problems 2 26

Interpersonal and Communication

Skills

Communicate effectively and

sensitively; develop relationships with children and their families working

with them and a range of professionals; signposting clients to appropriate

support services

Interpersonal caring skills to meet basic welfare needs of clients;

advisory, guiding, negotiating or persuasive skills

3ad 39

Physical Skills

Use of keyboard to update records; driving skills may be required


2 26


Work within a defined caseload as

part of a wider team; work is defined by set procedures and working

arrangements.

Working from instructions, but making

minor decisions, using initiative; problems referred to supervisor/manager

2 26

Physical Demands Light physical effort

Limited requirements for standing, walking

1 10

Visiting children and families in home

environments, which may involve extensive walking or driving between

locations

Some ongoing physical effort 2 20

Mental Demands

Contact time through direct work with children / young people and families;

concentration for recording case notes.

Medium periods of concentrated sensory/enhanced mental

attention:

2ab 20

Emotional Demands

Support children, young people and families at times of distress, anxiety

and confusion

Regular emotional demands;

occasionally significant emotional demands

3ab 30


and confusion where this will be ongoing

Regular significant emotional demands

4a 40

61


Under guidance, engage and work

effectively with families, contributing to the implementation of child and

family plans; implement tasks within an established care plan

Some direct impact on the well-being of individuals or groups of people

2 26


No responsibility for supervision

Limited or no direct responsibility for other staff

1 13


Minimal or no responsibility for

financial resources


1 13


Update manual and electronic

records accurately and concisely

Handling and processing of manual or computerised information

2(a) 26

Working Conditions

Undertake home visits. Exposure to dust, dirt, smells, verbal or physical

aggression

Some exposure to disagreeable, unpleasant or hazardous working

conditions 2 20


aggression


hazardous working conditions 3 30

Total 315/345

62

Role Title

Family Support Worker


1. Work as part of a multi-disciplinary team around a child/young person and family.

2. Contribute to the assessment, planning and review process

3. Responsible for providing a range of services to children and families with agreed care plans



Knowledge

Knowledge of the processes for the provision of family and child support,

including child development, contributing to the assessment and care planning processes, acquired

through NVQ 3 or equivalent experience of working with children

and families


relatively complex 3 60

Mental Skills

Contribute to the development of care plans through, for example, the identification of solutions to conflict

situations. Organise a range of group activities to support children

and their families

Interpret information or situations, solve varied

problems or develop solutions or plans over the short term

3 39


Developed skills for resolving conflict and encouraging and

challenging families to change behaviours; communicate sensitive information to other professionals

Developed advisory, guiding, negotiating or persuasive skills to encourage others to adopt a

particular course of action; exchanging orally or in writing

sensitive information with a range of audiences

4ad 52

Physical Skills Use of keyboard to update care

planning and contact records; may require driving skills

Dexterity, co-ordination or sensory skills; some demand

for precision 2 26


Work autonomously in the community with children and families,

with responsibility to make independent decisions supporting

family well-being




3 39

Physical Demands Light physical effort Limited requirements for

standing, walking 1 10

Visiting children and families in home environments, which may

involve extensive walking or driving between locations.


Mental Demands

Contact time through direct work with children / young people and

families; concentration for recording case notes; may drive between client

visits;

Medium periods of concentrated sensory/enhanced mental

attention 2ab 20

Emotional Demands Support children, young people and families at times of distress, anxiety

and confusion

Regular emotional demands; occasionally significant

emotional demands 3ab 30


and confusion where this will be ongoing


4a 40

63


Responsible for providing a range of services to children and families;

contribute to the assessment, planning and review process, and promote improving outcomes for

children and families

Considerable direct impact on the well-being of individual, or groups of, people, through an

assessment of needs and implementation of appropriate

care or welfare

3a 39


No responsibility for supervision Limited or no direct

responsibility for other staff 1 13



Limited or no direct responsibility for financial

resources 1 13


Update manual and electronic records accurately and concisely

Handling and processing of manual or computerised information, where care,

accuracy, confidentiality and security are important

2(a) 26

Working Conditions Undertake home visits. Exposure to dust, dirt, smells, verbal or physical

aggression

Some/considerable exposure to disagreeable, unpleasant or



aggression



Total 387/417

64

Role Title

Family Support Worker Higher Level


1. As lead practitioner/key worker work as part of a multi-disciplinary team

2. Undertake assessments of children and families

3. Support and mentor junior colleagues

4. Provide practical support to individuals and their carers.

5. Contribute to the development of the service and the team



Knowledge

Knowledge of the processes for the provision of family and child

support, including child development, undertaking

assessments and developing interventions in line with care

plans, acquired through NVQ 4 or equivalent experience of working

with children and families



Mental Skills

Contribute to the ongoing review and development of care plans.

Assess clients within a framework of professional supervision.

Signpost and promote a range of organisations/groups which offer

support to children and their families


term

3 39



challenging families to change behaviours; communicate

sensitive information to other professionals

Developed interpersonal caring or training skills, in order to meet the more demanding needs of clients;

developed advisory, guiding, negotiating or persuasive skills to

encourage others to adopt a particular course of action;

exchanging orally or in writing sensitive information with a range

of audiences

4acd 52

Physical Skills Use of keyboard to update care planning and contact records


2 26


Work autonomously in the community with children and

families, enabling them to make independent decisions that support

their family well-being

Working within recognised procedures, some room for initiative;

may involve responding independently to unexpected


3 39


walking 1 10




Mental Demands

Concentration for reports for child protection conferences, reviews of children and families in need/ Looked After Children and for developing interventions; tight

deadlines


3c 30

65

Emotional Demands Support children, young people and families at times of distress,

anxiety and confusion

Regular exposure to emotional demands; occasionally significant

emotional demands 3ab 30

Support children, young people and families at times of distress, anxiety and confusion where this

will be ongoing


4a 40


Responsible for providing a range of services and

interventions to children and families with more complex

needs. Contribute to the planning and review process to promote improving outcomes for children

and families

High direct impact on the well-being of individual, or groups of,

people, through an assessment of the needs and implementation of

appropriate programmes of care or welfare

4a 52


Guide and mentor junior members of the team.

Some direct responsibility for the supervision, co-ordination or training of other employees

2 26




1 13



Handling and processing of manual or computerised information,

where care, accuracy, confidentiality and security are

important

2(a) 26

Working Conditions Undertake home visits. Exposure

to dust, dirt, smells, verbal or physical aggression

Some/considerable exposure to disagreeable, unpleasant or


Undertake home visits. Exposure

to dust, dirt, smells, verbal or physical aggression



Total 443/473

66

Role Title

Family Support Worker Team Leader


1. Manage a team of Family Support Workers 2. Lead practitioner/key worker be an effective part of a multi-disciplinary team around a child/family 3. Undertake assessments of children and families

Responsibilities




Knowledge

Knowledge of the processes for the provision of family and child

support, including child development, undertaking

assessments and developing interventions in line with care plans,

acquired through NVQ 4 or equivalent experience of working

with children and families plus experience of managing a team

of staff

Theoretical plus practical and procedural knowledge in a specialist

area 5 100

Mental Skills

Analytical and evaluation skills for assessing, reviewing needs and developing interventions for complex cases allocated to the

teams

Analytical and judgement to analyse and interpret complex

information or situations and to solve difficult problems or develop solutions

or plans over the medium term

4 52


Skills


challenging families to change behaviours; communicate sensitive information to other professionals;

exercise staff motivation skills

Developed interpersonal caring or training skills, in order to meet the more demanding needs of clients; developed staff motivational skills;


encourage others to adopt a particular course of action; exchanging orally or in writing sensitive information with a

range of audiences

4abcd 52


planning and contact records Dexterity, co-ordination or sensory skills; some demand for precision

2 26


Manage a family support team; organise own and others workloads

Working within recognised procedures, within which the

jobholder is required to organise own workload.

4 52


walking 1 10




Mental Demands

Concentration for reports for child protection conferences,

Looked After Children, reviews of children and families in need and

for developing interventions. Develop team rotas; interruptions

to deal with staffing issues


3c 30

Emotional Demands Support children, young people and families at times of distress,


Regular exposure to emotional demands/Occasional exposure to

significant emotional demands 3(a)(b) 30

67


Responsible for providing a range of services and interventions to children and families with more

complex needs. Contribute to the planning and review process to promote improving outcomes for

children and families

High direct impact on the well-being of individual, or groups of, people,

through an assessment of the needs and implementation of appropriate

programmes of care or welfare

4a 52


Manage a team of Family Support Workers within a locality; allocate

work and carry out appraisals

Considerable/ direct responsibility for the supervision, direction, co-

ordination or training/development of other employees.

3 39

Manage a team of Family Support Workers across localities; allocate

work and carry out appraisals

High direct responsibility for the supervision, direction, co-ordination or

training/development of other employees

4 52


Minimal or no responsibility for finance


1 13

Account for and monitor delegated

budget for e.g. client activities, equipment and resources for team

Accountable for small expenditures from an agreed

budget or equivalent income 2c 26


Update manual and electronic records


2(a) 26

Working Conditions Undertake home visits. Some/ exposure to dust, dirt, smells, verbal or physical aggression


conditions 2 20

Total 502/538

68

HOME CARE WORKER PROFILES

69

Role Title

Home Care Worker Entry Level


Provide personal care Prepare meals and carry out practical duties Maintain client records



Knowledge

Knowledge of the processes for the provision of home care support,

including personal care and the use of patient support equipment acquired through NVQ 2 or

equivalent experience

Knowledge of procedures for range of tasks and operation of associated

tools and equipment 2 40

Mental Skills

Identify potential risks to self, colleagues and service users; read

and interpret straightforward care plan documentation regarding assessed

service user care needs

Judgement skills; some need to interpret information and solve

straightforward problems 2 26


Skills

Provide personal services to clients through the exercise of caring and

listening skills

Interpersonal caring skills to meet basic welfare needs of clients

3a 39

Physical Skills Use of domestic equipment/support

aids e.g. hoists, wheelchairs and bathing chairs/driving skills

Dexterity, co-ordination or sensory skills with considerably demands for

precision 3b 39


Some initiative is exercised within the requirements of the clients‟ needs;

make straightforward decisions based on the requirements of the

client

Working from instructions; making minor decisions involving the use of

initiative; problems referred to a supervisor/manager

2 26

Physical Demands

Depending on client group may involve providing personal assistance

requiring lifting of medium/heavy weights (physical aids e.g. hoists,

wheelchairs and bathing chairs may be available) sometimes in awkward

positions taking into account the environment

Ongoing considerable physical effort; periodic high physical effort

3ab 30





Ongoing high physical effort 4a 40

Mental Demands

Concentration for the provision of care of clients; may drive between client visits; pressure to meet client needs, which may be conflicting, within a specified period of time

Medium periods of concentrated sensory attention; some work related

pressure 2 20

Emotional Demands Support vulnerable/very vulnerable service users at times of distress,


Regular/occasionally significant emotional demands

3ab 30

Support very vulnerable service users at times of distress, anxiety and confusion where this will be

ongoing


4a 40

70


Support individual users and undertake a range of care needs as instructed; implement tasks within an

established care plan

Some direct impact on the well-being of individuals or groups of people

2 26


No responsibility for supervision Limited or no direct responsibility for

other staff 1 13




1 13

Shop, collect pensions, prescriptions, banking and the paying of accounts


2a 26


Update client records; responsible for the safe use of domestic and

support aids and security devices.

Handling and processing of manual or computerised information; careful

use of equipment/expensive equipment

2ab 26

Working Conditions Exposure to dust, dirt, smells, body fluids, verbal or physical aggression



Exposure to dust, dirt, smells, body fluids, verbal or physical aggression

High exposure to disagreeable, unpleasant or hazardous working

conditions 4 40

Total 358/401

71

Role Title

Home Care Worker


1. Contribute to the development and implementation of a care plan and risk assessment for clients

2. Provide personal care

3. Prepare meals and carry out practical duties

4. Maintain client records



Knowledge

Knowledge of the processes for the provision of home care support,

including contributing to the development of a care plan,

personal care and the use of patient support equipment acquired

through NVQ 3 level or equivalent


relatively complex and associated tools and equipment

3 60

Mental Skills

Contribute to the development of care plans; day to day assessment of client wellbeing, using a person-

centred approach

Interpret information or situations, solve varied problems or develop

solutions or plans over the short term 3 39


Skills

Provide personal services to clients through the exercise of caring and

listening skills

Interpersonal caring skills to meet basic welfare needs of clients

3a 39

Physical Skills Use of domestic equipment/support

aids e.g. hoists, wheelchairs and bathing chairs/driving skills

Dexterity, co-ordination or sensory skills with considerably demands for

precision 3b 39


Work independently with service users to promote their well-being within a framework of recognised

policies and procedures

Working within recognised procedures, some room for initiative; may involve

responding independently to unexpected problems and situations

3 39

Physical Demands

Depending on client group may involve providing personal

assistance requiring lifting of medium/heavy weights (physical aids e.g. hoists, wheelchairs and bathing chairs may be available) sometimes

in awkward positions taking into account the environment

Ongoing considerable physical effort; periodic high physical effort

3ab 30





Ongoing high physical effort 4a 40

Mental Demands

Concentration for the provision of care of clients; driving between client visits; pressure to meet client needs,

which may be conflicting, within a specified period of time

Medium periods of concentrated sensory attention; some work related

pressure 2 20

Emotional Demands

Support vulnerable/very vulnerable service users at times of distress,



3ab 30

Support very vulnerable service users

at times of distress, anxiety and confusion where this will be ongoing


4a 40

72


Responsible for providing a range of person-centred interventions to

clients; contributing to the assessment, planning and review

process, and promoting independence and wellbeing of

clients

Considerable direct impact on the well-being of individual, or groups of,

people, through an assessment of needs and implementation of appropriate care or welfare

3a 39



other staff 1 13

Responsibility for Financial

Resources



1 13



2a 26

Responsibility for Physical

Resources

Update client records; responsible for the safe use of domestic and

support aids and security devices.

Handling and processing of manual or computerised information; careful use

of equipment/expensive equipment 2ab 26

Working Conditions





High exposure to disagreeable, unpleasant or hazardous working

conditions 4 40

Total 417/460

Note: the career path for home carers is team leader or into other forms of care e.g. family support, residential care.

73

Role Title

Home Care Worker Team Leader


1. Supervise and co-ordinate a team of home care workers

2. Assess clients

3. Review care plans

4. Maintain client records



Knowledge

Knowledge of the processes for the assessment of clients and

provision of home care support, including contributing to the development of a care plan,

personal care; skills for effectively supervising the work of a home

care team equivalent to NVQ3 plus additional training or experience to

NVQ4 equivalent

Practical and procedural knowledge across a technical or specialist area

4 80

Mental Skills

Assess various conditions, some of which may be complex;

organise and plan rotas; identify training and development needs of

staff

Interpret information or situations, solve varied problems or develop

solutions or plans over the short term 3 39


Skills

Persuade more challenging clients to follow a care plan; skills for

training and motivating a team of home care staff

Developed interpersonal caring or training skills; developed training,

developmental, leadership or motivational skills in relation to other

staff

4ab 52

Physical Skills Driving skills; standard keyboard

use Dexterity, co-ordination or sensory skills; some demand for precision

2 26


Organise own workload and that of a team of staff, making

decisions on work allocation

Working within recognised procedures, within which the jobholder is required to

organise own workload 4 52

Physical Demands Occasionally required to provide assistance to clients with mobility

problems

Periodic requirements for considerable physical effort

2 20

Mental Demands

Concentration for report writing; frequent interruptions to deal with service issues and to re-arrange

rotas at short notice; tight deadlines

Considerable levels of work-related pressure

3d 30



Regular emotional demands; occasionally significant emotional

demands 3ab 30


Assess clients and develop a care plan; provide advice and guidance to team on the operation of home

care policies and procedures, ensuring an efficient service is

provided

Considerable direct impact on the well-being of individuals or groups of

people 3a 39


Provide first line supervision to home care workers within a locality,

allocate work, undertake staff appraisals

Considerable direct responsibility for supervision or management, direction, co-ordination or training/development

of other employees covering more than one workplace

3 39

Provide first line supervision to home care workers across a

number of localities, allocate work, undertake staff appraisals

High direct responsibility for supervision or management, direction, co-ordination or training/development

of other employees covering more than one workplace

4 52

74




1 13

Authorise time sheets; hold a petty

cash budget Accountable for small expenditures 2c 26


Update client records

Handling and processing of manual or computerised information, where care, accuracy, confidentiality and

security are important

2(b)

26

Working Conditions Exposure to dust, dirt, smells, body

fluids, verbal or physical aggression


conditions 2 20

Total 466/492

75

PUBLIC HEALTH

PROFILES

76

Role Title

Director of Public Health


1. Act as statutory lead officer for public health including health protection, health improvement and healthcare

services/public health across the organisation

2. Determine the overall vision and aims for public health in the locality and manage the delivery of those

objectives.

3. Produce and publish an annual report on the health of the local population

4. Be responsible for all the public health functions of the local authority as defined by the Health and Social Care

Act 2012

5. Organise the delivery of health services that are both clinical and cost effective

6. Have responsibility for the local authority‟s public health budget

7. Principal advisor on all public health related matters for the Authority



Knowledge

Registered public health specialist, detailed knowledge of national and local

strategic policies (including the NHS), legislation and statutory duties. Knowledge

of specialist public health fields acquired through relevant degree plus additional

training or experience to masters degree or equivalent, plus extensive public health experience at senior management levels


specialist area plus detailed knowledge of the associated organisational

policies, practices and procedures for that and other related specialist areas

or an equivalent level of organisational, procedural and policy knowledge

8 163

Mental Skills

Analyse and interpret a range of qualitative and quantitative data, epidemiological and

statistical data, research evidence, assessed need, literature reviews and

audits, relating to public health to develop long term strategies and multi-agency

public health programmes

The job requires analytical and judgemental or creative and

developmental skills to analyse and interpret very varied and highly

complex information or situations and to produce solutions or strategies over

the long term.

6 78


Skills

Uses negotiating and influencing skills to shape policy development at regional and

national levels. Uses very highly developed negotiating and persuasive

skills where barriers to acceptance may exist with key Authority stakeholders,

community groups and representatives, senior managers, external agencies and

service providers and the voluntary sector in shaping and delivering consensus orientated public health improvement

programmes As principal advisor on all public health

related matters for the authority, influence and hold to account key stakeholders such

as elected Members and the NHS.

Very highly developed influencing, negotiating and persuasive skills

needed in order to convince others to adopt policies and courses of action they might not otherwise wish to take

6b 78

Physical Skills Use of ICT equipment in the preparation of

strategies and reports.

The work requires dexterity co-ordination; some demand for precision

in the use of these skills 2 26


Directly accountable to the Chief Executive and accountable to the Secretary of State

for Health via Public Health England. Principal advisor on all public health

matters to elected Members and Officers. Develops long term strategies aimed at

improving public health across the whole service area. Provides strategic leadership

and member of the Authority‟s senior leadership team. Overall leadership of

The job involves working within organisational policies. The work

involves using wide discretion and initiative over a very broad area of

activity, with little access to others. The job is subject to general managerial

direction

7 91

77

teams delivering health improvement, health protection and health

services/public health

Physical Demands

Physical effort required for use of ICT equipment, sitting standing and walking

Limited requirements for standing walking bending or stretching

1 10

Mental Demands

Concentration for policy development across the whole area of Public Health,

preparation of presentations, preparation of detailed reports such as the statutory annual public health report, analysis of

statistical and epidemiological information, research, audit activity and analysis of

service delivery options. Assessment of public health need and associated

priorities

Prolonged periods of concentrated mental attention; lengthy periods of

concentrated mental attention over a range of activities

5 (a) (b) 50

Emotional Demands

No direct contact with service users Minimal emotional demand 1 10

Responsibility for People Well-

Being*

Develops policy and strategy across all service areas in public health. Leads the

team within the local authority that is responsible for the strategic needs

assessment underpinning the subsequent development of inter-agency and inter-disciplinary programmes in the areas of

health improvement, health protection and health services/public health

The job carries a very major responsibility for the development of

policies in relation to one or more service areas and which can be seen

to have a major impact on the operation of, or strategy across,

services

6 78


Managerially responsible for all Public Health staff in all service areas and

teams

High direct responsibility for the supervision or management of other

employees/ Major direct responsibility for the management, direction, co-

ordination and development of significant numbers of other

employees, covering several different areas of activity or in several

geographically dispersed workplaces

4/5 52/65


Resources

Personal responsibility for the Public Health budget

The job involves a major direct responsibility for financial resources. The work involves being accountable for very large expenditures from an

agreed budget or equivalent income.

5 65


Resources

Responsible for the Public Health function that commissions and develops a range of services covering primary, secondary and

social care, local authority sectors, external agencies and voluntary

organisations. Responsible for the development and implementation of information systems and intelligence

systems used to support public health improvement

The job involves a very major direct responsibility for physical resources.

The work involves overall responsibility for the procurement and deployment of

substantial physical resources. The responsibility includes the long term

planning of the procurement and deployment of physical resources and changing the source, nature, level and composition of such resources to meet

service or other requirements

6 78

Working Conditions

Work would be mainly carried out in a office based environment

Minimal exposure to disagreeable unpleasant or hazardous conditions

1 10

789/802

78

Role Title

Information Technician (Statistics/Information Management/Public Health Intelligence)

Purpose of the role (job statement) 1. Maintains quality and content of data held within information systems 2. Supports analytical work of business area 3. Inputs and processes information in accordance with procedures 4. Responds to enquiries from customers and data providers Job Evaluation Assessment

Factor Job Information JES Level Quote Level Points

Knowledge

Knowledge of data analysis and associated software/computer systems acquired through diploma or equivalent

experience/qualification

Practical and procedural knowledge across a technical


Mental Skills

Deal with queries relating to data or information, assessing whether standard analyses are robust e.g. undertaking a data cleansing role or comparing data

from different sources to ensure quality, consistency and accuracy. Plan activities

requiring adjustment due to fluctuating workload, prioritising unpredictable and conflicting demands e.g. dealing with data queries arising from information

requests, such as urgent parliamentary questions


term

3 39


Provides and receives information which may be complicated e.g. discussing data queries with data suppliers or customers

Exchange orally or in writing varied information

3 39

Physical Skills Inputting and manipulating data,

information into computer databases Considerable demand for precision 3 39


Work within organisational and professional policies and procedures;

operate on own initiative, taking advice from manager if required




3 39

Physical Demands Uses computer more or less continuously Regular sitting in a constrained

position 2 20

Mental Demands

Requirement for ongoing concentration to maintain data collection systems, process data or write reports, all of which require

attention to detail and accuracy

Lengthy periods of enhanced

mental attention 3b 30

Emotional Demands Little exposure to distressing

circumstances Limited emotional demands 1 10


Gives information and advice to public health staff

Limited direct impact on the well-being of individual or groups of

people 1 13


Demonstrates activities and work routines to others in own work area


1 13




1 13


Creates reports, e.g. using spreadsheets to summarise data; maintains information

systems used for data collection and analysis e.g. ensuring systems are adapted to reflect changes in data

collected; implements departmental policies within own work area, proposes changes to working practices as a result

of new guidelines or legislation

Considerable direct responsibility for handling and processing of

manual or computerised information; care, accuracy, confidentiality and security

important

3a 39

Working Conditions Office conditions Minimal exposure to disagreeable,


Total 384

79

Role Title

Information Analyst (Statistics/Information Management/Public Health Intelligence)

Purpose of the role (job statement) 1. Analyses data, interprets and reports on results 2. Provides advice and guidance on analyses 3. May develop and design public health related data sets and information 4. May supervise or train other staff Job Evaluation Assessment


Knowledge

Knowledge of a range of statistical/numerical techniques, procedures acquired through qualification to degree level, or equivalent

relevant experience



Mental Skills

Deal with statistical/analytical queries, assessing whether analyses are robust e.g.

investigating data anomalies identified during analyses, instigating corrective action as

required; plan tasks and activities that may require adjustment e.g. dealing with urgent

questions

Interpret information or situations, solve varied problems and/or

develop solutions or plans over the medium term

4 52


Skills

Communicates analytical/statistical matters to non-analytical/statistical professionals,

advising, persuading on statistical methods to be used

Exchanging orally and in writing complicated or sensitive

information with a range of audiences

4d 52

Physical Skills Inputting and manipulating data, information

into computer databases Considerable demand for precision 3 39


Work within organisational and professional policies and procedures; operate on own initiative, taking advice from manager if

required




3 39

Physical Demands Uses computer more or less continuously Regular sitting in a constrained

position 2 20

Mental Demands Requirement for concentration to undertake

complex statistical analyses requiring accuracy and attention to detail

Lengthy periods of concentrated mental attention

4c 40

Emotional Demands

Little exposure to distressing circumstances Limited emotional demands 1 10



Limited direct impact on the well-being of the individual or groups

1 13


Demonstrates activities and work routines to others in own work area


1 13

Co-ordinates work of information technicians; supervises trainees/students; trains other staff

Some direct responsibility for supervision of other staff

2 26


Resources



1 13

80


Resources

Creates reports, e.g. using spreadsheets to

summarise data; maintains information systems used for data collection and analysis e.g. ensuring systems are adapted to reflect changes in data collected; implements

departmental policies within own work area, proposes changes to working practices as a

result of new guidelines or legislation

Considerable direct responsibility for handling and processing of

manual or computerised information; care, accuracy, confidentiality and security

important

3a 39

Introduces, adapts and improves information systems within own area e.g. developing and

implementing systems to input, store and disseminate information used in statistical/data

analysis; responsible for one or more information systems for collection of

statistical/epidemiological information; implements departmental policies within own

work area, proposes changes to working practices as a result of new guidelines or

legislation

Adaptation, development or design of significant information systems

4a 52

Working Conditions

Office conditions Minimal exposure to disagreeable,


Total 440/466

81

Role Title Information Analyst Specialist (Statistics/Information Management/Public Health Intelligence) Purpose of the role (job statement)

1. Analyses data, interprets and reports on results 2. Provides advice and guidance on specialist analyses 3. Leads on discrete projects, development and design of public health related data sets and information, undertakes research 4. Undertakes project management and/or management of staff Job Evaluation Assessment


Knowledge

Specialist knowledge and experience of statistical/ analytical/epidemiological techniques and procedures, acquired through degree level

or equivalent plus additional specialist knowledge acquired through post graduate

diploma level or equivalent relevant experience

Advanced theoretical, practical and procedural knowledge

across a specialist area 6 121

Mental Skills

Analyses, investigates and resolves complex statistical/ analytical/epidemiological queries

and issues/problems; initiates and plans statistical/ analytical work programmes and

makes adjustments to meet customer requirements; develops methodologies for the

analysis and/or interpretation of data

Analytical and judgemental skills to interpret varied and

complex information 4 52


Communicates complex statistical/epidemiological matters with other statistical/epidemiological professionals e.g.

development of methodology

Exchanging orally and in writing complicated or sensitive

information with a range of audiences

4d 52

Physical Skills Standard keyboard skills Dexterity, co-ordination or

sensory skills; some demand for precision

2 26

Inputting and manipulating data, information into

computer databases Considerable demand for

precision 3 39


Works to achieve agreed objectives and is given freedom to do this working within organisational

policies in local frameworks. May be section manager or lead specialist.

Work within recognised procedures, organising own workload, making decisions

4 52

Physical Demands Desk based with requirement to attend meetings throughout the working week

Limited standing, walking 1 10

Mental Demands

Concentration required when analysing statistical information, writing reports,

interruptions from customers; requirement to concentrate for long periods on complex data

analysis


4c 52

Emotional Demands Little exposure to distressing circumstances Limited emotional demands 1 10



Limited direct impact on the well-being of the individual or

groups 1 13


Co-ordinates work of junior staff; professionally supervises students; trains other staff

Some direct responsibility for supervision of other staff

2 26

Allocates and checks work Considerable direct

responsibility for the supervision of other employees

3 39




1 13

82

resources


Responsible for introducing, adapting and improving systems to input, store and

disseminate information used in statistical analysis; responsible for one or more information systems for collection of

performance/statistical/ epidemiological information. Implements departmental policies

within own work area, proposes changes to working practices as a result of new guidelines

or legislation, / proposes changes to and redesigns statistical, information and local

managerial policies, concepts and procedures for own area

Adaptation, development or design of significant information

systems 4a 52

Working Conditions Office conditions Minimal exposure to

disagreeable working conditions 1 10

Total 489/515

83

Role Title

Information Analyst Advanced/Team Manager (Statistics/Information Management/Public Health Intelligence)


1.Leads the production, development and promotion of a range of statistical/information services and presents results

2. Provides specialist advice and guidance on statistical/epidemiological/information matters including the development

and analysis of public health related data sets and information.

3. Manages staff within team or project



Knowledge

In depth specialist knowledge of statistics

/epidemiology/ information analysis and the use

of information across the NHS acquired through

degree or equivalent plus additional specialist

knowledge acquired through training and

relevant experience to masters degree level or

equivalent

Advanced theoretical, practical

and procedural knowledge across

a specialist area plus detailed

knowledge of the associated

organisational policies practices

and procedures

7 142

Mental Skills

Analyses, interprets and resolves highly

complex statistical/ epidemiological /information

problems where there is no precedent or where

leading opinions may conflict; contributes to

planning and formulation of long term strategies

for service; develops methodologies for the

analysis and/or interpretation of data

Analytical and judgemental skills to

interpret varied and complex

information; produce strategies

over the long term

5 65

Interpersonal and

Communication

Skills

Communicates highly complex

statistical/epidemiological matters with other

statistical/epidemiological professionals;

develops and delivers formal, cinfluencing

courses of action

Exercising highly developed

advisory, counselling, negotiation

or persuasive skills, or advocacy

5b 65

Physical Skills Standard keyboard skills Dexterity, co-ordination or sensory

skills; some demand for precision 2 26

Initiative and

Independence

Organise work of team; autonomous decision

working within broad professional or

organisational policies. Team manager or lead

specialist.

Progressing a series of activities

within recognised guidelines;

making frequent decisions and

exercising initiative

5 65

Physical Demands Desk based with requirement to attend

meetings throughout the working week Limited standing, walking 1 10

Mental Demands

Concentration required when analysing

statistical information, writing reports

interruptions to answer customer queries;

requirement to concentrate for long periods on

complex data analysis; interruptions to deal

with service issues

Lengthy periods of concentrated

mental attention; high levels of

work-related pressure

4cd 52

Emotional

Demands Little exposure to distressing circumstances Limited emotional demands 1 10

Responsibility for

People Well-Being

Gives information and advice to public health

staff

Limited direct impact on the well-

being of the individual or groups 1 13

Responsibility for

Supervision Allocates and checks work

Considerable direct responsibility

for the supervision of other

employees

3 39

Responsible for day to day management or

management of a single function or

department, including recruitment, appraisal,

discipline, training, career development or

delivery of specialist training programmes, e.g.

High direct responsibility for the

management and training of other

employees

4 52

84

on public health concepts to professionals from

other disciplines

Responsibility for

Financial

Resources

Minimal or no responsibility for financial

resources

Limited or no direct responsibility


Holds a resource budget Accountable for small

expenditures 2c 26

Responsibility for

Physical

Resources

Responsible for introducing, adapting and

improving a system to input, store and

disseminate information (e.g. via web) used in

statistical/epidemiological analysis; responsible

for running of one or more information systems

for collection of health related data sets

Adaptation, development or design

of significant information systems 4a 52

Redesigns statistical/epidemiological,

information and local managerial policies and

procedures which have an impact on other

areas, e.g. analytical/statistical lead on cross-

professional working groups advising on new

data collection, lead epidemiologist advising on

population needs assessment for service

development


of large-scale information systems 5a 65

Working

Conditions Office conditions

Minimal exposure to disagreeable


Total 562/601

85

Role Title

Information Analyst Principal (Statistics/Information Management/Public Health Intelligence)


1. Responsible for the production, development and promotion of a range of statistical/information services for discrete

service(s)

2. Responsible for the formulation of long-term plans and strategic direction within business area

3. Provides expert advice and guidance on statistical/epidemiological/information matters including the development of

public health related data sets and information

4. Manages projects and/or staff



Knowledge

In depth specialist knowledge of

statistics/epidemiological /information

analysis and the use of information

across the NHS acquired through degree

or equivalent plus additional knowledge of

staff or project management acquired

through training and relevant experience

to masters degree level or equivalent.

Advanced theoretical, practical and

procedural knowledge across a

specialist area plus detailed

knowledge of the associated

organisational policies practices and

procedures

7 142

Mental Skills

Experts in their field: analyse, interpret

and resolve highly complex

statistical/epidemiological /information

problems where there is no precedent

and where other leading opinions may

conflict; project management

Analytical and judgemental skills to

interpret varied and complex

information; produce strategies over

the long term

5 65

Interpersonal and

Communication Skills

Communicates highly complex

statistical/epidemiological matters with

other statistical/epidemiological

professionals influencing courses of

action; develops and delivers formal,

complex statistical/epidemiological

presentations to large groups

Exercising highly developed

advisory, counselling, negotiation or

persuasive skills, or advocacy;

exchanging orally and in writing

complex and contentious

information with a range of

audiences, including non-specialists

5bc 65

Physical Skills Standard keyboard skills

Dexterity, co-ordination or sensory

skills; some demand for precision 2 26

Initiative and

Independence

Ongoing requirement to act with

minimum guidelines, setting standards

for others, establishing how professional

and administrative policies should be

interpreted and implemented; create and

amend strategies which cross the whole

organisation

Work within broad practice or

guidelines; using discretion and

initiative over a broad area of activity

6 78

Physical Demands Desk based with requirement to attend

meetings throughout the working week

Limited requirements for standing,

walking 1 10

Mental Demands

Concentration required when analysing

statistical information, writing reports

interruptions to answer customer queries;

requirement to concentrate for long

periods on complex data analysis;

interrruptions to deal with service issues


mental attention; high levels of work-

related pressure

4cd 52


Responsibility for

People Well-Being

Gives information and advice to public

health staff

Limited direct impact on the well-

being of the individual or groups 1 13

86

Responsibility for

Supervision

Responsible for day to day management

or management of a single function or

department, including recruitment,

appraisal, discipline, training, career

development or delivery of specialist

training programmes, e.g. on public

health concepts to professionals from

other disciplines

High direct responsibility for the

management and training of other

employees

4 52

Responsibility for

Financial Resources

Authorised signatory for cash payments;

monitors budget for own section or

project; contributes to formulation of

section or project budgets; commissions

information projects.

Accountable for considerable

expenditures; budget setting and

monitoring

3b 39

Departmental budget holder, responsible

for setting and monitoring department

budget

Accountable for large expenditures:

budget setting and monitoring 4b 52

Responsibility for

Physical Resources

Responsible for designing, developing

and selecting information system

specifications and databases e.g.

geographical information on population

needs assessment for service

development; develops policy and leads

service redesign across the organisation

for, e.g. new ways of measuring waiting


of large-scale information systems

for use by others

5a 65

Working Conditions Office conditions Minimal exposure to disagreeable


Total 627-640

87

Role Title

Health Improvement Practitioner Specialist


1. Contributes to, and advises on the development and implementation of specialist local health improvement

programmes.

2. Develops and maintains public health information and support structures

3. Facilitates/ leads multi-agency public health group work and community-based health needs assessment;

implements monitoring and evaluation mechanisms to assess the impact of community action on health

4. Provides training to a range of staff and community groups


Factor Job Information Description Level Points

Knowledge

Advanced theoretical, practical and procedural knowledge across

specialist area or equivalent level of organisational, procedural and policy

knowledge

Knowledge of public health field acquired through relevant degree, supplemented by specialist public health improvement knowledge, acquired through training,

extended courses and experience to post graduate diploma level equivalent

6 121

Mental skills

Analytical and judgemental or creative and developmental skills to analyse and interpret complex information or

situations and to solve difficult problems or develop solutions or

plans over the medium term.

Analysis, evaluation of health data and effectiveness of public health initiatives

and programmes. Identifies and assesses alternative approaches and the

required resources; co-ordinates and organises multi- agency groups, project

manages public health programmes, initiatives.

4 52

Interpersonal & Communication

Skills


encourage others to adopt particular course of action/ Exchanging orally

and in writing complicated or sensitive information with range of audiences

Liaises with external agencies or General Practice, persuades and influences

agencies to address health inequalities, skills for training in own specialist area/

presentations on range of issues to large groups e.g. child protection, sexual

health.

4(c)(d) 52

Physical Skills Dexterity, co-ordination or sensory skills; some demand for precision

Standard driving, keyboard skills, use of training equipment

2 26


Working within recognised procedures, within which requirement to organise own workload; making decisions as to when and how duties are to be carried out, and responding independently to unanticipated problems and situations and generally access to supervisor/

manager for advice and guidance on serious problems

Guided by national, local policies and local health improvement programmes, guidance available on request / Lead health improvement specialist for own health improvement area Implements national and local policies within local

community, policies impact across a large number of community groups, areas.

4 52

Physical Demands

Tasks or activities undertaken mainly in sedentary position; may be limited requirements for standing, walking, bending or stretching; or occasional

need to lift or carry items

May lift health improvement materials 1 10

Mental Demands Lengthy periods of concentrated

mental attention

Concentration required in the development and analysis of public health reports and evidence reviews

4(c) 40

Emotional Demands


Limited exposure to distressing or emotional circumstances within the

workplace/exposure to distressed staff or members of the public during group work

1 10

88

Responsibility for People/Well being

Providing interpretation, advice, guidance on operation and

implementation of external regulations and statutory requirements;

adaptation of internal policies and procedures or shared responsibility

for development of policies and procedures in relation to a service

area; significant impact on operation of service

Provides specialised health improvement advice which supports the care and

education of patients. 4 52

Responsibility for Supervision/Dir

ection & Co- ordination of Employees

Some direct responsibility for supervision, co-ordination or training

of other employees; regularly involves advising, instructing, checking work,

or training other employees

Allocates work to staff; provides a range of training for staff / provides training in a

range of public health areas 2

2 6


Resources

Accountable for small expenditures from agreed budget or equivalent

income

Maintains stock and resources levels; Authorise payments for goods and

services required for public health work/ monitors project budgets

2(c) 26


Resources

Handling and processing of manual or computerised information; care,

accuracy, confidentiality and security important

Occasional requirement to create a range of publications using desk top

publishing and other software, requiring adjustment and manipulation of

information / produce reports, public health information material; develops and

maintains health improvement directories. Undertakes public health

audits and trials and public involvement surveys as & when required.

2( a) 26

Working Conditions

Minimal exposure to disagreeable, unpleasant or hazardous

environmental working conditions or people related behavior

Office conditions 1 10

JE Score 503

89

Role Title

Communications Manager


1. Lead in the development, implementation and evaluation of a range of communications projects, including events, campaigns, consultations on high profile issues.

2. Commission, write, edit, proof read, coordinate complex internal, external publications, patient leaflets and advice documents; write press releases, articles

3. Lead in anticipating, responding to media enquiries, briefing journalists. 4. Provide reputation management advice and media advice/training to senior managers,

decision making bodies.



Knowledge

Advanced theoretical, practical and procedural knowledge across specialist area plus detailed

knowledge of associated organisational policies, practices and

procedures or equivalent level of organisational, procedural and policy

knowledge

Knowledge of communications, public relations, journalism and marketing

communications techniques, approaches, procedures, health

service communications, organisation, project management,

external political environment: acquired through training to relevant

degree level or equivalent plus training and/or experience in

communications field to master‟s level equivalent.

7 142

Mental skills




Decides how to run communications campaign, how to respond to media

requests on sensitive or complex issues; Organises, project manages

communications campaigns and events.

4 52

Interpersonal & Communication Skills

Highly developed advisory, counselling, negotiating or persuasive

skills, or advocacy / Exchanging orally and in writing

complex and contentious information with range of audiences, including

non-specialists

Influences, persuades committees, staff on appropriate communications approach, journalists on high profile

issues; make presentations on sensitive issues to staff, media.

5(b) (c) 65

Physical Skills Considerable demand for precision

Keyboard skills for designing publications, presentations,

processing documents. 3b 39


Progressing series of activities within recognised guidelines; making

frequent decisions and exercising initiative without ready access to more

senior officers; consult supervisor/ manager for advice on policy or

resource issues

Manages area of communications, may be lead specialist for e.g. internal communications. Propose changes to

communications policies for the organisation e.g. on dealing with the

media.

5 65

Physical Demands


need to lift or carry items

Occasional restricted position for word processing; lifting materials,

equipment. 1 10

Mental Demands

High levels of work-related pressure, for example, from deadlines,

interruptions or conflicting demands on the jobholder

Concentration required for drafting press releases, publications,

researching articles, providing communications advice, interruptions

for urgent requests.

4(d) 40

Emotional Demands Minimal emotional demands

Respond to difficult organisational

situations. 1 10

90



implementation of external regulations and statutory requirements; adaptation of internal policies and procedures or shared responsibility for development of policies and procedures in relation

to a service area; significant impact on operation of service.

Provide advice to patients, clients, members of public contacting

department. 4 52

Responsibility for Supervision/Direction

& Co-ordination of Employees

Considerable direct responsibility for supervision, direction, co-ordination or

training/development of other employees; allocation of work to small group or team, checking of work, and

direction of staff

Allocates work to other members of the department, temporary staff/

provides specialist training in communications.

3 39


Accountable for considerable expenditures from agreed budget or

equivalent income; may include contributing to the setting and

monitoring of relevant budget and ensuring effective spend of budgeted

sums

Authorise, purchase printing services; project budget.

3(b) 39


Handling and processing of considerable amounts of manual or

computerised information; care, accuracy, confidentiality and security

are important

Develops media releases, publications, presentations using

desk-top publishing, website software; maintains press cuttings, photo library, departmental databases. Undertakes audits or surveys as

necessary for own work/ on a regular basis.

3(a) 39

Working Conditions


environmental working conditions or people related behaviour

Office conditions. 1 10

Job Score 602

91

Role Title



1. Leads on commissioning services, e.g. education, health or social care services 2. Works on specific projects in relation to the commissioning area 3. Manages and develops administrative staff 4. May manage the teaching programmes across the economy



Knowledge

Advanced theoretical, practical and procedural knowledge across specialist area or equivalent level of organisational, procedural and

policy knowledge

Knowledge of commissioning procedures in own specific area, acquired through degree or equivalent experience and

training, plus further management and commissioning knowledge to post graduate diploma level equivalent

6 121

Mental skills

Analytical and judgemental or creative and developmental skills

to analyse and interpret varied and complex information or situations

and to produce solutions or strategies over the long term.

Determines services to be commissioned taking into account funding resources.

Undertakes strategic planning to ensure services meet requirements

5 65


Exchanging orally and in writing complicated or sensitive information with range of

audiences

Communicates, e.g., funding decisions, cooperation required; Makes formal

presentations to a range of organisation and staff

4(d) 52


Standard keyboard/use of computer packages

2 26


Progressing series of activities within recognised guidelines;

making frequent decisions and exercising initiative without ready access to more senior officers; consult supervisor/ manager for

advice on policy or resource issues

Lead specialist on commissioning. Proposes changes which impact on other projects or policies/ implements policies

for commissioning service

5 65

Physical Demands

Tasks or activities undertaken mainly in sedentary position; may

be limited requirements for standing, walking, bending or

stretching; or occasional need to lift or carry items

Light physical effort 1 10

Mental Demands

High levels of work-related pressure, for example, from deadlines, interruptions or conflicting demands on the

jobholder

Concentration required for checking documents and analysing statistics,

interruptions to deal with staffing issues 4(d) 40


Little exposure to emotional effort 1 10


Limited or no direct impact on the well-being of individual, or groups

of, people

Little or no direct impact on the well being of the individual or groups

1 13



High direct responsibility for supervision or management,

direction, co-ordination or training/development of other

employees

Line manages the commissioning team; Manages the delivery of teaching and

development programmes for clinicians and scientists across the sector

4 52

92


Accountable for large expenditures from agreed budget or equivalent income, contributing to the setting and monitoring of relevant budget and ensuring effective spend of

budgeted sums

Works within budget for commissioning services

4(b) 52


Ordering of wide and high value range of equipment and supplies

Responsible for commissioning information systems. Commissions

services. 5(d) 65

Working Conditions


environmental working conditions or people related behaviour.


JE Score 581

93

Role Title

Public Health Researcher


1. Monitors and develops public health research activity within NHS. 2. Designs, conducts, analyses and disseminates research findings and reports 3. Advises on and monitors research conducted by other health professionals



Knowledge


specialist area or equivalent level of organisational, procedural and policy

knowledge

In depth specialist knowledge of research techniques, analysis and the

use of information across the NHS acquired through degree or equivalent plus additional specialist knowledge

acquired through training and relevant experience to masters degree level

oequivalent

6 121

Mental skills




Analyses, investigates and resolves complex statistical/analytical/research queries and issues/problems, where

there are a range of solutions/ analyses, interprets and resolves highly complex statistical/research problems where there is no precedent or where leading opinions may conflict. Project

management; prepares plans for research. Ensures that different parts of the project are progressing on schedule

4 52


Skills

Exchanging orally and in writing complicated or sensitive information

with range of audiences

Communicates public health research matters to non-public health

professionals; trains staff./Communicates conclusions drawn

from, and implications of results from public health analyses to a wide range of internal and external staff, guiding them on a certain course of action;

develops and delivers formal, complex presentations to large groups on

research topics

4(d) 52


Standard keyboard skills. 2 26


Working within recognised procedures, within which requirement

to organise own workload; making decisions as to when and how duties are to be carried out, and responding

independently to unanticipated problems and situations and generally

access to supervisor/ manager for advice and guidance on serious

problems

Works to achieve agreed objectives and is given freedom to do this in own

way. Implements public health research policies and procedures in own area working within broad professional or

organisational policies. Lead specialist.

4 52

Physical Demands


need to lift or carry items.

Desk based, likely to attend meetings throughout the working week.

1 10


mental attention

Concentration required when analysing statistical information, writing reports

interruptions to answer customer queries; requirement to concentrate for long periods on complex data analysis

4(c) 40

94

Emotional Demands


Exposure to distressing or emotional circumstances is rare

1 10



implementation of external regulations and statutory requirements;

adaptation of internal policies and procedures or shared responsibility

for development of policies and procedures in relation to a service

area; significant impact on operation of service.

Contributes to public health policy development

4 52

Responsibility for Supervision/Direction & Co-ordination

of Employees

Some direct responsibility for supervision, co-ordination or training of other employees; regularly involves advising,

instructing, checking work, or training other employees

Trains health professionals and others on project and

research methodology techniques 2 26


Resources

Limited, or no, direct responsibility for financial resources; may occasionally

handle small amounts of cash, processing cheques, invoices or

equivalent

Little or no responsibility for finance 1 13


Resources

Handling and processing of considerable amounts of manual or

computerised information; care, accuracy, confidentiality and security

are important

Creates reports containing research data. Responsible for storing,

safeguarding and transferring research data. Responsible for safe use of

organisation resources and equipment

3(a) 39

Working Conditions



Office conditions. 1 10

JE Score 503

95

Role Title

Health Improvement Practitioner Advanced


1. Contributes to and advises on the development and implementation of specialist local health improvement programmes, evaluates effectiveness

2. Promotes public involvement in planning, development, implementation and evaluation of public health improvement activities

3. Facilitates multi-agency public health group work and community-based health needs assessment 4. Supervises public health staff; may manage public health staff.



Knowledge


specialist area plus detailed knowledge of associated

organisational policies, practices and procedures or equivalent level of organisational, procedural and

policy knowledge

Knowledge of specialist public health field acquired through relevant

degree plus additional training or experience to masters degree or

equivalent

7 142

Mental skills




In-depth analysis, interpretation of health information and effectiveness of specialist public health initiatives

and programmes. Identifies and assesses alternative solutions.

Identifies priorities and develops action plans for joint health

improvement programmes, plans integration of policies and strategies /Develop and implement long term

plans and strategies across a range of agencies and community groups

5 65


Highly developed advisory, counselling, negotiating or

persuasive skills, or advocacy/Exchanging orally and

in writing complex and contentious information with range of audiences, including non-

specialists

Communicates sensitive information to a range of different agencies,

requiring persuasive and negotiating skills/ presentations on range of issues to large groups e.g. child

protection, sexual health.

5(b) (c) 65

Physical Skills Considerable demand for precision

Standard keyboard and driving skills. Create a range of publications using

desk top publishing and other software

3 39


Progressing series of activities within recognised guidelines;

making frequent decisions and exercising initiative without ready access to more senior officers; consult supervisor/ manager for

advice on policy or resource issues

Lead specialist for own health improvement area. Implements and

develops a range of health improvement policies within local community which impact across a wide range of community groups

and primary care teams skills

5 65

Physical Demands




May lift health improvement materials.

1 10

Mental Demands Medium periods of concentrated

mental attention


3(c) 30

Emotional Demands Minimal emotional demands Limited exposure to distressing or

emotional circumstances within the workplace/exposure to distressed

1 10

96

staff or members of the public during group


Providing interpretation, advice, guidance on operation and implementation of external regulations and statutory

requirements; adaptation of internal policies and procedures or

shared responsibility for development of policies and

procedures in relation to a service area; significant impact on

operation of service

Provides highly specialised advice to primary care teams, general practice,

local authorities and community groups in respect of health

improvement activities and evidence based practice.

4 52



Considerable direct responsibility for supervision, direction, co-

ordination or training/development of other employees; allocation of

work to small group or team, checking of work, and direction of

staff

Allocates work to staff; provides a range of training for staff /

Responsible for the recruitment & selection, appraisal and coordination

of a group of public health staff; provides training in a range of public health areas e.g. community groups

3 39


Accounting for large sums of money; care, accuracy and

security are important/Accountable for considerable expenditures from

agreed budget or equivalent income; may include contributing to the setting and monitoring of relevant budget and ensuring

effective spend of budgeted sums

Monitors project budgets; Holds delegated budget for health

improvement projects and targeted strategies.

3(a) (b) 39



information; care, accuracy, confidentiality and security

important

Undertakes detailed public health audits and trials and public

involvement surveys 2(a) 26

Working Conditions




JE Score 592

97

Role Title

Public Health Research & Development Manager


1. Manages and develops an effective Research and Development Unit on public health 2. Provides the NHS organisation with evidence-based information for the decision making process on strategic public

health issues, 3. Responsible for relevant evaluations of health projects and to link with other research staff, both internally and

externally



Knowledge


knowledge of associated organisational policies, practices

and procedures or equivalent level of organisational, procedural and

policy knowledge

In depth specialist knowledge of statistics/research /information

analysis and research techniques acquired through degree or

equivalent plus additional knowledge of staff or project management acquired through training and

relevant experience to masters degree level or equivalent.

7 141

Mental skills




Analyses, interprets and resolves highly complex research problems where there is no precedent and

where other leading opinions may conflict. Plans project, prepares plans, strategies for department;

contributes to planning and formulation of strategies for service/

responsible for creating and amending long term plans and

strategies which cross the whole organization. Ensures that different parts of the project are progressing

on schedule

5 65


Exchanging orally and in writing complex and contentious information

with range of audiences, including non-specialists

Communicates analytical/statistical/research results

and issues to a wide range of internal and external staff, guiding them on a

certain course of action; conveys research concepts; develops and

delivers formal, complex presentations to large groups.

5 (c) 65


Standard keyboard skills 2 26


Working within broad practice or guidelines using discretion and initiative over a broad area of

activity; little access to more senior officers and subject to managerial

direction

Ongoing requirement to act with minimum guidelines, setting standards

for others, establishing how professional and administrative

policies should be interpreted and implemented. Proposes changes to

and redesigns research proposals as appropriate, and local managerial

policies and procedures which have an impact on other areas, /develops

changes to policy, leads service redesign which impacts across the

organisation

6 78

Physical Demands




Light physical effort. 1 10

98

Mental Demands

Lengthy periods of concentrated mental attention or high levels of

work- related pressure, for example, from deadlines, interruptions or conflicting demands on the jobholder

Concentration required when analysing research information, writing reports; interruptions to

answer customer queries; requirement to concentrate for long periods on complex data analysis

4(c) (d) 40


Deals with staff performance and disciplinary issues, project

performance 1 10



requirements; adaptation of internal policies and procedures or

shared responsibility for development of policies and

procedures in relation to a service area; significant impact on

operation of service

Contribute to public health policy development.

4 52






staff

Responsible for day to day management, including recruitment,

appraisal, discipline, training; delivery of specialist training

programmes, e.g. on public health concepts, research methodology techniques / Responsible for line

management of a single function or department, including recruitment,

performance, training, career development

3 39


Accountable for considerable expenditures from agreed budget or equivalent income; may include

contributing to the setting and monitoring of relevant budget and

ensuring effective spend of budgeted sums

Departmental budget holder, responsible for setting and

monitoring department budget. May also be responsible for project

budgets.

3(b) 39


Handling and processing of considerable amounts of manual

or computerised information; care, accuracy, confidentiality and

security are important

Creates reports; responsibility for maintaining physical or electronic database. Responsible for storing,

safeguarding and transferring research data in line with national

and local guidance.

3(a) 39

Working Conditions




JE Score 614

99

Role Title

Health Improvement Principal


1. Plans and leads the operational/strategic development & delivery of a health improvement service including public awareness programmes. 2.Manages the development and commissioning of health improvement needs assessment and research 3.Provides specialist advice on the use of health improvement/resources 4.Manages or leads health improvement staff and resources 5.May co-ordinate the development of public/ professional educational and training programmes and campaigns



Knowledge


knowledge of associated organisational policies, practices and

procedures or equivalent level of organisational, procedural and policy

knowledge

Knowledge of specialist public health fields acquired through relevant degree plus additional training or experience to

masters degree or equivalent

7 142

Mental skills

Analytical and judgemental or creative and developmental skills to analyse

and interpret varied and complex information or situations and to

produce solutions or strategies over the long term.

In-depth analysis, interpretation of health information and effectiveness of

initiatives and programmes. Identifies and assesses alternative solutions

/Highly complex analysis of public health interventions utilising data where a range

of diverse and different opinions may exist from different agencies some of which may be contentious. Develop,

implement, and evaluate long term plans and strategies, impacting on a range of

community agencies and strategic partnerships / Strategic planning for health improvement programme to deliver public health initiatives over

several years.

5 65


Skills

Exchanging orally and in writing complex and contentious information

with range of audiences, including non-specialists

Communicates on complex public health issues including research within different

communities; negotiates with local partners on the resources and

deployment of health improvement staff; influences major stakeholders;

presentations on range of issues to large groups

5 (c) 65


Standard driving and keyboard skills, use of training equipment

2 26


Progressing series of activities within recognised guidelines; making

frequent decisions and exercising initiative without ready access to more

senior officers; consult supervisor/ manager for advice on policy or

resource issues

Lead specialist for public health in local area/ translates national public health policy into local strategy and practical

actions or programmes. Implements and develops a range of health improvement

policies which impact across a wide range of community groups and primary

care teams /Responsible for policy development for a public health

programme, contributes to policy at local and national level.

5 65

Physical Demands


need to lift or carry items.

Combination of sitting, standing and walking, may lift health improvement materials

1 10

100

Mental Demands

High levels of work-related pressure, for example, from deadlines,

interruptions or conflicting demands on the jobholder

Concentration required in the development and analysis of health improvement reports and evidence

reviews, interruptions to deal with staff, service issues

4 (d) 40



workplace/ imparting unwelcome news to staff and the general public

1 10



requirements; adaptation of internal policies and procedures or shared responsibility for development of

policies and procedures in relation to a service area; significant impact

on operation of service

Provides highly specialised advice & expertise on the delivery of health

improvement services e.g. smoking cessation and obesity management

4 52

Responsibility for Supervision/Direction & Co-ordination of

Employees

Considerable direct responsibility for supervision, direction, co-ordination

or training/development of other employees; allocation of work to small group or team, checking of

work, and direction of staff

Responsible for the recruitment & selection, appraisal, development and coordination of a group of public health staff; develops and delivers identified

training in a range of public health areas

3 39



equivalent income; may include contributing to the setting and

monitoring of relevant budget and ensuring effective spend of

budgeted sums

Monitors project budgets; Holds a delegated budget for specialist area; responsible for securing, coordinating

and management of health improvement project budgets / budget holder for health

improvement team

3 (b) 39


Ordering of wide range of equipment and supplies

Commissions and co-ordinates research projects

4(d) 52

Working Conditions



Office Conditions 1 10

JE Score 615

101

Role Title

Public Health Consultant


1. Interprets national, regional and local policies to develop inter-agency and interdisciplinary strategic plans and programmes, with delegated Board authority to deliver key public health targets.

2. Provides public health advice to support and inform an evidence-based approach within ethical frameworks for commissioning and developing services, including both primary and secondary care, across sectors including local authorities, voluntary organisations.

3. Develops major information and intelligence systems to support public health information across disciplines and organisations.

4. May commission research audits /projects. 5. May manage a team of staff or develop training programmes; may train public health trainees



Knowledge


specialist area plus detailed knowledge of associated

organisational policies, practices and procedures for that and other

related specialist areas or equivalent level of organisational, procedural and policy knowledge

Public health skills and knowledge to Faculty of Public Health accredited level acquired through degree plus

extended specialist training to Faculty membership and fellowship

level

8 163

Mental skills


to analyse and interpret very varied and highly complex

information or situations and to produce solutions or strategies

over the long term

Analyses and evaluates both quantitative and qualitative data and research evidence from a range of

sources and makes recommendations to inform decision-making which has long-term impact.

Leads on the development and delivery of both short- and long-term

strategic plans designed to meet local needs and implement

government policy, working across organisational boundaries and within

a complex and changing strategic environment

6 78


Exchanging orally and in writing wide ranging complex and

contentious information with a range of audiences, including non-

specialists.

Receives, interprets and provides epidemiological and statistical

information and advice, to NHS, Local Authorities, Voluntary

Organisations and members of the public, which may be contentious and generate negative or hostile

responses that require sensitive and skilled handling.

6 (c) 78


Standard keyboard skills, driving skills.

2 26


Working within broad practice or guidelines using discretion and initiative over a broad area of

activity; little access to more senior officers and subject to managerial

direction.

Provides strategic leadership in specified areas and is required to

interpret Government policy and/or guidance. Initiates appropriate action

to ensure implementation at local level Advises on the development of

clinical and social care pathways. Advises on Public Health initiatives.

Leads on the development and implementation of action plans to

meet specified public health and health

service targets, ensuring these follow

6 78

102

national NHS & DH guidance. Works with other NHS and external bodies

to develop policies and services

Physical Demands



stretching; or occasional need to lift or carry items.

Office environment with requirement to attend meetings

1 10


mental attention

Periods of intense concentration are required, for example when speaking at public meetings, being interviewed by the press over contentious issues.

4 © 40


Deals with staff performance and disciplinary issues and the public in

either open meetings (eg concerning controversial service developments) or on a one to one basis (e.g. over treatment requests that have been

refused).

1 10


Major rsponsibility for development of policies and procdures in relation to a service area;

significant impact on operation of service

Advises on the development of clinical and social care pathways.

Advises on Public Health initiatives; develops policies in specialist area

5 65

Responsibility for Supervision/

Direction & Co-ordination of Employees




staff

Day to day management of public health staff including recruitment, appraisal, discipline/ line manager responsible for selection decisions,

staff performance & career development; designs and delivers

aspects of core training for PH specialist registrars and Specialist

Trainees

3 39


Accountable for considerable expenditures from agreed budget or equivalent income; may include

contributing to the setting and monitoring of relevant budget and

ensuring effective spend of budgeted sums

Authorises payments from budget; monitors payments on service

/project; Holds delegated budgets for specified services or projects

3c 39


Resources

/Budget holder for service / major project.

Adaptation, development or design of significant information systems/

Ordering of wide range of equipment and supplies

Designs information systems for service/project; oversees, monitors, and regularly reviews at least one

local system for collecting and processing public health data (eg

smoking cessation database). Undertakes research projects /

major research projects taking up. significant amounts of time/

Commissions, develops, and may be responsible for, R&D activity.

4(a) (d) 52

Working Conditions




JE Score 688

103

Public Health Profiles in GLPC Format

Note: Supervision levels are based on up to 5 staff. Where there are more staff the scores will increase in line with the following table. An additional 6 points may be awarded for dispersal where supervision is made more difficult because of location and mobility of staff, but this will not be appropriate at the higher levels of supervision (levels 6 and 7) as the responsibility will be more strategic.

Factor Level Up to 5 staff 6 to 15 staff 16 to 49 staff 50+ staff

1 16 - - -

2 28 34 - - 3 46 52 58 -

4 58 64 70 76

5 64 70 76 82 6 - 82 88 94

7 - - 94 100

104

Role Title

Health Improvement Practitioner Specialist


1. Contributes to, and advises on the development and implementation of specialist local health improvement programmes.

2. Develops and maintains public health information and support structures 3. Facilitates/ leads multi-agency public health group work and community-based health needs

assessment; implements monitoring and evaluation mechanisms to assess the impact of community action on health

4. Provides training to a range of staff and community groups


Factor Relevant Job Information Description JE Level JE Score

Supervision/ Management

of People

Some supervisory responsibility for temporarily assigned or shared

employees; on the job training or allocation and checking of work

Allocates work to staff; provides a range of training for staff / provides training in a

range of public health areas. 2 28

Creativity and Innovation

Creativity and innovation essential; regularly exercised within general

guidelines

Analysis, evaluation of health data and effectiveness of public health initiatives

and programmes. Identifies and assesses alternative approaches and the

required resources; co-ordinates and organises multi- agency groups, project

manages public health programmes, initiatives.

4 64

Contacts and Relationships

Some matters likely to be contentious or complex requiring support, tact,

persuasion and sensitivity, within the application of operational guidelines;

material effect, including care.

Liaises with external agencies or General Practice, persuades and influences

agencies to address health inequalities, presentations on range of issues to large

groups e.g. child protection, sexual health. Authorise payments for goods and services required for public health

work/ monitors project budgets. Provides specialised health improvement advice

which supports the care and education of service users

5 92

Discretion

Wide range of choices; advice no normally available and/or decisions

where policy, procedures and working standards provide only general

guidelines

Guided by national, local policies and local health improvement programmes,

guidance available on request; lead health improvement specialist for own

health improvement area

3 52

Consequences

Significant implications for the service or significant effect on employees or other

individuals or other organisations.

Implements national and local policies within local community, policies impact across a large number of community

groups, areas.

3 36

Resources Little or no responsibility for physical or

financial resources.

Maintains stock and resources levels. Occasional requirement to create a range of publications using desk top

publishing and other software, requiring adjustment and manipulation of

information / produce reports, public health information material; develops and

maintains health improvement directories. Undertakes public health

audits and trials and public involvement surveys as & when required.

1 10

Work Demands Subject to deadlines, involving changing

problems, circumstances or demand


3 24

Physical Demands

Normal physical effort

May lift health improvement materials 1 6

Working Indoor environment; may be exposed to Office conditions 1 6

105

Conditions occasional noise or outside conditions

Work Context Minimal risk to personal safety of injury,

illness or health problems


workplace/exposure to distressed staff or members of the public during group work

1 8

Knowledge & Skills

Complex work requires advanced/high level knowledge and skills; specialist

discipline.

Knowledge of public health field acquired through relevant degree, supplemented by specialist public health improvement knowledge, acquired through training,

extended courses and experience to post graduate diploma level equivalent.

Standard driving, keyboard skills, use of training equipment

6 208

Total

534

106

Role Title

Health Improvement Practitioner Advanced


1. Contributes to and advises on the development and implementation of specialist local health improvement programmes, evaluates effectiveness

2. Promotes public involvement in planning, development, implementation and evaluation of public health improvement activities

3. Facilitates multi-agency public health group work and community-based health needs assessment 4. Supervises public health staff; may manage public health staff.


Factor Relevant Job Information Description JE

Level JE

Score


of People

Direct supervision of at least one employee

Allocates work to staff; provides a range of training for staff / Responsible for the

recruitment & selection, appraisal and co-ordination of a group of public health staff; provides training in a range of public health

areas e.g. community groups

3 46


Range of imaginative solutions or responses; application of fresh and

innovatory thinking. In-depth analysis, interpretation of health information and effectiveness of specialist public health

initiatives and programmes.

Identifies and assesses alternative solutions. Identifies priorities and develops action plans for joint health improvement programmes, plans integration of policies

and strategies /Develop and implement long term plans and strategies across a range of

agencies and community groups

5 76


Range of complex and contentious matters; the outcome will have

significant implications.

Communicates sensitive information to a range of different agencies, requiring

persuasive and negotiating skills/ presentations on range of issues to large

groups e.g. child protection, sexual health. Monitors project budgets; Holds delegated

budget for health improvement projects and targeted strategies/Provides highly

specialised advice to primary care teams, general practice, local authorities and community groups in respect of health

improvement activities and evidence based practice.

6 110

Discretion

Setting of working standards in the provision of operational services and/or

decisions leading to changes in important procedures or service practice

Lead specialist for own health improvement area

4 68

Consequences Significant implications for service or

significant effects on employees or other individuals or other organisations.

Implements and develops a range of health improvement policies within local

community which impact across a wide range of community groups and primary

care teams skills

3 36


financial resources

Records personally generated data/Create a range of publications using desk top

publishing and other software, requiring adjustment and manipulation of information. Undertakes detailed public health audits and

trials and public involvement surveys

1 10

Work Demands Subject to deadlines involving changing problems, circumstances or demand.

Concentration required in the development and analysis of public health reports and

evidence reviews 3 24

Physical Demands

Normal physical effort. May lift health improvement materials.

1 6

Working Conditions

Indoor environment; may be exposed to occasional noise or outside conditions.



illness or health problems Limited exposure to distressing or emotional

circumstances within the 1 8

107

workplace/exposure to distressed staff or members of the public during group

Knowledge & Skills

Advanced/high level knowledge and skills in a specialist discipline/across a

range of specialist disciplines.

In depth specialist/advanced knowledge of public health field acquired through relevant

degree plus additional training or experience to masters degree or equivalent.

Standard keyboard and driving skills

6/7* 208/240

JE Score

*Depends on local conventions; comparison should be made with other jobs with similar features. In relation to

knowledge and skills, the assessment is likely to depend on whether the local

convention requires knowledge in specialist disciplines other than public

health (e.g. management, finance) to be the same depth as that in the

professional discipline. It is not unreasonable for an Advanced

Practitioner role to require the same level of knowledge and Skills as a Team

Manager, where, for example, the job involves providing high level specialist

expertise across specialist areas.

598/630

108

Role Title



1. Leads on commissioning services, e.g. education, health or social care services 2. Works on specific projects in relation to the commissioning area 3. Manages and develops administrative staff 4. May manage the teaching programmes across the economy


Factor Relevant Job Information JE Level JE Score

Supervision/ Management of

People

Supervision/Management of a group of employees; same area of work/diverse

tasks in same general type of work

Line manages the commissioning team;?Manages the delivery of

teaching and development programmes for clinicians and

scientists across the sector

4/5 58-64


Range of imaginative solutions or responses; application of fresh and

innovatory thinking.

Lead specialist on commissioning. Undertakes strategic planning to

ensure services meet requirements 5 76


Some matters likely to be contentious or complex; outcome will have a material

effect/Range of complex and contentious matters; the outcome will have significant

implications

Communicates, e.g., funding decisions, cooperation required; Makes formal presentations to a

range of organisation and staff/Responsible for commissioning information systems/Commissions range of specialist services, using negotiating skills to achieve best

value

5/6 92/110

Discretion

Setting of working standards in the provision of operational services and/or

decisions leading to changes in important procedures or service practice.

Determines services to be commissioned taking into account

funding resources. 4 68

Consequences Significant implications for service or

significant effects on employees or other individuals or other organisations.

Proposes changes which impact on other projects or policies/ implements policies for commissioning service

3 36


financial resources Responsible for own equipment.

Undertakes surveys 1 10

Work Demands Subject to deadlines involving changing problems, circumstances or demand.

Concentration required for checking documents and analysing statistics,

interruptions to deal with staffing issues

3 24

Physical Demands

Normal physical effort Light physical effort 1 6

Working Conditions

Indoor environment; may be exposed to occasional noise or outside conditions



illness or health problems Little exposure to emotional effort 1 8

Knowledge & Skills

Complex work which requires advanced/high level knowledge and skills;

specialist discipline.

Knowledge of commissioning procedures in own specific area,

acquired through degree or equivalent experience and training,

plus further management and commissioning knowledge to post graduate diploma level equivalent.

Standard keyboard/use of computer packages

6 208

JE Score 592-616

109

Role Title

Public Health Researcher


1. Monitors and develops public health research activity within NHS. 2. Designs, conducts, analyses and disseminates research findings and reports 3. Advises on and monitors research conducted by other health professionals




of People

Assisting in work familiarisation of peers and new recruits

Some supervisory responsibility for temporarily assigned or shared employees;

on the job training or allocation and checking of work Trains health professionals and others

on project and research methodology techniques occasionally/regularly. (Level depends on approach taken to this issue

within local conventions)

1/2 28


Creativity and innovation essential and regularly exercised within

general guidelines.

Creates reports containing research data Analyses, investigates and resolves complex

statistical/analytical/research queries and issues/problems, where there are a range of solutions/ analyses, interprets and resolves highly complex statistical/research problems where there is no precedent or where leading opinions may conflict. Project management; prepares plans for research. Ensures that

different parts of the project are progressing on schedule

4 64


Content and outcome not straightforward or well established;

more detailed assessment, planning, evaluation, care and

assistance.

Some authority in provision of services /Some matters likely to be contentious or complex;

outcome will have a material effect. Communicates public health research matters

to non-public health professionals; trains staff/Communicates conclusions drawn from, and implications of results from public health

analyses to a wide range of internal and external staff, guiding them on a certain course

of action; develops and delivers formal, complex presentations to large groups on

research topics. Some contact with interviewees

4/5 74/92

Discretion

Wide range of choices; advice not

normally available and/or decisions where policy,

procedures and working standards provide only general guidelines

Works to achieve agreed objectives and is given freedom to do this in own way; lead

specialist. 3 52

Consequences

Material effect on the internal operations of the post‟s own or

other departments or on the individual or on the provision of a

service.

Implements public health research policies and procedures in own area working within broad professional or organisational policies

2 24

Resources


physical or financial resources

Responsible for storing, safeguarding and transferring research data. Responsible for

safe use of organisation resources and equipment

1 10

Work Demands

Subject to deadlines involving

changing problems, circumstances or demand.

Concentration required when analysing statistical information, writing reports

interruptions to answer customer queries; requirement to concentrate for long periods on

complex data analysis

3 24

110

Physical Demands


Desk based, likely to attend meetings throughout the working week. 1 6

Working Conditions

Indoor environment; may be

exposed to occasional noise or outside conditions

Office conditions.

1 6

Work Context

Minimal risk to personal safety of injury, illness or health problems

Exposure to distressing or emotional circumstances is rare

1 8

Knowledge & Skills

Complex work which requires

advanced/high level knowledge and skills in a specialist discipline

In depth specialist knowledge of research techniques, analysis and the use of

information across the NHS acquired through degree or equivalent plus additional specialist

knowledge acquired through training and relevant

6 208

JE Score 492/522

111

Role Title

Public Health Research & Development Manager


1. Manages and develops an effective Research and Development Unit on public health 2. Provides the NHS organisation with evidence-based information for the decision making process on strategic

public health issues, 3. Responsible for relevant evaluations of health projects and to link with other research staff, both internally and

externally


Factor Relevant Job Information JE Level JE Score


of People

Supervision/Management of a group of employees

Responsible for day to day management, including recruitment, appraisal, discipline,

training; delivery of specialist training programmes, e.g. on public health concepts, research methodology techniques / Responsible for line

management of a single function or department, including recruitment,

performance, training, career development

4 58


Range of imaginative solutions or

responses; application of fresh and innovatory thinking

Analyses, interprets and resolves highly complex research problems where there is

no precedent and where other leading opinions may conflict. Plans project,

prepares plans, strategies for department; contributes to planning and formulation of

strategies for service/ responsible for creating and amending long term plans and

strategies which cross the whole organisation. Ensures that different parts of

the project are progressing on schedule

5/6 76/88


Range of complex and contentious matters; the outcome will have

significant implications.

Communicates analytical/statistical/research results and issues to a wide range of internal and external staff, guiding them on a certain

course of action; conveys research concepts; develops and delivers formal, complex presentations to large groups;

Departmental budget holder, responsible for setting and monitoring department budget. May also be responsible for project budget; communicates complex public health issues including research impacting upon strategic

public health issues

6 110

Discretion

Setting of working standards in the provision of operational services

and/or decisions leading to changes in important procedures or service

practice

Ongoing requirement to act with minimum guidelines, setting standards for others,

establishing how professional and administrative policies should be

interpreted and implemented

4 68

Consequences

Significant implications for service or significant effects on employees

or other individuals or other organisations

Proposes changes to and redesigns research proposals as appropriate, and

local managerial policies and procedures which have an impact on other areas,

/develops changes to policy, leads service redesign which impacts across the

organisation

3 36

Resources Little or no responsibility for physical

or financial resources

Creates reports; responsibility for maintaining physical or electronic database. Responsible for storing,

safeguarding and transferring research data in line with national and local

guidance

1 10

112

Work Demands

Subject to deadlines involving changing problems, circumstances

or demand

Concentration required when analysing research information, writing reports,

3 24

Physical Demands

Normal physical effort / light physical effort

1 6

Working Conditions

Indoor environment; may be exposed to occasional noise or

outside conditions


Work Context

Minimal risk to personal safety of injury, illness or health problems

Deals with staff performance and disciplinary issues, project performance;

contact with people is incidental 1 8

Knowledge & Skills

Advanced/high level knowledge and skills in a specialist discipline/across

a range of specialist disciplines.

In depth/advanced specialist knowledge of statistics/research /information analysis

and research techniques acquired through degree or equivalent plus additional

knowledge of staff or project management acquired through training and relevant experience to masters degree level or equivalent. Standard keyboard skills

6/7* 208/240

JE Score

*Depends on local conventions; comparison should be made with other jobs with similar features. In

relation to knowledge and skills, the assessment is likely to depend on

whether the local convention requires knowledge in specialist

discipline other than public health (e.g. management, finance) to be

the same depth as that in the professional discipline.

610/654

113

Role Title

Health Improvement Principal


1. Plans and leads the operational/strategic development & delivery of a health improvement service including public awareness programmes. 2. Manages the development and commissioning of health improvement needs assessment and research 3. Provides specialist advice on the use of health improvement/resources 4. Manages or leads health improvement staff and resources 5. May co-ordinate the development of public/ professional educational and training programmes and campaigns




People


Responsible for the recruitment & selection, appraisal, development and co-ordination of a

group of public health staff; develops and delivers identified training in a range of public

health areas

4 58


Range of imaginative solutions or responses; application of fresh

and innovatory thinking

In-depth analysis, interpretation of health information and effectiveness of initiatives and

programmes. Identifies and assesses alternative solutions /Highly complex analysis

of public health interventions utilising data where a range of diverse and different

opinions may exist from different agencies some of which may be contentious

5 76


Range of complex and contentious matters. The

outcome will have significant implications

Communicates on complex public health issues including research within different

communities; negotiates with local partners on the resources and deployment of health

improvement staff; influences major stakeholders; presentations on range of issues to large groups. Monitors project budgets; Holds a delegated budget for

specialist area; responsible for securing, coordinating and management of health improvement project budgets / budget holder for health improvement team. Provides highly specialised advice &

expertise on the delivery of health improvement services e.g. smoking cessation and obesity management

6 110

Discretion

Setting of working standards in the provision of operational

services and/or decisions leading to changes in important

procedures or service practice

Develop, implement, and evaluate long term plans and strategies, impacting on a range of

community agencies and strategic partnerships / Strategic planning for health improvement programmes to deliver public health initiatives over several years. Lead specialist for public health in local area/

translates national public health policy into local strategy and practical actions or

programmes.

4 68

Consequences

Significant implications for service or significant effects on

employees or other individuals or other organisations

Implements and develops a range of health improvement policies which impact across a wide range of community groups and primary

care teams /Responsible for policy development for a public health programme,

contributes to policy at local and national level.

3 36

Resources Little or no responsibility for

physical or financial resources.

Records personally generated information/ Creates health improvement reports

Undertakes health improvement research projects /Commissions and co-ordinates

research projects

1 10

114

Work Demands

Subject to deadlines involving changing problems,

circumstances or demand

Concentration required in the development and analysis of health improvement reports and evidence reviews, interruptions to deal

with staff, service issues

3 24

Physical Demands

Normal physical effort.

Combination of sitting, standing and walking, may lift health improvement materials

1 6

Working Conditions


outside conditions


Work Context Minimal risk to personal safety of injury, illness or health problems

Limited exposure to distressing or emotional circumstances within the workplace/ imparting

unwelcome news to staff and the general public

1 8

Knowledge & Skills

Advanced/high level knowledge and skills in a specialist

discipline/across a range of specialist disciplines.

In depth/advanced specialist knowledge of specialist public health fields acquired through

relevant degree plus additional training or experience to masters‟ degree or equivalent. Standard driving and keyboard skills, use of

training equipment

6/7* 208/240

JE Score

*Depends on local conventions; comparison should be made with other jobs wit similar features. In relation to knowledge and skills,

the assessment is likely to depend on whether the local

convention requires knowledge in specialist disciplines other

than public health (e.g. management, finance) to be the

same depth as that in the professional discipline.

610/642

115

Role Title

Public Health Consultant


1. Interprets national, regional and local policies to develop inter-agency and interdisciplinary strategic plans and programmes, with delegated Board authority to deliver key public health targets.

2. Provides public health advice to support and inform an evidence-based approach within ethical frameworks for commissioning and developing services, including both primary and secondary care, across sectors including local authorities, voluntary organisations.

3. Develops major information and intelligence systems to support public health information across disciplines and organisations.

4. May commission research audits /projects. 5. May manage a team of staff or develop training programmes; may train public health trainees




People


Day to day management of public health staff including recruitment, appraisal, discipline/ line

manager responsible for selection decisions, staff performance & career development; designs and delivers aspects of core training for PH specialist

registrars and Specialist Trainees

4 58


Creative and innovative input in a number of diverse subjects and range of expertise; not limited by defined policies

Designs information systems for service/project; oversees, monitors, and regularly reviews at least

one local system for collecting and processing public health data (e.g. smoking cessation

database). Undertakes research projects / major research projects taking up significant amounts of

time/ Commissions, develops and may be responsible for, R&D

activity. Leads on the development and delivery of both short- and long-term strategic plans designed

to meet local needs and implement government policy, working across organisational boundaries

and within a complex and changing strategic environment

6 88


Regular range of complex and contentious matters;

awareness of the Council‟s major policy objectives;

outcome will have substantial implications. May act on behalf

of the Council

Receives, interprets and provides epidemiological and statistical information and advice, to NHS, Local Authorities, Voluntary Organisations and

members of the public, which may be contentious and generate negative or hostile responses that require sensitive and skilled handling. Authorises

payments from budget; monitors payments on service /project; Holds delegated budgets for

specified services or projects /Budget holder for service / major project. Advises on the

development of clinical and social care pathways. Advises on Public Health initiatives

7 128

Discretion

Major responsibility for monitoring and evaluating important policy, service

practice and provision affecting a whole service.

Analyses and evaluates both quantitative and qualitative data and research evidence from a

range of sources and makes recommendations to inform decision-making which has long-term

impact. Provides strategic leadership in specified areas and is required to interpret Government

policy and/or guidance.

5 84

Consequences Major impact on service

provision, the public or other organisations

Initiates appropriate action to ensure implementation at local level. Advises on the

development of clinical and social care pathways. Advises on Public Health initiatives. Leads on the

development and implementation of action plans to meet specified public health and health service

targets, ensuring these follow national NHS & DH guidance. Works with other NHS and external

bodies to develop policies and services

4 48

116

Resources Little or no responsibility for

physical or financial resources Maintains database. 1 10

Work Demands

Subject to deadlines involving frequently changing

circumstances and conflicting priorities

Periods of intense concentration are required, for example when speaking at public meetings, being interviewed by the press over contentious issues.

4 32

Physical Demands


Office environment with requirement to attend meetings

1 6

Working Conditions


outside conditions

Deals with staff performance and disciplinary issues and the public in either open meetings (e.g. concerning controversial service developments) or on a one-one basis (e.g. over treatment requests

that have been refused).

1 6

Work Context Minimal risk to personal safety

of injury, illness or health problems

1 8

Knowledge & Skills

Highly complex and diverse work; advanced/high level

knowledge and skills in a range of specialist disciplines

Public health skills and knowledge to Faculty of Public Health accredited level acquired through

degree plus extended specialist training to Faculty membership and fellowship level. Standard

keyboard use, driving skills

8* 272

JE Score *Need to compare level of

knowledge with other level 7 & 8 roles across the authority

740

117

RESIDENTIAL CARE

WORKER PROFILES

118

Role Title

Residential Social Care Officer


1. Work as part of a multi-disciplinary team around at risk children/service users in a residential setting; those

placed in the looked after system; those in respite situations

2. Contribute to the assessment, planning and review process of residential placement plans, behaviour

management plans, care plans or risk assessments

3. Responsible for providing a range of services to children, people and families within agreed care plans



Knowledge

Knowledge of legislation, regulations, minimum standards and statutory guidance required

for the provision of support, assessment and care planning

processes in residential settings, acquired through NVQ 3 or

equivalent experience of working with service users and families



Mental Skills

Contribute to the development of residential placement/care

/behaviour management plans through, for example, the

identification of solutions to conflict situations. Organise and

participate in a range of support and developmental activities with

service users


term

3 39


Developed skills for resolving conflict and encouraging and challenging service users to

change behaviours; communicate sensitive information

to families, professionals and external agencies





of audiences

4acd 52

Physical Skills Use of keyboard to update

residential care planning and contact records


2 26


Work autonomously in a residential setting with service users to ensure their safety, nurture their ability to make independent decisions that

promote their well-being and assist their transition to adulthood




3 39


walking 1 10

Participate in activities, which

require physical effort Some ongoing physical effort 2a 20

Mental Demands

Concentration for report writing; contribution to assessments;

continuing awareness of client behaviour

Medium periods of concentrated mental attention; lengthy periods of

concentrated sensory attention 3ac 30

Emotional Demands

Support service users within a residential setting and deal with

vulnerability and challenging behaviours


4 (a) 40

119


Responsible for providing a range of services and interventions to

service users within and via residential settings; contribute to the assessment, planning and review process, and promote

improving outcomes for service users and their families

Considerable direct impact on the well-being of individual, or groups of,

people, through an assessment of needs and implementation of appropriate care or welfare

3a 39



other staff 1 13




1 13




2(a) 26

Working Conditions Exposure to verbal or physical

aggression Considerable exposure to people

related behaviour 3 30

417/427

120

Role Title

Residential Social Care Officer Higher Level


1. As lead practitioner/key worker work as part of a multi-disciplinary team around at risk children/service users in

a residential setting; those placed in the looked after system; those in respite situations

2. Undertake assessments of children and service users

3. Deliver evidence based interventions to promote improved outcomes for service users

4. Support and mentor junior colleagues

5. Contribute to the development of the service and the team



Knowledge

Knowledge of the legislation, regulation, minimum standards and statutory guidance required

for the provision of support in residential settings, the

undertaking of assessments and developing interventions in line

with care plans, acquired through NVQ 4 or equivalent experience of working with children, service

users and families



Mental Skills

Contribute to the development of residential placement/care

/behaviour management plans through, for example, the

identification of solutions to conflict situations. Organise and

participate in a range of support and developmental activities with

service users


term

3 39


Developed skills for resolving conflict and encouraging and challenging service users to

change behaviours; communicate sensitive information to families,

professionals and external agencies





of audiences

4acd 52

Physical Skills Use of keyboard to update care planning and contact records


2 26


Work autonomously in a residential setting with service users to ensure their safety, nurture their ability to make independent decisions that

promote their well-being and assist their transition to adulthood




3 39


walking 1 10

Participate in activities, which

require physical effort Some ongoing physical effort 2a 20

Mental Demands

Prepare reports for reviews/panels/other formal settings. Concentration for developing interventions;

continuing awareness of client behaviour; tight deadlines

Medium periods of concentrated mental attention; lengthy periods of

concentrated sensory attention 3ac 30

121

Emotional Demands

Support service users within a residential setting and deal with

vulnerability and challenging behaviours


4 (a) 40


Develops and provides a range of services and evidence based

interventions in and via residential settings to service

users with more complex needs. Contribute to the development of

the service and the team

High direct impact on the well-being of individual, or groups of, people,

through an assessment of the needs and implementation of appropriate

programmes of care or welfare

4a 52


Guide and mentor junior members of the team.

Some direct responsibility for the supervision, co-ordination or training of other employees

2 26




1 13




2(a) 26

Working Conditions Exposure to verbal or physical

aggression Considerable exposure to people

related behaviour 3 30

463/473

122

SOCIAL WORKER GENERIC PROFILES

123

SOCIAL WORKER GENERIC PROFILES PROFILE LABEL: SOCIAL WORK ASSISTANT/SUPPORT WORKER OTHER JOB TITLES: Social Care Assistant, Children’s Services Caseworker TYPICALLY REPORTS TO: Team Manager, Senior Social Worker JOB OVERVIEW The role is responsible for providing practical and social support for clients. This includes co-ordinating aspects of care packages, recognising where social work input is required and supporting clients to make informed decisions. JOB STATEMENT In relation to children, young people and their families:

1. Carry case responsibility for children, young people and their families; provide advice, support and co-ordinate

support packages as set out in care plan; contribute to assessments of social worker(s) responsible for cases.

2. Arrange or provide transport/escort for service users e.g. to health appointments, education; provide practical

support to families and to young people formerly looked after by the Authority seeking to live independently in

the community.

3. Undertake tasks to support case-holding social workers including work with looked after children and those on

the child protection register.

4. Work with children and young people, families, carers and communities to help them make informed

decisions, enabling them to clarify and express their needs and contribute to service planning.

5. Liaise with colleagues in own and other departments and external agencies in order to gather information

relevant to assessment and care planning activities.

6. Maintain and update case notes and other records, write reports as required; if required, give evidence in

court on factual matters.

In relation to adults: 1. Carry case responsibility for adult clients, including those with learning disabilities; provide advice, support

and co-ordinate support packages as set out in care plan; undertake preliminary investigations of client needs,

recognising where social work involvement is required; contribute to assessments of social worker(s)

responsible for cases.

2. Accompany clients on visits to e.g. clinics, social security interviews, housing: provide practical support to

clients and carers: access welfare benefit system in order to provide advice and information to service users.

3. Assist in arranging short term care and in providing clients and carers with introductions to relief care facilities.

4. Work with adult clients, relatives, carers and communities to help them make informed decisions, enabling

them to clarify and express their needs and contribute to service planning.





124

Role Title

SOCIAL WORK ASSISTANT/SUPPORT WORKER EVALUATION 1: NJC JES



Knowledge

Understanding of family relationship difficulties, child development, adult care needs, as appropriate; outline knowledge of relevant legislation; acquired through experience of

working with children/adults/those with learning disabilities, on the job

training or training for e.g. NVQ, NNEB qualifications

Practical and procedural knowledge across a specialist area

4 80

Mental Skills Analytical, planning skills for assessing, reviewing needs,

planning care

Interpret information…develop solutions over short term

3 39


Communicate internally/externally with clients, carers, other

professionals, provide advice, develop relationships

Developed caring…..advisory, guiding…skills in order to encourage others to adopt particular course of

action

4 (a) (c) 52

Physical Skills Keyboard skills for reports, notes;

may require driving skills ..dexterity….some demand for

precision 2 26

Initiative & Independence

Allocated caseload, assessment decisions under supervision; work with clients on own in community

…recognised procedures….unexpected problems,

situations…access to supervisor 3 39

Physical Demands

No particular physical demands

Regular lifting, carrying manoeuvring when assisting clients

in physical activity

…mainly sedentary…limited requirements for standing, walking,

bending, stretching ...periodic requirements for

considerable physical effort.....

1 2

10

20

Mental Demands Sensory attention for client

circumstances; mental attention for report writing, notes

Short periods (up to 1 hour) of concentrated mental attention

2 (c) 20

Emotional Demands Circumstances, behaviour of clients,

families, carers Regular significant, occasional

intense emotional demands 4 (a) (b) 40

Responsibility for People

Assessments of needs on a day to day basis, facilitate, deliver

programmes of care, provide support

Considerable direct impact……assessment of care

needs, implementation of appropriate programmes of care for those reliant on jobholder for basic

needs

3 (a) 39


No responsibility for supervising others

Limited or no direct responsibility for supervision…

1 13


No direct responsibility for financial resources


1 13


Responsible for maintaining, updating, security of case and other

records, writing reports; Takes care of personal possessions, cash, valuables on behalf of clients;

orders stock items

Some direct responsibility…..handling and

processing …..information ...care of personal possessions of

others

2 (a) (f) (g) 26

Working Conditions

Regular visits to clients‟ homes, care establishments

Assessment depends on actual frequency and/or relevant local

convention

Some/considerable exposure to disagreeable, unpleasant

environmental, people related conditions

2 3

20

30

Total 417- 437

125

Role Title

SOCIAL WORK ASSISTANT/SUPPORT WORKEREVALUATION 2: GLPC JES




People


Little or no supervisory responsibility 1 16

Creativity & Innovation

Assesses needs; develops care plans on a day to day basis

Creativity is feature of job…….exercised within framework

of recognised procedures 3 52

Contacts & Relationships

Communicate internally/externally with clients, families, carers, other

professionals, provide straightforward advice, develop relationships



...outcome may not be straightforward...contacts involve

identifying details of service needs Content and outcome not

straightforward.....more detailed assessment, planning, evaluation,

care and assistance

3 4

56

74

Decisions - Discretion Allocated caseload, assessment

decisions within agreed care plan, work with clients on own

Work within clearly defined rules & procedures….decisions from range

of established alternatives 2 36

Decisions – Consequences

Contributes to investigations, assessments of needs, ensure

delivery of agreed programme of care, review

Decisions have material effects on…..individuals

2 24

Resources

Responsible for maintaining, updating case and other records, writing

reports Takes care of personal possessions, cash, valuables on behalf of clients;

orders stock items

Little or no responsibility……

Proper use and safekeeping.....small sums of cash; small items of

equipment

1 2

10

20

Work Demands Mental attention for work with children

and young people, families Work subject to interruption….but

not involving change to programme 2 16

Physical Demands


Regular lifting, carrying manoeuvring when assisting clients in physical

activity

Work requiring normal physical effort

...normal physical effort with periods of substantial effort......

1 2

6

12

Working Conditions



convention

Some/considerable exposure to …disagreeable or difficult surroundings/ conditions

2 3

12

18

Work Context

Circumstances, behaviour of clients, families, carers – range of situations


convention

Moderate risk....arising from...public/ clients

Substantial risk……arising from …public/clients

3 4

24

32

Knowledge & Skills

Understanding of family relationship difficulties, child development,

adult care needs, as appropriate; outline knowledge of relevant legislation; acquired through experience of working with

children/adults/those with learning disabilities, on the job training or

training for e.g. NVQ, NNEB qualifications

…variety of advanced tasks…one function or area of activity…detailed knowledge and skills in a specialist

discipline

4 144

Total 396- 444

126

Role Title

SOCIAL WORK ASSISTANT/SUPPORT WORKER EVALUATION 3: HAY JES


Factor Job Information % Level Points

Depth and Breadth of Technical Know How

Understanding of family relationship difficulties, child development, adult care needs, as

appropriate; outline knowledge of relevant legislation; acquired through experience of

working with children/adults/those with learning disabilities, on the job training or training for e.g. NVQ, NNEB qualifications

D-

Planning, Organising, Controlling

Delegated activities, carried out on own I-

Communicating and Influencing

Communicate internally/externally with service users/ children & young people, carers, other

professionals, provide advice, develop relationships, persuasive skills; communicate

with empathy

2

KNOW HOW 132

Thinking Environment

Allocated caseload, assessment decisions under supervision; work with clients on own

in community C

Thinking Challenge Analytical, planning skills for assessing,

reviewing needs, planning care within own remit

2+

PROBLEM SOLVING 22% 29

Freedom to Act

Allocated caseload, assessment decisions under supervision; work with clients on own, work within clear statutory and procedural

framework

C

Nature of Impact No budgetary responsibilities 0

Area of Impact Assessments of needs on a day to day basis, facilitate, deliver programmes of care, provide

support – C

ACCOUNTABILITY 38

Profile A2

Total- above 199

Physical Effort No particular physical demands

Regular lifting, carrying manoeuvring when assisting clients in physical activity

0-A 0- 6

Working Environment


2 8

ADDITIONAL WORK ELEMENTS

8-14

TOTAL 207- 213

127

SOCIAL WORKER GENERIC PROFILES PROFILE LABEL: SOCIAL WORK ASSISTANT/SUPPORT WORKER HIGHER LEVEL TYPICALLY REPORTS TO: Team Manager, Senior Social Worker JOB OVERVIEW The role is responsible for providing practical and social support for clients. This involves holding a non-complex caseload of clients and contributing to more complex casework under the supervision of a registered social worker; undertaking assessments, recognising where social worker input is required and supporting clients to make informed decisions and contributing to more complex casework under the supervision of a registered social worker. JOB STATEMENT In relation to children, young people and their families:

1. Hold a non-complex caseload of children, young people and their families; undertake assessments,

provide advice, support and co-ordinate support packages as set out in care plan; undertake preliminary

investigations of client needs, recognising where social work involvement is required.

2. Arrange or provide transport/escort for service users e.g. to health appointments, education; provide

practical support, including access to living aids, to families and to young people, including those formerly

looked after by the Authority seeking to live independently in the community.

3. Undertake tasks to support case-holding social workers including work with looked after children and

those on the child protection register.







In relation to adults: 1. Hold a non-complex caseload of adult clients, for example, those with disabilities, or at discharge from health

service care; undertake assessments, provide advice, support and co-ordinate support packages as set out in

care plan; undertake preliminary investigations of client needs, recognising where social work involvement is

required.

2. Accompany clients on visits to e.g. clinics, social security interviews, housing: provide practical support to

clients and carers, including access to living aids: access welfare benefit system in order to provide advice

and information to service users.

3. Assist in arranging short term care and in providing clients and carers with introductions to relief care facilities.

4. Work with adult clients, relatives, carers and communities to help them make informed decisions, enabling

them to clarify and express their needs and contribute to service planning.





128

Role Title

Social Work Assistant/Support Worker Higher Level 1: NJC JES



Knowledge

Understanding of family relationship difficulties, child development, adult care needs, as appropriate; outline knowledge of relevant legislation; acquired through experience of

working with children/adults/those with learning disabilities, on the job

training or training for e.g. NVQ, NNEB qualifications


4 80

Mental Skills Analytical, planning skills for

assessing, reviewing needs, planning care


3 39




Developed caring…..advisory, guiding…skills in order to encourage others to adopt particular course of

action

4 (a) (c) 52



precision 2 26


Hold caseload, assessment decisions under supervision; work with clients

on own in community

Devise, organise and implement care plans on own taking account of

resources

…recognised procedures….unexpected problems,

situations…access to supervisor …organise own workload…respond

independently to unanticipated problems…

3 4

39

52

Physical Demands



activity

…mainly sedentary…limited requirements for standing, walking,

bending, stretching ...periodic requirements for

considerable physical effort.....

1 2

10

20


circumstances; mental attention for report writing, notes

Medium periods (up to 1-2 hour) of concentrated mental attention

3 (c) 30



intense emotional demands 4 (a) (b) 40


Allocated caseload, assessment of needs, development of care plans;

work with clients on own, work within clear statutory and procedural

framework

High direct impact……assessment of care needs, implementation of

appropriate programmes of care for those reliant on jobholder

4 (a) 52




1 13




1 13


Responsible for maintaining, updating, security of case and other

records, writing reports; Takes care of personal possessions, cash, valuables on behalf of clients;

orders stock items


processing …..information ...care of personal possessions of

others

2 (a) (f) (g) 26

Working Conditions



convention



2 3

20

30

Total 440-486

129

Role Title

Social Work Assistant/Support Worker Higher Level 2: GLPC JES


Social Work Assistant/Support

Worker Higher LevelFactor

Job Information JES Level Quote Level Points


People No responsibility for supervising others Little or no supervisory responsibility 1 16


Assesses needs, risks, options; develops care plans on own but with

regular review

Creativity & innovation essential….exercised within general

guidelines 4

64




Content and outcome not straightforward.....more detailed

assessment, planning, evaluation, care and assistance

4 74

Decisions - Discretion

Allocated caseload, assessment of needs, development of care plans;

work with clients on own, work within clear statutory and procedural

framework

Work within clearly defined rules & procedures….decisions from range

of established alternatives 2 36


Contributes to investigations, assessments of needs, ensure delivery of agreed programme of care, review


2 24

Resources

Responsible for maintaining, updating case and other records, writing reports Takes care of personal possessions, cash, valuables on behalf of clients;

orders stock items

Little or no responsibility……

Proper use and safekeeping.....small sums of cash; small items of

equipment

1 2

10

20

Work Demands Mental attention for work with children

and young people, families Work subject to interruption….but

not involving change to programme 2 16

Physical Demands



activity

Work requiring normal physical effort

...normal physical effort with periods of substantial effort......

1 2

6

12

Working Conditions



convention


2 3

12

18

Work Context



convention

Moderate risk....arising from...public/ clients


3 4

24

32

Knowledge & Skills

Understanding of family relationship difficulties, child development, adult care needs, as appropriate; outline knowledge of relevant legislation;

acquired through experience of working with children/adults/those with learning

disabilities, on the job training or training for e.g. NVQ, NNEB

qualifications


discipline

4 144

Total 426- 456

130

Role Title

Social Work Assistant/Support Worker Higher Level 3: HAY JES




Understanding of family relationship difficulties, child development, adult care needs, as appropriate;

assessment of care needs; outline knowledge of relevant legislation; acquired through experience of working with children/adults/those with learning disabilities, on the job training or training for e.g. NVQ, NNEB qualifications plus

relevant experience

D


Delegated activities, carried out on own I


Communicate internally/externally with service users/ children & young people, carers, other professionals,

provide advice, develop relationships, persuasive skills; communicate with empathy

2

KNOW HOW 152


Allocated caseload, assessment of needs, development of care plans; work with clients on own in community

C+

Thinking Challenge Analytical, planning skills for assessing, reviewing needs,

planning care within own remit 2+


Freedom to Act Allocated caseload, assessment of needs, development of care plans; work with clients on own, work within clear

statutory and procedural framework C+


Area of Impact Assessments of need, facilitate, deliver programmes of

care, provide support C+

ACCOUNTABILITY 43

Profile A2

Total- above 204

Physical Effort No particular physical demands

Regular lifting, carrying manoeuvring when assisting clients in physical activity

0-A 0- 6

Working Environment

Regular visits to clients‟ homes, care establishments 2 8


8-14

TOTAL 236-242

131

SOCIAL WORKER GENERIC PROFILES SOCIAL WORKER NEWLY QUALIFIED (generic) TYPICALLY REPORTS TO: Team Manager, Senior Social Worker JOB OVERVIEW The role is responsible for an allocated caseload under supervision, including assessment and appropriate management of risks. Variations in the closeness of supervision and complexity of caseload are reflected in variations in the evaluations. JOB STATEMENT In relation to adults:

1. Under clear supervision, carry a caseload and undertake a range of community care and safeguarding

assessments deemed to be suitable for allocation to a newly qualified worker.

2. Commission a range of services designed to minimise risks and improve the quality of life for service users

and their carers.

3. Work with individuals, families, carers and communities to help them make informed decisions, enabling them

to clarify and express their needs and contribute to service planning.




court in relation to care proceedings.

6. Participate in programmes of training and associated work experience for social work progression.

In relation to children, young people and their families:

1. Under clear supervision, investigate complaints of neglect or ill-treatment of children, in cases deemed

suitable for allocation to a newly qualified worker; undertake assessments and, where appropriate, arrange

accommodation for children, young people.

2. Together with an appropriately experienced worker, work to range of legal options to support investigation and

protection.

3. Participate in planning/reviewing the cases of children in care; supervise fostering/adoption arrangements.

4. Undertake preventative work with families in order to reduce the need for care or accommodation.







8. Participate in programmes of training and associated work experience for social work progression.

132

Role Title

Social Worker Newly Qualified 1: NJC JES



Knowledge

Knowledge of theory and practice of care assessment, planning;

knowledge of relevant legislation; acquired through professional

qualification in social work, pre-qualification/ placement experience



Mental Skills

Analytical, planning skills for assessing, reviewing needs,

planning care in non-complex cases, contributing to assessments in more

complex cases


3 39



provide advice, develop relationships

Developed caring…..advisory, guiding…skills in order to encourage others to adopt particular course of action

4 (a) (c) 52



precision 2 26


Allocated caseload, assessment decisions under supervision; work

with clients on own Allocated caseload, assessment

decisions, work with clients on own with regular review

…recognised procedures….unexpected

problems, situations…access to supervisor

…organise own workload…respond independently

to unanticipated problems…

3 4

39

52

Physical Demands No particular physical demands …mainly sedentary…limited

requirements for standing, walking, bending, stretching

1 10


circumstances; mental attention for interviews, report writing

Medium periods (1-2 hours) of concentrated mental attention

3 (c) 30

Emotional Demands

Circumstances, behaviour of clients, families, carers – limited range of

cases Full range of cases

Regular significant, occasional intense emotional demands Regular intense emotional

demands

4 (a) (b) 5

40

50


Investigations, assessments of needs, assessment & appropriate

management of risk, ensure delivery of agreed programme of care,

review

High direct impact……assessment of care needs, implementation of appropriate programmes of care

for those reliant on jobholder

4 (a) 52




1 13




1 13


Responsible for maintaining, updating case and other records,

writing reports


processing …..information 2 (a) 26

Working Conditions



convention



2 3

20

30

Total 460- 493

133

Role Title

Social Worker Newly Qualified 2: GLPC JES




People




Assesses needs, risks, options; develops care plans under

supervision

Assesses needs, risks, options; develops care plans on own but with

regular review

Creativity is feature of job....exercised within....framework of recognised

procedures Creativity & innovation

essential….exercised within general guidelines

3 4

52

64



provide advice, develop relationships – limited range of

cases Full range of cases



Some matters likely to be contentious or complex requiring support, tact,

persuasion, sensitivity…material effect including care on person…contacted

4 5

74

92


Allocated caseload, assessment decisions under supervision; work

with clients on own Allocated caseload, assessment

decisions, work with clients on own, with regular review

Work within clearly defined rules & procedures….decisions from range of

established alternatives Work within programmes, objectives….wide range of

choices…advice not normally available

2 3

36

52


Contributes to investigations, assessments of needs, assessment & appropriate management of risk,

ensure delivery of agreed programme of care, review

...decisions from a range o established alternatives.


2 3

24

36

Resources Responsible for maintaining,

updating case and other records, writing reports

Little or no responsibility…… 1 10

Work Demands Mental attention for interviews,

report writing, changing priorities

Work subject to interruption….but not involving change to programme

Work subject to deadlines involving changing problems, circumstances

2*

3*

16

24

Physical Demands No particular physical demands Work requiring normal physical effort 1 6

Working Conditions



convention

Some/considerable exposure to …disagreeable or difficult surroundings/

conditions

2 3

12

18

Work Context



convention

Moderate/ substantial risk……arising from …public/clients

3 4

24 32

Knowledge & Skills

Knowledge of theory and practice of care assessment, planning; detailed


qualification in social work

…range of advanced activities…requires detailed knowledge and skills in more than one specialist

discipline

5 176

Total 446- 526

* Depends on local conventions; comparison should be made with other jobs with similar features.

134

Role Title

Social Worker Newly Qualified 3A: HAY JES


Factor Job Information % Level Pts


Knowledge of the range of social work concepts and theory; support and guidance in how to apply this in

more complex cases, provided E-


Focus is on assessment and enablement in less complex cases; undertakes cases with support

I-



provide advice, develop relationships 2

KNOW HOW 175


Allocated caseload, assessment decisions under close supervision; work with clients on own

D

Thinking Challenge Analytical, planning skills for assessing, assessment &

appropriate management of risk, reviewing needs, planning care across range of cases

3


Freedom to Act Allocated caseload, assessment decisions under

supervision; work with clients on own, work within clear statutory and procedural framework

D-


Area of Impact

Investigations, assessments of needs, assessment & appropriate management of risk, ensure delivery of

agreed programme of care, review – support services of an advisory or diagnostic nature

D

ACCOUNTABILITY 66

Profile A2

Total- above 291

Physical Effort

Working Environment

No particular physical demands 0 0



TOTAL 8

299

This evaluation relates to a newly qualified social worker who is expected to undertake cases under close supervision and given simpler cases to focus on. The focus is on assessment and enablement in less complex cases rather than behavioural change.

135

Role Title

Social Worker Newly Qualified 3B: HAY JES



Technical Know How Knowledge of the range of social work concepts and

theory; support and guidance in how to apply this in more complex cases, provided

E-


Undertakes complex cases with support I-

Communication, Influencing


provide advice, develop relationships, developed persuasive, empathic skills

3

KNOW HOW 200


Allocated caseload, assessment decisions under close supervision; work with clients on own

D

Thinking Challenge Analytical, planning skills for assessing, reviewing needs, assessment & appropriate management of risk, planning

care across range of cases 3


Freedom to Act Allocated caseload, assessment decisions under

supervision; work with clients on own, work within clear statutory and procedural framework

D-

Magnitude No budgetary responsibilities 0

Impact

Investigations, assessments of needs, assessment & appropriate management of risk, ensure delivery of


D+

ACCOUNTABILITY 76

Profile A2

Total-above 333

Physical Effort No particular physical demands 0 0

Working Environment



8

TOTAL 341

This evaluation relates to a newly qualified social worker, who is expected to undertake cases under general supervision with the most complex cases supported, or undertaken, by a more experienced social worker.

136

SOCIAL WORKER GENERIC PROFILES PROFILE LABEL: SOCIAL WORKER (generic) TYPICALLY REPORTS TO: Team Manager JOB OVERVIEW This is the experienced practitioner role, expected to undertake cases independently and demonstrating an ability to adapt the approach from first principles to deal with more complex or unusual cases, assessing and managing risks appropriately. JOB STATEMENT In relation to adults:

1. Undertake a range of community care and safeguarding assessments, in accordance with relevant statutory

requirements, identifying risks, needs and options.

2. Construct value for money care packages; commission a range of services designed to minimise risks and

improve the quality of life for service users and their carers.

3. Work with individuals, families, carers and communities to help them make informed choices and decisions,

enabling them to clarify and express their needs and contribute to service planning.

4. Develop and maintain effective relationships with clients, their families and carers: provide advice and

support: promote independence and early intervention, as necessary; help resolve conflict, where appropriate.



6. Maintain and update case notes and other records, write reports as required: if required, give evidence in

court in relation to care or other proceedings.

7. May supervise students, trainees, support staff or volunteers.


1. Investigate complaints of alleged neglect, abuse or ill-treatment of children; undertake assessments and,

where appropriate, arrange accommodation for children, young people.

2. Work to range of legal options to support investigation and protection

3. Contribute to planning/reviewing the cases of children in care; supervise fostering/adoption arrangements.









137

Role Title

Social Worker (generic) 1: NJC JES



Knowledge

Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation and

its application; acquired through professional qualification in social

work plus minimum of 1 year supervised experience in relevant

field

Advanced theoretical plus practical and procedural knowledge in a


Mental Skills Analytical, planning skills for

assessing, reviewing needs, planning care across range of cases

Interpret complex information…develop solutions

over medium term 4 52



provide advice, develop relationships, advocacy, conflict resolution skills

Highly developed caring, advisory, guiding…skills in order to encourage others to adopt particular course of action

5 (a) (c) 65



precision 2 26


Allocated caseload, work with clients, make assessments on own


to unanticipated problems… 4 52



1 10




3 (c) 30

Emotional Demands Circumstances, behaviour of clients, families, carers – range of situations

Regular intense emotional demands

5 (a) (b) 50



management of risk, ensure delivery of agreed programme of care, review



4 (a) 52


May supervise students, trainees, support staff

Limited or no/some direct responsibility for supervision…

1 2

13

26




1 13



reports Identifies, commissions cost effective

care packages


processing …..information Ordering…limited range of

supplies

2 (a) (g)

26

Working Conditions



convention



2 3

20

30

Total 530- 553

138

Role Title

Social Worker (generic) 2: GLPC JES




People


Little or no/some supervisory responsibility for supervision…

1

2.1

16

28


Assesses needs, risks, options; develops care plans


guidelines 4 64



provide advice, develop relationships, advocacy skills

Some matters likely to be contentious or complex requiring

support, tact, persuasion, sensitivity…material effect including

care on person…contacted

5 92


Allocated caseload, work with clients, make assessments on own,

within departmental policies, procedures

Work within programmes, objectives….wide range of


3 52




review

Decisions have significant effects on…..individuals

3 36






Work subject to interruption….but not involving change to programme Work subject to deadlines involving changing problems, circumstances

2*

3*

16

24

Physical Demands No particular physical demands Work requiring normal physical

effort 1 6

Working Conditions



convention


2 3

12

18

Work Context



convention


3 4

24 32

Knowledge & Skills


knowledge of relevant legislation and its application; acquired through

professional qualification in social work plus minimum of 1 year

supervised experience in relevant field

…range of advanced activities…requires detailed

knowledge and skills in more than one specialist discipline

5 176

Total 504- 538


139

Role Title

Social Worker (generic) 3a: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant

legislation and its application; acquired through professional qualification in social work plus minimum

of 1 year supervised experience in relevant field

E


Undertakes complex cases with support I-


Required to influence, motivate and engage clients, creating the right climate for behaviour change and

development 3

KNOW HOW 200


Allocated caseload, work with clients, make assessments on own, advice available for complex

cases D

Thinking Challenge

Analytical, planning skills for assessing, reviewing needs, assessment & appropriate management of risk, planning care across range of cases; ability to flex and adapt approach from first principles to deal

with the most complex cases

3+


Freedom to Act Allocated caseload, work with clients, make

assessments on own, work within clear statutory and procedural frameworks

D


Area of Impact Investigations, assessments of needs, assessment & appropriate management of risk, ensure delivery of

agreed programme of care, review D+

ACCOUNTABILITY 87

Profile A1

Total- above 333


Working Environment



8

TOTAL 341

In Authorities where the term Newly Qualified Social Worker is not used, or only used for those whose practice is closely supervised, this profile applies to recently qualified Social Worker roles

140

Role Title

Social Worker (generic) 3b: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant

legislation and its application; acquired through professional qualification in social work plus minimum

of 1 year supervised experience in relevant field

E


Analytical, planning skills for assessing, reviewing needs, planning care across a range of cases

I


Required to influence, motivate and engage clients creating the right climate for behaviour change or

development 3

KNOW HOW 230


Allocated caseload, work with clients, make assessments on own, advice available for complex

cases D

Thinking Challenge

Analytical, planning skills for assessing, reviewing needs, assessment & appropriate management of risk, planning care across range of cases; ability to flex and adapt approach from first principles to deal

with the most complex cases

3+



assessments on own, work within clear statutory and procedural frameworks

D




ACCOUNTABILITY 87

Profile A1

Total- above 393


Working Environment



8

TOTAL 401

This profile applies to experienced social Worker roles where the jobholder is able to deal independently with all but the most complex cases.

141

SOCIAL WORKER GENERIC PROFILES PROFILE LABEL: SENIOR SOCIAL WORKER I (generic) TYPICALLY REPORTS TO: Team Manager, Team Leader JOB OVERVIEW This is an experienced practitioner role, with specific responsibilities for dealing with more complex cases, including assessment and appropriate management of risks, and providing casework supervision to other team members. JOB STATEMENT As Senior Social Worker:

1. Holds caseload of more complex cases: provides advice to other Social Workers in relation to their cases.

2. Provides casework supervision to other Social Workers in the team. May also supervise students, trainees,

less experienced professional team members, support staff or volunteers.

In relation to adults:








support: help resolve conflict, where appropriate.








2. Work to range of legal options to support investigation and protection.

3. Contribute to planning/reviewing the cases of children in care; supervise fostering /adoption arrangements.








142

Role Title

Senior Social Worker I (generic) 1: NJC JES



Knowledge


knowledge of relevant legislation; acquired through professional qualification in social work plus

considerable experience in relevant field




planning care across range of cases

Interpret complex information…develop solutions over

medium term 4 52



provide advice, develop relationships, advocacy on behalf of

clients

Highly developed caring, advisory, guiding…skills in order to encourage others to adopt particular course of

action

5 (a) (b) 65



precision 2 26



…organise own workload…respond independently to unanticipated

problems… 4 52



1 10




3 (c) 30


Regular intense emotional demands 5 50




review

High direct impact……assessment of care needs, implementation of

appropriate programmes of care for those reliant on jobholder

4 (a) 52


Provides casework supervision to other social workers in team May also supervise students,

trainees, support staff

Some/ considerable direct responsibility for supervision…

2 3

26

39




1 13



writing reports Identifies, commissions cost

effective care packages

Some direct responsibility…..handling and processing …..information

Ordering…limited range of supplies

2 (a) (g)

26

Working Conditions



convention

Some/ considerable exposure to disagreeable, unpleasant


2 3

20

30

Total 543- 566

143

Role Title

Senior Social Worker I (generic) 2: GLPC JES




People



Some supervisory responsibility for supervision…

2.1 28




guidelines 4 64


Communicate internally /externally with service users/

children & young people, carers, other professionals, provide

advice, develop relationships, advocacy skills




5 92

Decisions – Discretion

Allocated caseload, work with clients, make assessments on

own, within departmental policies, procedures



3 52


Investigations, assessments of needs, assessment &

appropriate management of risk, ensure delivery of agreed

programme of care, review


3 36





report writing, changing priorities Work subject to deadlines involving changing problems, circumstances

3 24


effort 1 6

Working Conditions



convention


2 3

12

18

Work Context

Circumstances, behaviour of clients, families, carers – range of

situations Assessment depends on actual frequency and/or relevant local

convention


3 4

24

32

Knowledge & Skills

Knowledge of theory and practice of care assessment, planning; detailed knowledge

of relevant legislation; acquired through professional

qualification in social work plus minimum of 1 year supervised

experience in relevant field


knowledge and skills in more than one specialist discipline

5 176

Total 524- 538

144

Role Title

Senior Social Worker I (generic) 3: HAY JES




Knowledge of the range of social work concepts and theory and the ability to adapt the approach from first

principles to deal with complex cases. E


Analytical, planning skills for assessing, reviewing needs, planning care across range of cases

I


Communicate internally/externally with service users/ children & young people, carers, other professionals, provide advice, develop relationships, advocacy on

behalf of clients

3

KNOW HOW 230


Allocated caseload, work with clients, make assessments on own, report to Team Manager

D+

Thinking Challenge Complex client issues, assessment & appropriate

management of risk, staff issues 3+



assessments on own, assessment & appropriate management of risk, report to Team Manager

D


Area of Impact Investigations, assessments of needs, ensure delivery

of agreed programme of care, review D+

ACCOUNTABILITY 87

Profile A1

Total- above 393

Physical Effort

Working Environment




TOTAL 8

401

This role is not perceived by Hay as significantly different from the generic experienced social worker role.

145

SOCIAL WORKER GENERIC PROFILES PROFILE LABEL: SENIOR SOCIAL WORKER II (generic) TYPICALLY REPORTS TO: Team Manager, Team Leader JOB OVERVIEW This is an experienced practitioner role with specific responsibilities for dealing with more complex cases, including assessment and appropriate management of risks, and for developing and sharing with others specialist knowledge in a particular area of practice and for contributing to practice development. JOB STATEMENT As Senior Social Worker:

1. Hold caseload of more complex cases: provide advice to other Social Workers in relation to their cases.

2. Provide casework supervision to other Social Workers in the team. May also supervise students, trainees, less

experienced professional team members, support staff or volunteers.

3. Act as a recognised expert within the specialist field. Contribute to the development of practice and policy in

the specialist field.


















3. Contribute to planning/reviewing the cases of children in care; supervise fostering /adoption arrangements.








146

Role Title

Senior Social Worker II (generic) 1: NJC JES



Knowledge







planning care across range of cases





provide advice, develop relationships, advocacy on behalf of

clients

Highly developed caring, advisory, guiding…skills in order to encourage others to adopt particular course of action

5 (a) (b) 65



precision 2 26




to unanticipated problems… 4 52



1 10




3 (c) 30



5 50




review



4 (a) 52




Some/ considerable direct responsibility for supervision…

2 3

26

39




1 13



writing reports Identifies, commissions cost

effective care packages


processing …..information Ordering…limited range of supplies

2 (a) (g)

26

Working Conditions Regular visits to clients‟ homes, care

establishments



2 3

20

30

Total 543- 566

147

Role Title

Senior Social Worker II (generic) 2: GLPC JES




People

Provides casework supervision to other social workers in team

May also supervise students, trainees, support staff


2.1 28



Creativity & innovation essential….exercised within

general guidelines 4 64


Communicate internally/externally with service users/ children & young people,

carers, other professionals, provide advice, develop relationships, advocacy on behalf of clients: expert advice across specialist

area

…range of contentious, complex matters requiring support,

persuasion, advocacy, sensitivity…significant

implications including care on contact

6 110


Allocated caseload, work with clients, make assessments on own, within departmental policies, procedures



3 52


Investigations, assessments of needs, assessment & appropriate management of risk, ensure delivery of agreed programme

of care, review


3 36

Resources Responsible for maintaining, updating case and other records, writing reports


Work Demands Mental attention for interviews, report

writing, changing priorities

Work subject to deadlines involving changing problems,

circumstances 3 24


effort 1 6

Working Conditions


Assessment depends on actual frequency and/or relevant local convention


2 3

12

18

Work Context


Assessment depends on actual frequency & relevant local convention

Considerable/ substantial risk……arising from

…public/clients

3 4

24

32

Knowledge & Skills

In-depth knowledge of theory and practice of care assessment, planning; detailed

knowledge of relevant legislation; acquired through professional qualification in social work plus extensive experience in relevant

field

…work of a complex nature which requires…advanced/high level knowledge and skills in a

specialist discipline

6 208

Total 574- 588

148

Role Title

Senior Social Worker II (generic) 3: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation;

acquired through professional qualification in social work plus considerable experience in relevant field

E+


Analytical, planning skills for assessing, reviewing needs, planning care across range of cases

1


Required to influence, motivate and engage clients, creating the right climate for behaviour change or

development 3

KNOW HOW 264


Allocated caseload, work with clients, make assessments on own, report to Team Manager

D+


management of risk, staff issues, contribute to policy and strategy

3+


Freedom to Act Allocated caseload, work with clients, make assessments

on own, report to Team Manager, contribute to policy development

D+

Nature of Impact Depending on cost of care packages/service impact 1/3

Area of Impact Investigations, assessments of needs, assessment &

appropriate management of risk, ensure delivery of agreed programme of care, review

P/C

ACCOUNTABILITY 100- 115

Profile A2

Total- above 451- 466

Physical Effort

Working Environment




TOTAL 8

459- 474

149

PROFILE LABEL: ASSISTANT TEAM MANAGER (Generic) TYPICALLY REPORTS TO: Team Manager, Locality Team Manager JOB OVERVIEW This is an experienced practitioner role with specific responsibilities for dealing with more complex cases, including assessment and appropriate management of risks, with responsibility for team budget as delegated by Team Manager, and for developing and sharing with others specialist knowledge in a particular area of practice and for contributing to practice development. JOB STATEMENT As Assistant Team Manager:

1. Hold caseload of more complex cases: provide advice to other Social Workers in relation to their cases.

2. Provide casework supervision to other Social Workers in the team. May also supervise students, trainees,

less experienced professional team members, support staff or volunteers.

3. Act as a recognised expert within the specialist field. Contribute to the development of practice and policy

in the specialist field.

4. Exercise budgetary responsibilities as delegated by Team Manager, including assessing care packages

from a financial perspective.

5. Chair reviews/ planning meetings/ case conferences/ strategy meetings as appropriate to specialised

field/ local structures.

6. Support the Team manager in service planning activities, reviewing the service to ensure value for public

money and potential efficiencies maximised.

7. Deputise for Team Manager, as required.


1. Undertake a range of community care and safeguarding assessments, in accordance with relevant

statutory requirements, identifying risks, needs and options.

2. Construct value for money care packages; commission a range of services designed to minimise risks

and improve the quality of life for service users and their carers.

3. Work with individuals, families, carers and communities to help them make informed choices and












3. Contribute to planning/reviewing the cases of children in care; supervise fostering /adoption

arrangements.








150

Role Title

Assistant Team Manager 1: NJC JES



Knowledge






Mental Skills

Analytical, planning skills for assessing, reviewing needs, planning care across

range of cases Workload allocation, service/policy development, service user and staff

problems, complaints

Interpret complex information…develop solutions over

medium term Interpret varied, complex

information…develop solutions over long term

4 5

52

65



carers, other professionals, provide advice, develop relationships, advocacy

on behalf of clients

Highly developed caring, advisory, guiding…skills in order to encourage others to adopt particular course of

action

5 (a) (b) 65



precision 2 26


Staffing and budgetary responsibilities delegated by Team Manager

…progress series of activities…frequent

decisions…consults supervisor/ manager …on policy or resource

issues

5 65



1 10

Mental Demands Mental attention for interviews, report

writing, chairing meetings, staff supervision; conflicting priorities

Lengthy periods of concentrated mental attention; high levels of work

related pressure 4(d) 40

Emotional Demands




Investigations, assessments of needs for those with most complex problems;

assessment & appropriate management of risk; ensure delivery of agreed

programme of care, review, contribute to policy development, innovative practice

Major direct impact on the well-being of individuals……assessment

of complex needs, arranging implementation of appropriate

programmes of care for those reliant on jobholder

5 65




Considerable direct responsibility for supervision…

3 39


Resources

Delegated budgetary responsibilities, authorise expenditures

Considerable direct responsibility for financial resources

3 39


Resources

Responsible for maintaining, updating case and other records, writing reports Identifies, commissions cost effective

care packages


processing …..information Ordering…limited range of supplies

2 (a) (g)

26

Working Conditions




2 3

20

30

Total 618- 641

151

Role Title

Assistant Team Manager 2: GLPC JES




People

Supervises other social workers in team


Direct supervision of at least 1 employee

3.2 52


Workload allocation, service/policy development, service user and staff


….requires range of imaginative solutions or responses…application

of fresh, innovatory thinking 5 76



provide advice, develop relationships, advocacy on behalf of clients: expert

advice across specialist area, delegated budgetary responsibilities


persuasion, advocacy, sensitivity…significant implications

including care on contact

6 110





3 52





3 36

Resources Responsible for maintaining, updating

case and other records, writing reports


Work Demands

Mental attention for interviews, report writing, changing priorities

Interviews, report writing, chairing meetings, staff supervision;

deadlines, interruptions from staff, clients, senior managers, conflicting

priorities


Work....involving frequently changing circumstances, conflicting

priorities

3 4

24

32


effort 1 6

Working Conditions



convention


2 3

12

18

Work Context



convention

Some/moderate risk……arising from …public/clients

2 3

16 24

Knowledge & Skills

In-depth knowledge of theory and practice of care assessment,

planning; detailed knowledge of relevant legislation; acquired through

professional qualification in social work plus extensive experience in

relevant field

…work of a complex nature which requires…advanced/high level

knowledge and skills in a specialist discipline

6 208

Total 602- 626

152

Role Title

Assistant Team Manager 3: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation; acquired through professional qualification in social

work plus considerable experience in relevant field plus budgetary knowledge

E+


Workload allocation, service/policy development, service user and staff management

II-


Communicate internally/externally with service users/ children & young people, carers, other professionals, provide advice, develop relationships, advocacy on

behalf of clients

3

KNOW HOW 304


Allocated caseload, work with clients, make assessments on own, delegated budgetary responsibilities; report to Team Manager

E


management of risk, staff issues, contribute to policy and strategy

3+

PROBLEM SOLVING 38%

115


assessments on own, report to Team Manager, contribute to policy development

E-

Nature of Impact Delegated budget; authorised signatory 1


agreed programme of care, review P

ACCOUNTABILITY 152

Profile A2 571

Total- above


Working Environment



8

TOTAL 579

153

SOCIAL WORKER GENERIC PROFILES PROFILE LABEL: SOCIAL WORKER ADVANCED/CONSULTANT OTHER JOB TITLES: Advanced Practitioner, Advanced Social Work Practitioner, Consultant TYPICALLY REPORTS TO: Service Manager; Integrated Team Manager; Care Services Manager; Resource Manager; Practice Manager; (Team Manager) JOB OVERVIEW This role is that of technical authority in social care practice (in relation to either children and young people or adults) in the local authority with acknowledged depth of expertise, including the assessment and appropriate management of risk. The role focuses on developing effective practice through direct development of others and through driving practice improvement across the service by actively participating in process/procedure and policy/strategy development. The role may involve dealing with the most complex cases, partly in order to maintain credibility and experience in the field. JOB STATEMENT

1. Act as a recognised expert within the specialist field: mentor, provide advice and support, and as appropriate

co-work with, other social workers or multi-disciplinary team members in relation to complex cases.

2. Responsible for development and implementation of innovative ways of working, taking into account research

and experience from own and other services.

3. Participate in development of strategy/services/policies for specialised field: initiate and undertake research in

own field:

4. Undertake or contribute to professional casework supervision of other social workers; provide supervision for

NQSWs, students and trainees, as requested: supervise support staff: may be practice teacher for students

and/or lead staff development activities.

5. Take the lead in initiating, developing and sustaining internal and external working relationships with other

professionals, partner organisations, external agencies.

6. Chair reviews/ planning meetings/ case conferences/ strategy meetings as appropriate to specialised field/

local structures.

7. Act as a representative for the local authority in court proceedings, statutory panels and with other agencies.

8. Undertake assessments of needs, risks and options for adults/ children and young people with the most

complex/high risk care needs and/or circumstances, in accordance with legislative requirements, all relevant

policies and procedures and agreed performance targets.

9. Intervene in emergency situations to protect vulnerable adults/ children and young people and initiate the

appropriate statutory or other actions required: undertake adult/child protection investigations, as requested.

10. May undertake case management responsibility for a caseload of complex cases, including development of

appropriate packages or programmes of care, working in partnership with individuals, their families, carers,

and with other agencies; undertake ongoing and urgent case reviews, as necessary.

11. Maintain and update records in accordance with departmental policies; write reports, as required, including

reports for courts and tribunals.

12. May be required to deputise for Team or other Manager.

154

Role Title

Social Worker Advanced/Consultant 1: NJC JES



Knowledge

In-depth knowledge of theory and practice of care assessment, planning; in-depth knowledge

of relevant legislation, statutory frameworks; acquired through professional qualification in

social work plus post qualification training/award at higher or advanced level or

equivalent expertise and experience in relevant field

Advanced theoretical plus practical and procedural

knowledge across a specialist area plus detailed knowledge of

organisational policies….

7 142

Mental Skills

Analytical skills for most complex cases; research, service/policy development, how best to support to other staff, develop professional skills and expertise of others, leads innovative

practice in specialist field

Interpret varied, complex information…develop solutions

over long term 5 65


Communicate internally/externally with adults/ children & young people, carers in most

complex cases, other professionals, partner organisations, external agencies; advisory and advocacy skills in relation to clients; chair case

conferences, meetings

Very highly developed advisory, guiding…skills in order to encourage others to adopt

course of action they would not otherwise take

6 (b) 78



precision 2 26


Provides source of expertise for specialised field; report to service manager or similar



issues

5 65

Physical Demands

No particular physical demands …mainly sedentary…limited requirements for standing,

walking, bending, stretching 1 10

Mental Demands Mental attention for interviews, report writing,

chairing meetings, staff supervision; conflicting priorities

Lengthy periods of concentrated mental attention; high levels of

work related pressure 4(d) 40

Emotional Demands

Circumstances, behaviour of adults/ children & young people, families with most complex problems – adult/ child protection duties


5 50


Investigations, assessments of needs for those with most complex problems; assessment &

appropriate management of risk; ensure delivery of agreed programme of care, review, contribute to policy development, innovative

practice

Major direct impact on the well-being of

individuals……assessment of complex needs, arranging

implementation of appropriate programmes of care for those

reliant on jobholder

5 65


Professional casework supervision of other social workers, may have practice teacher

responsibilities

Some/considerable direct responsibility…supervision/

training

2 3

26

39


Resources No direct responsibility for financial resources


1 13


Resources

Responsible for maintaining, updating case and other records, writing reports

Specified responsibility for commissioning care packages for clients


processing …..information Ordering a range of supplies

2 (a)

3 (e)

26

39

Working Conditions





2 3

20

30

Total 626-662

155

Role Title

Social Worker Advanced/Consultant 2: GLPC JES




People




2.1 28


Assesses most complex cases; research, service/policy development, how best to

support to other staff, develop professional skills and expertise of others: contribute to

policy development Leads innovative practice in specialist field

as significant job feature


of fresh, innovatory thinking

....requires creative & innovatory input in a number of diverse

subjects...imaginative thinking not limited by defined policies.

5 6

76

88



carers, other professionals, provide advice, develop relationships, advocacy on behalf of

clients: high profile cases with impact on public and council


persuasion, advocacy, sensitivity…significant implications including care for contact or service

6 110


Caseload of complex cases; support to other staff



3 52


Investigations, assessments of needs, assessment & appropriate management of risk, ensure delivery of agreed programme

of care, review


3 36

Resources Responsible for maintaining, updating case

and other records, writing reports Little or no responsibility…… 1 10


writing, chairing meetings, staff supervision; conflicting priorities

Work ....involving changing problems, circumstances, demand Work subject to deadlines involving frequently changing circumstances,

conflicting priorities

3*

4*

24

32

Physical Demands

No particular physical demands Work requiring normal physical

effort 1 6

Working Conditions

Visits to clients‟ homes, care establishments Assessment depends on actual frequency

and/or relevant local convention

Occasional/some exposure to …disagreeable or difficult surroundings/ conditions

1 2

6

12

Work Context



Some/moderate/substantial risk……arising from …public/clients

2 3 4

16 24 32

Knowledge & Skills

In-depth knowledge of theory and practice of care assessment, planning; in-depth

knowledge of relevant legislation, statutory frameworks; acquired through professional

qualification in social work plus post qualification training/award at higher or

advanced level or equivalent expertise and experience in relevant field, including

practice teaching



...work of a more complex and diverse nature which requires

advanced/high level knowledge and skill across a range of specialist

disciplines

6 7

208

240

Total 572-646

* Depends on local conventions; comparison should be made with other jobs with similar features. In relation to Knowledge and Skills, the assessment is likely to depend on whether the local convention requires knowledge in specialist disciplines other than social work (e.g. management, finance) to be to the same depth as that in the professional discipline. It is not unreasonable for an Advanced Practitioner role to require the same level of Knowledge and Skills as the Team Manager, where, for example, the job involves providing high level specialist expertise across specialist areas.

156

Role Title

Social Worker Advanced/Consultant 3: HAY JES




In-depth knowledge of theory and practice of care assessment, planning; in-depth knowledge of relevant

legislation, statutory frameworks; acquired through professional qualification in social work plus post qualification

training/award at higher or advanced level or equivalent expertise and experience in relevant field

F-


Research, service/policy development, how best to support to other staff, develop professional skills and expertise of others,

leads innovative practice in specialist field I+


Communicate internally/externally with adults/ children & young people, carers in most complex cases, other

professionals, partner organisations, external agencies; advisory and advocacy skills in relation to clients; chair case


3

KNOW HOW 304


Provides source of expertise for specialised field; report to service manager or similar

E

Thinking Challenge

Assesses most complex cases including assessment & appropriate management of risk; research, service/policy development, how best to support to other staff, develop

professional skills and expertise of others: leads innovative practice in specialist field

3+


Freedom to Act Provides source of expertise for specialised field; report to

service manager or similar E-/E

Nature of Impact Service delivery impact 3

Area of Impact

Investigations, assessments of needs for those with most complex problems, assessment & appropriate management of

risk; ensure delivery of agreed programme of care, review, provide advice to others, contribute to policy development,

innovative practice

C

ACCOUNTABILITY 132- 152

Profile

Total- above 551- 571

Physical Effort No particular physical demands 0

Working Environment

Regular visits to clients‟ homes, care establishments 8


8

TOTAL 559- 579

157

SOCIAL WORKER GENERIC PROFILES PROFILE LABEL: TEAM MANAGER TYPICALLY REPORTS TO: Service Manager; Operations Manager; Fieldwork Manager; Head of Service. JOB OVERVIEW This role has accountability for managing the direction, delivery and performance, including assessment and appropriate management of risk, across a specialised field and for setting direction into the mid-term within service strategic parameters. It requires significant and broad experience in a technical field and also in managing others. Variations in the size of authority, the team managed and the remit of the job are reflected in the evaluations. JOB STATEMENT

1. Ensure delivery of a service in a specialised field (e.g. fostering and/or adoption; family support;

adults/children & young people with learning or physical disabilities; child safeguarding; mental health) and/or

geographical area in accordance with legislative requirements, all relevant policies and procedures and

agreed performance targets.

2. Provide advice and support in relation to complex cases; respond to complaints from service

users/relatives/carers.

3. Undertake/oversee allocation of workload to agreed service priorities; monitor case files, computerised

records; deal with workload management issues as they arise.

4. Lead a team of staff, including recruitment, induction, training and personal development, absence

management, retention, grievance/discipline/capability, succession planning, workforce planning.

5. Undertake professional supervision of staff, appraisals, staff development activities.

6. Undertakes performance management, quality assurance and ensures value for money in services delivered

by team; acts on inadequate performance as appropriate.

7. Authorise and manage expenditures within prescribed delegated budget; contribute to resource planning for

specialised field; monitor and evaluate contracts supporting packages of care; may carry responsibility for

team facilities/ physical resources.

8. Develop and implement policies/procedures for team/area. Contribute to development of

strategy/services/policies for specialised field.

9. Develop and maintain internal and external working relationships with partner organisations, external

agencies.


local structures.

158

Role Title

Team Manager 1: NJC JES



Knowledge

Knowledge of theory and practice of care assessment, planning; in-depth

knowledge of relevant legislation, statutory frameworks; acquired

through professional qualification in social work plus experience in

relevant field; management knowledge and experience

Advanced theoretical plus practical and procedural knowledge across

a specialist area plus detailed knowledge of organisational

policies….

7 142

Mental Skills Workload allocation, service/policy development, service user and staff



over long term 5 65


Communicate internally/externally with staff, service users/ children &

young people, carers, other professionals, partner organisations,

external agencies; chair case conferences, meetings

Highly developed advisory, guiding…skills in order to

encourage others to adopt course of action they might not otherwise

take

5 (b) 65



precision 2 26


Ensure delivery of service in specialised field/geographical area;

manage team; report to service manager or similar

…broad area of activity with little access to more senior

officers...subject to managerial direction

6 78



1 10

Mental Demands

Mental attention for interviews, report writing, chairing meetings, staff

supervision; deadlines, interruptions from staff, clients, senior managers,


Lengthy periods of concentrated mental attention; high levels of

work related pressure 4 (d) 40

Emotional Demands

Complaints, case conferences - circumstances, behaviour of clients,

families, carers, staff – range of situations

Regular significant emotional demands, occasional intense

demands 4 (a) (b) 40


Ensure delivery of service in specialised field including assessment

& appropriate management of risk,

Major direct impact……assessment of complex care needs, arrange for delivery of appropriate programmes of care

5 65


Management of team responsible for delivering specialised service

High direct responsibility…supervision of group of staff covering….more

than one workplace…

4 52


Authorise expenditures, manage delegated budget covering staff and

services

High direct responsibility for financial resources…accountable

for large expenditures from agreed budget…

4 (b) 52


Responsible for ensuring maintenance, updating case and

other records, writing reports



Working Conditions

Occasional visits to clients‟ homes, care establishments


convention

Minimal/some exposure to disagreeable, unpleasant


1 2

10

20

Total 671- 681

159

Role Title

Team Manager 2: GLPC JES




People

Management of team responsible for delivering specialised service

Management of group of employees undertaking tasks in same general

area of work 4.2 64


Workload allocation, service/policy development, service user and staff


….requires range of imaginative solutions or responses…application of

fresh, innovatory thinking 5 76



carers, other professionals, senior managers, provide advice, develop

relationships Day to day responsibility for delivery of

service, budget management

…range of contentious, complex matters requiring support, persuasion,

advocacy, sensitivity…significant implications including care for contact

or service

6 110


Ensure delivery of service in specialised field/geographical area;

manage team; report to service manager or similar

Decisions lead to setting of working standards in provision of operational

services 4 68


Ensure delivery of service, review assessments, assessment &

appropriate management of risk, impact on public

Decisions have strategic impact on council as well as service users


Decisions have major impact on service provision, the public or other

organisations

3 4

36

48



Work Demands

Interviews, report writing, chairing meetings, staff supervision; deadlines, interruptions from staff, clients, senior

managers, conflicting priorities

Work....involving frequently changing circumstances, conflicting priorities Work subject to constant change,

management of conflicting priorities, deadlines

4*

5*

32

40


Working Conditions

Occasional visits to clients‟ homes, care establishments

Work normally performed in…indoor environment…

1

6

Work Context



convention

Some/moderate risk……arising from …public/clients

2 3

16 24

Knowledge & Skills

In-depth knowledge of theory and practice of care assessment, planning;

in-depth knowledge of relevant legislation, statutory frameworks;

knowledge for budgetary management; acquired through professional

qualification in social work plus post qualification training/award at higher or advanced level or equivalent expertise

and experience in relevant field



...work of a more complex and diverse nature which requires advanced/high

level knowledge and skill across a range of specialist disciplines

6*

7*

208

240

Total 632-692

* Depends on local conventions; comparison should be made with other jobs with similar features. In relation to Knowledge and Skills, the assessment is likely to depend on whether the local convention requires knowledge in specialist disciplines other than social work (e.g. management, finance) to be to the same depth as that in the professional discipline.

160

Role Title

Team Manager 3A: HAY JES





legislation, statutory frameworks; acquired through professional qualification in social work plus post

qualification training/award at higher or advanced level or equivalent expertise and experience in relevant field

E+/F-


Co-ordinate the use of resources across a narrow range of different areas and carry out short to medium term

planning. Ensure the best use of financial and human resources.

II-


Communicate internally/externally with staff, service users/ children & young people, carers, other professionals, partner organisations, external agencies; chair case


3

KNOW HOW 304/350


Ensure delivery of service in specialised field/geographical area; manage team; report to service manager or similar

E

Thinking Challenge

Analytical, planning skills for assessing, reviewing service needs, assessing care delivery across range of cases,

assessment & appropriate management of risk, resolution of problems, dealing with complaints

3+


Freedom to Act Ensure delivery of service in specialised field/geographical area; manage team; report to service manager or similar

E

Nature of Impact Authorise expenditures, manage delegated budget

covering staff and services

2-

Area of Impact Ensure service delivery, assessment & appropriate

management of risk, impact on range of individuals, staff P

ACCOUNTABILITY 175

Profile

Total- above 611/657

Physical Effort

Working Environment



Occasional visits to clients‟ homes, care establishments 1 6

TOTAL 6

617/663

This evaluation reflects a job with more limited responsibility and scope, probably in a smaller authority.

161

Role Title

Team Manager 3B: HAY JES







F


Co-ordinate the use of resources across a range of different areas and carry out medium term planning for

area. Required to manage and prioritise resources across the area, setting direction within over-arching

objectives

II


Communicate internally/externally with staff, service users/ children & young people, carers, other

professionals, partner organisations, external agencies; chair case conferences, meetings

3

KNOW HOW 400


Ensure delivery of service in specialised field/geographical area; manage team; report to service

manager or similar E

Thinking Challenge

Analytical, planning skills for assessing, reviewing service needs, assessing care delivery across range of cases, assessment & appropriate management of risk,

resolution of problems, dealing with complaints

4


Freedom to Act Ensure delivery of service in specialised

field/geographical area; manage team; report to service manager or similar

E


covering staff and services 3-

Area of Impact Ensure service delivery, assessment & appropriate management of risk, impact on range of individuals,

staff P

ACCOUNTABILITY 230

Profile A2

Total- above 805

Physical Effort

Working Environment




TOTAL 6

811

This evaluation reflects a job with moderate responsibility and scope, probably in a medium sized authority.

162

Role Title

Team Manager 3C: HAY JES







F


Workload allocation, service/policy development, service user and staff management

II+


Communicate internally/externally with staff, service users/ children & young people, carers, other professionals, partner organisations, external agencies; chair case


3

KNOW HOW 460


Ensure delivery of service in specialised field/geographical area; manage team; report to service manager or similar

E

Thinking Challenge

Analytical, planning skills for assessing, reviewing service needs, assessing care delivery across range of cases,

assessment & appropriate management of risk, resolution of problems, dealing with complaints

4


Freedom to Act Ensure delivery of service in specialised field/geographical area; manage team; report to service manager or similar

E


covering staff and services 3

Area of Impact Ensure service delivery, assessment & appropriate

management of risk, impact on range of individuals, staff P

ACCOUNTABILITY 264

Profile

Total- above 924

Physical Effort

Working Environment




TOTAL 6

930

This evaluation reflects a job with wide responsibility and scope, probably in a larger authority.

163

SOCIAL WORKER

SPECIALIST PROFILES

164

SOCIAL WORKER SPECIALIST PROFILES PROFILE LABEL: SOCIAL WORKER, ADULTS (covers most adult specialties) OTHER JOB TITLES: Social Worker, Assessment and Care Management; Care Manager; Case Manager; Social Care Assessor TYPICALLY REPORTS TO: Team Manager, Social Care Manager, Care (Services) Manager, Senior Practitioner, Practice Manager JOB OVERVIEW This is the experienced practitioner role, expected to undertake cases independently and demonstrating an ability to adapt the approach from first principles to deal with more complex or unusual cases, assessing and managing risks appropriately. JOB STATEMENT


requirements, identifying risks, needs and options, including self directed support options.

2. Develop and implement care plans, which are clearly linked to the needs of clients and identify any unmet

needs and outcomes.





5. Manage an allocated caseload of clients: regularly monitor, review and evaluate changes in clients‟ needs and

ensure that all services contribute effectively to the care plan and it remains an effective use of resources.




relevant to assessment and care planning activities: act as advocate on behalf of clients and carers within the

local authority and with health agencies and voluntary organisations.

8. Participate in office duty on a rota basis, responding to new referrals, assessing urgency of requests and

implementing actions to meet immediate needs.



10. Contribute to planning and developing of future services and policies and promote innovative ways of

developing client care.


165

Role Title

Social Worker Adults 1: NJC JES



Knowledge

Knowledge of theory and practice of care assessment, planning; detailed knowledge of

relevant legislation; acquired through professional qualification in social work plus

minimum 1 year supervised, post-qualification experience in relevant field


knowledge in a specialist area 6 121

Mental Skills Analytical, planning skills for assessing,

reviewing needs, identifying risks and options, planning care across range of cases




Communicate internally/externally with clients, families, carers, other professionals, provide

advice, develop relationships, advocacy within local authority and to other agencies, family

conflict resolution

Highly developed caring, advisory, guiding,

advocacy…skills in order to encourage others to adopt particular course of action

5 (a) (b) 65



precision 2 26



…organise own workload…respond


4 52

Physical Demands

No particular physical demands …mainly sedentary…limited requirements for standing,


Mental Demands Sensory attention for client circumstances;

mental attention for interviews, report writing Medium periods (1-2 hours) of concentrated mental attention

3 (c) 30

Emotional Demands



5 50


Investigations, assessments of needs, assessment & appropriate management of

risk, ensure delivery of agreed programme of care, review

High direct impact……assessment of care

needs, implementation of appropriate programmes of care


4 (a) 52




1 2

13

26


Resources No direct responsibility for financial resources


1 13


Resources


Identifies, commissions cost effective care packages



supplies

2 (a) (g)

26

Working Conditions





2 3

20

30

Total 530- 553

166

Role Title

Social Worker Adults 2: GLPC JES




People



1

2.1

16

28




guidelines 4 64



professionals, provide advice, develop relationships; advocacy within local authority and to other

agencies, family conflict resolution




5 92

Decisions - Discretion Allocated caseload, work with clients,

make assessments on own, within departmental policies, procedures



3 52





3 36







2*

3*

16

24


effort 1 6

Working Conditions



convention


2 3

12

18

Work Context



convention


3 4

24

32

Knowledge & Skills


knowledge of relevant legislation; acquired through professional qualification in social work plus minimum of 1 year supervised




5 176

Total 504- 538


167

Role Title

Social Worker Adults EVALUATION 3: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation and its

application; acquired through professional qualification in social work plus minimum of 1 year supervised experience in relevant

field

E


Complex activities requiring co-ordination I


Communicate internally/externally with service users/ children & young people, carers, other professionals, provide advice,

develop relationships, persuasive skills, advocacy skills 3

KNOW HOW 230


Allocated caseload, work with clients, make assessments on own, advice available for complex cases

D

Thinking Challenge

Analytical, planning skills for assessing, reviewing needs, assessment & appropriate management of risk, planning care across range of cases; ability to flex and adapt approach from

first principles to deal with the most complex cases

3+


Freedom to Act Allocated caseload, work with clients, make assessments on own, work within clear statutory and procedural frameworks

D




D+

ACCOUNTABILITY 87

Profile A1

Total- above 393

Physical Effort

Working Environment




TOTAL 8

401

168

SOCIAL WORKER SPECIALIST PROFILES PROFILE LABEL: SOCIAL WORKER, CHILD PROTECTION/ SAFEGUARDING OTHER JOB TITLES: Social Worker Safeguarding and Support; Social Worker Neighbourhood Fieldwork TYPICALLY REPORTS TO: Team Manager, Team Leader, Senior Social Worker, Practice Manager JOB OVERVIEW This is the experienced practitioner role, expected to undertake cases independently and demonstrating an ability to adapt the approach from first principles to deal with more complex or unusual cases, assessing and managing risks appropriately. JOB STATEMENT In relation to children, young people and their families:

1. Investigate complaints of alleged neglect, abuse or ill-treatment of children, in accordance with relevant

legislative requirements and child protection procedures; undertake assessments of risk and need; where

appropriate, arrange accommodation for children, young people.


3. Undertake development of appropriate care/ protection plans for children and young people, including

arrangements for obtaining and implementing Court orders.

4. Plan and commission services and support for children, young people and their families.

5. Review allocated cases of children in care; identify changes in circumstances, needs or risk; supervise

fostering arrangements.

6. Undertake preventative work with families in order to reduce the need for care or accommodation: support

and assist families and extended families, to prevent children having to reside in alternative accommodation.

7. Work with children and young people, families, carers and communities to help them make informed choices

and decisions, enabling them to clarify and express their needs and contribute to service planning.

8. Develop and maintain effective relationships with children and young people, their families and carers: provide

advice and support: help resolve conflict, where appropriate.


relevant to assessment and care planning activities: organise and chair case conferences as required.




169

Role Title

Social Worker Child Protection/Safeguarding 1: NJC JES



Knowledge

Knowledge of theory and practice of care assessment, planning, child

protection/ safeguarding procedures; detailed knowledge of relevant legislation; acquired through

professional qualification in social work plus minimum 1 year post-qualification




Mental Skills

Analytical, planning skills for investigating cases of alleged neglect,

abuse or ill-treatment, assessing, reviewing needs, planning care across

range of cases




Communicate internally/externally with children & young people, families,

carers, other professionals, provide advice, develop relationships,

advocacy, conflict resolution skills



5 (a) (b) 65



precision 2 26


Allocated caseload, work with children, young people, families, make

assessments on own



4 52

Physical Demands No particular physical demands …mainly sedentary…limited requirements for standing,





3 (c) 30

Emotional Demands Circumstances, behaviour of children and young people, families, carers –

range of situations


5 50







4 (a) 52


May supervise students, trainees, less experienced team members, support

staff


1 2

13

26




1 13


Responsible for maintaining, updating case and other records, writing reports Identifies, commissions cost effective

care packages



supplies

2 (a) (g)

26

Working Conditions



convention



2 3

20

30

Total 530- 553

170

Role Title

Social Worker Child Protection/Safeguarding EVALUATION 2: GLPC JES




People



1

2.1

16

28



Creativity & innovation essential exercised within general guidelines

4 64



provide advice, develop relationships, advocacy skills


support, tact, persuasion, sensitivity material effect including care on

person contacted

5 92



Work within programmes, objectives wide range of choices advice not

normally available 3 52




Decisions have significant effects on individuals

3 36






Work subject to interruption but not involving change to programme


2*

3*

16

24


effort 1 6

Working Conditions



convention

Some/considerable exposure to disagreeable or difficult surroundings/ conditions

2 3

12

18

Work Context Circumstances, behaviour of clients, families, carers – range of situations

Moderate/ substantial risk arising from public/clients

3 4

24 32

Knowledge & Skills


knowledge of relevant legislation; acquired through professional qualification in social work plus minimum of 1 year supervised




5 176

Total 504- 538


171

Role Title

Social Worker Child Protection/Safeguarding EVALUATION 3: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation and its application; acquired through professional qualification in

social work plus minimum of 1 year supervised experience in relevant field

E





provide advice, develop relationships, persuasive skills, advocacy skills

3

KNOW HOW 230



D

Thinking Challenge

Analytical, planning skills for assessing, reviewing needs, assessment & appropriate management of risk, planning

care across range of cases; ability to flex and adapt approach from first principles to deal with the most

complex cases

3+



on own, work within clear statutory and procedural frameworks

D


Area of Impact Investigations, assessments of needs, ensure delivery of


ACCOUNTABILITY 87

A1

Profile 393

Total- above


Working Environment



8

TOTAL 401

172

SOCIAL WORKER SPECIALIST PROFILES PROFILE LABEL: SOCIAL WORKER, FAMILY PLACEMENT OTHER JOB TITLES: Social Worker Adoption and/or Fostering; Family Placement Officer TYPICALLY REPORTS TO: Team Manager (Fostering, Adoption, Family Placement); Service Manager (Fostering, Adoption, Family Placement); Practice Manager JOB OVERVIEW This is the experienced practitioner role, expected to undertake cases independently and demonstrating an ability to adapt the approach from first principles to deal with more complex or unusual cases, assessing and managing risks appropriately. JOB STATEMENT

1. Undertake recruitment, selection, preparation and training of prospective foster carers, kinship carers and

adopters in accordance with legal requirements and guidance.

2. Undertake assessments of the suitability of prospective carers through individual visits, preparation training,

completion of reports and presentation of cases to appropriate panels.

3. Identify training needs, develop and deliver or co-deliver training courses for prospective foster carers, kinship

carers or adopters.

4. Participate in the planning process for looked after children and young people; ensure relevant forms and

pathway plans are fully completed and evidence the wishes, feelings and needs of the child or young person.

Work with children and families to empower them to participate in the decision making process.

5. Work in partnership with other agencies, voluntary organisations, to ensure that the needs of looked after

children and young people as part of the family placement process.

6. Provide prompt and responsive support, including participation in out of hours telephone support rota, to foster

carers, kinship carers and adopters; participate in the regular reviewing of family placements, agree the

purpose and tasks of placements and the roles and responsibilities of all parties.

7. Prepare statements or reports for, attend and give evidence to Court in care proceedings, private law cases

and adoption proceedings.

8. Assist carers to make suitable arrangements to facilitate contact between the child/young person and their

birth families.

9. Record all assessments, planning and interventions on computerised record systems and in such other forms

as are required locally.

10. Contribute to the review of and development of family placement service practice, policy and systems; and to

the positive promotion of family placement services to others, including prospective, carers, colleagues and

staff of other agencies.


173

Role Title

Social Worker, Family Placement EVALUATION 1: NJC JES



Knowledge



qualification in social work plus minimum 1 year post-qualification experience in

relevant field



Mental Skills Analytical, planning skills for assessing prospective carers, reviewing needs, planning care across range of cases




Communicate internally/externally with looked after children & young people,

prospective carers, foster carers, kinship carers and adopters, other professionals,

provide advice, develop relationships, advocacy, conflict resolution skills

Highly developed caring, advisory, guiding…skills in order

to encourage others to adopt particular course of action

5 (a) (c) 65



precision 2 26


Allocated caseload, work with children and young people, carers and

prospective carers, make assessments on own



4 52



Mental Demands Sensory attention for carer and

prospective carer circumstances; mental attention for interviews, report writing


3 (c) 30

Emotional Demands

Circumstances, behaviour of looked after children and young people, families,

carers – range of situations


5 50


Assessments of prospective carers, assessment & appropriate management of risk, ongoing review of placements, support to carers, children and young

people




4 (a) 52




1 2

13

26


Resources



1 13


Resources




Working Conditions



convention



2 3

20

30

Total 530- 553

174

Role Title

Social Worker, Family Placement EVALUATION 2: GLPC JES




People



1

2.1

16

28




guidelines 4 64


Communicate internally/externally with looked after children & young people, prospective carers, foster

and kinship carers, adopters, other professionals, provide advice,

develop relationships




5 92






3 52



management of risk, ensure delivery of agreed programme of

care, review


3 36







2*

3*

16

24


Working Conditions



convention


2 3

12

18

Work Context



convention


3 4

24 32

Knowledge & Skills

Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation; acquired through





5 176

Total 504- 538


175

Role Title

Social Worker, Family Placement EVALUATION 3: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation and

its application; acquired through professional qualification in social work plus minimum of 1 year supervised


E






3

KNOW HOW 230



D

Thinking Challenge



complex cases

3+




D




ACCOUNTABILITY 87

A1

Profile 393

Total- above


Working Environment



8

TOTAL 401

176

SOCIAL WORKER SPECIALIST PROFILES PROFILE LABEL: SOCIAL WORKER, CHILD AND ADOLESCENT MENTAL HEALTH SERVICE (CAMHS) TYPICALLY REPORTS TO: Service Manager, Senior Practitioner, or Health Service equivalent JOB OVERVIEW This is the experienced practitioner role, expected to undertake cases independently and demonstrating an ability to adapt the approach from first principles to deal with more complex or unusual cases, assessing and managing risks appropriately. JOB STATEMENT In relation to children and young people:

1. Identify children looked after by the local authority (LAC), and those on the child protection register or

otherwise assessed as in need and ensure that they receive, if appropriate, CAMHS assessment and

treatment services for their psychological, emotional, behavioural and mental health needs.

2. Participate in assessments with multi-disciplinary CAMHS team and other social services colleagues as

appropriate, where the child or young person‟s emotional or mental well-being is an issue.

3. Undertake direct therapeutic work with children and young people and their families referred to the CAMHS

service.

4. Provide assessments where necessary of the social care needs of children and young people referred to

CAMHS.

5. Provide support and advice to carers and encourage the development and maintenance of appropriate

support networks and services within individual homes or the community.

6. Work with children and young people, families, carers and communities to help them make informed choices

and decisions, enabling them to clarify and express their needs and contribute to service planning.

7. Develop and maintain effective relationships with children and young people, their families and carers: provide

advice and support: help resolve conflict, where appropriate.


relevant to assessment and care delivery activities.

9. Provide a link for communication between the local authority children and families‟ service, other relevant

sections within the local authority and the CAMHS team on matters of clinical practice and operational

effectiveness.




177

Role Title

Social Worker Child and Adolescent Mental Health EVALUATION 1: NJC JES



Knowledge

Knowledge of theory and practice of care assessment, planning, child

protection/safeguarding procedures, child development; detailed knowledge of relevant legislation; acquired through

professional qualification in social work plus minimum 1 year post-qualification




Mental Skills

Analytical, planning skills for identification and assessment of children and young people referred to CAMHS; assessing, reviewing social care needs, planning

care across range of cases




Communicate internally/externally with children & young people, families, carers,

other professionals, provide advice, develop relationships, advocacy, conflict

resolution skills



5 (a) (b) 65



precision 2 26


Allocated caseload, work with children, young people, families, make

assessments on own and with other members of multi-disciplinary team,

assessment & appropriate management of risk



4 52






3 (c) 30

Emotional Demands Circumstances, behaviour of children and young people, families, carers –

range of situations


5 50


Identification, assessments of needs, ensure delivery of agreed programme of

care, review




4 (a) 52


May supervise students, trainees, less experienced team members, support

staff


1 2

13

26




1 13




processing …..information

2 (a)

26

Working Conditions



convention



2 3

20

30

Total 530-553

178

Role Title

Social Worker Child and Adolescent Mental Health 2: GLPC JES




People



1

2.1

16

28




guidelines 4 64


Communicate internally/externally with service users/ children & young people, carers, other

professionals, provide advice, develop relationships, advocacy

skills




5 92






3 52



management of risk, ensure delivery of agreed programme of

care, review


3 36







2*

3*

16

24


Working Conditions



convention


2 3

12

18

Work Context



convention


3 4

24 32

Knowledge & Skills

Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation; acquired through





5 176

Total 504- 538

179

Role Title

Social Worker Child and Adolescent Mental Health EVALUATION 3: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation and its application; acquired through professional qualification in

social work plus minimum of 1 year supervised experience in relevant field

E






3

KNOW HOW 230



D

Thinking Challenge



complex cases

3+




D

Nature of Impact No budgetary responsibility 0



D+

ACCOUNTABILITY 87

A1

Profile 393

Total- above


Working Environment



8

TOTAL 401

180

SOCIAL WORKER SPECIALIST PROFILES SOCIAL WORKER, YOUTH OFFENDING TEAM/ SERVICE TYPICALLY REPORTS TO: Senior Practitioner, Team Manager (YOT/YOS) or equivalent JOB OVERVIEW This is the experienced practitioner role, expected to undertake cases independently and demonstrating an ability to adapt the approach from first principles to deal with more complex or unusual cases, assessing and managing risks appropriately. JOB STATEMENT

1. Undertake assessments and engage in multi-disciplinary assessments of children and young people who

offend or are at risk of offending, using appropriate assessment tools.

2. Prepare Pre-Sentence Reports (PSRs) and other reports on children and young people, in line with National

Standards, as required by courts and other agencies.

3. Undertake pre- and post-sentence planned interventions across the range of YOT/YOS statutory casework,

including interventions for persistent offenders or where offending is of a violent or sexual nature.

4. Undertake case manager role to ensure the provision of statutory supervision, in accordance with National

Standards, for children and young people subject to community penalties and following release from a

Detention and Training Order; ensure, where appropriate, that effective and efficient enforcement action is

taken when the terms of orders are breached.

5. Work in partnership with other agencies, and with parents, relatives and carers, to ensure that the needs of

children and young people who have offended are met.

6. Engage in appropriate work with parents/carers, victims and other relevant parties in the community.

7. Record all assessments, planning and interventions on computerised record systems and in such other forms

as are required locally.

8. Contribute to the review of and development of YOT/YOS practice, policy and systems; and to the positive

promotion of YOT/YOS services to others, including magistrates, colleagues and staff of other agencies.


181

Role Title

Social Worker Youth Offending Team 1: NJC JES



Knowledge

Knowledge of theory and practice of YOT/YOS assessment, planning,

interventions; detailed knowledge of relevant legislation, criminal justice

system, youth justice national standards; acquired through professional qualification in social work plus minimum 1 year post-

qualification training, experience in relevant field



Mental Skills Analytical, planning skills for assessment,

reports, supervision of young offenders and those at risk of offending




Communicate internally/externally with children & young people, parents, carers,

victims, other professionals, provide advice, develop relationships, advocacy, conflict resolution, disengagement skills

Highly developed caring, advisory, guiding…skills in order

to encourage others to adopt particular course of action

5 (a) (c) 65



precision 2 26


Allocated caseload, work with individual children and young people, make

assessments on own



4 52




mental attention for interviews, report writing


3 (c) 30

Emotional Demands

Circumstances, behaviour of clients, parents, carers – range of situations


5 50


Investigations, assessments of needs, assessment & appropriate management of

risk, ensure delivery of agreed interventions, review




4 (a) 52




1 2

13

26


Resources



1 13


Resources




Working Conditions

Regular visits to clients‟ homes, care establishments, young offenders

institutions Assessment depends on actual frequency

and/or relevant local convention



2 3

20

30

Total 530- 553

182

Role Title

Social Worker Youth Offending Team 2: GLPC JES




People



1

2.1

16

28


Assesses needs, risks of offending, options; develops supervision plans

Creativity & innovation essential….exercised within

general guidelines 4 64


Communicate internally/externally with children & young people, parents, carers, victims, other professionals, provide advice,

develop relationships


support, tact, persuasion, sensitivity…material effect

including care on person…contacted

5 92





3 52



management of risk, Pre Sentence Report recommendations, ensure delivery of agreed programme of

care, review


3 36






Work subject to interruption….but not involving change to

programme Work subject to deadlines

involving changing problems, circumstances

2*

3*

16

24


effort 1 6

Working Conditions

Regular visits to clients‟ homes, care establishments, young offenders‟

institutions Assessment depends on actual frequency and/or relevant local

convention


2 3

12

18

Work Context



convention

Moderate/ substantial risk……arising from

…public/clients

3 4

24 32

Knowledge & Skills


knowledge of relevant legislation, youth justice national standards;

acquired through professional qualification in social work plus minimum of 1 year supervised




5 176

Total 504-538


183

Role Title

Social Worker Youth Offending Team EVALUATION 3: HAY JES




Knowledge of theory and practice of care assessment, planning; detailed knowledge of relevant legislation, youth justice national standards and their application; acquired

through professional qualification in social work plus minimum of 1 year supervised experience in relevant field

E





provide advice, develop relationships, persuasive skills, advocacy skills, disengagement skills

3

KNOW HOW 230



D

Thinking Challenge



complex cases

3+




D

Nature of Impact No budgetary responsibility 0



D+

ACCOUNTABILITY 87

A1

Profile 393

Total- above


Working Environment

Regular visits to clients‟ homes, care establishments, young offenders‟ institutions

2 8


8

TOTAL 401

184

SOCIAL WORKER SPECIALIST PROFILES PROFILE LABEL: SOCIAL WORKER, APPROVED MENTAL HEALTH PROFESSIONAL OTHER JOB TITLES: Approved Social Worker TYPICALLY REPORTS TO: Team Manager or Health Service equivalent JOB OVERVIEW This is an experienced practitioner role with additional training and responsibilities in the specific field of mental health, including the assessment and appropriate management of risk. JOB STATEMENT

1. Perform the duties of an Approved Mental Health Practitioner (AMHP) as set out in the Mental Health Acts,

1983 and 2007 and in accordance with local authority policies and procedures: participate in AMHP rota.

2. Respond to all statutory requests under the Mental Health Act, 1983; to take other necessary statutory or

other action in relation to the liberty or safety of service users, including in emergency situations, and liaising

with other agencies, as necessary, in carrying out such duties.

3. Arrange and co-ordinate the process of assessments under the Mental Health Act, 1983, adhering to

legislative requirements and Codes of Practice, including applications for detention in hospital or for

guardianship, taking into account wishes of patient, relatives and other involved professionals.

4. Agree or not the making of Community Treatment Orders (CTO); their extension, conditions and revocation:

undertake mental capacity assessments.

5. Apply to a court for a warrant to enter specific premises and remove a patient, if necessary, to a hospital or

other place of safety for an assessment to be made.


7. Responsible for initial and ongoing assessments, planning, implementing and evaluating integrated packages

of care for own caseload of people with complex mental health needs.

8. As care co-ordinator and in accordance with the Community Care Act, 1990, arrange or purchase services

provided by in-house or other agencies to achieve planned outcomes.

9. Provide information, education and support for family members, carers and other professionals.

10. Participate with other members of the team, which may be a multi-disciplinary one, in the development of

services, policies and procedures.

11. Provide day to day advice and support to less experienced staff and students from multi-disciplinary

backgrounds allocated to the team.

12. May act as practice teacher/ supervisor for students in professional training.



185

Role Title

Social Worker Approved Mental Health Professional EVALUATION 1: NJC JES



Knowledge

In-depth knowledge of theory and practice of care assessment, planning for those with mental health conditions; in-depth

knowledge of relevant legislation; acquired through professional qualification in social

work, training for AMHP warrant, post qualification experience in relevant field


a specialist area plus detailed knowledge of associated

policies…..

7 142

Mental Skills Analytical, planning skills for assessing, reviewing needs, planning care across

range of cases




Skills for gathering information from range of verbal sources, challenging or

negotiating with others involved in care of patient, assessing, counselling service

users and carers, making legal representations, giving evidence in court or

tribunal

Very highly developed caring skills in order to meet exceptionally

demanding needs of clients; very highly developed counselling skills

to convince others to adopt courses of action they might not

otherwise wish to take

6 (a) (b) 78



precision 2 26


Responds to statutory MHA requests, take appropriate actions



issues

5 65



1 10


mental attention for interviews, report writing; interruptions for MHA actions

Lengthy periods of concentrated mental attention, high levels of

work related pressure 4 (d) 40

Emotional Demands Circumstances, behaviour of clients with

complex mental health problems, families, carers – MHA duties


5 50


Investigations, assessments of needs for those with complex mental health

problems; assessment & appropriate management of risk, ensure delivery of

agreed programme of care, review



implementation of appropriate programmes of care for those

reliant on jobholder

5 65


Supervision of students, less experienced SWs, support staff; may act as practice

teacher

Some/considerable direct responsibility for supervision…

2 3

26

39




1 13



Specified responsibility for commissioning care packages for clients


processing …..information Ordering a range of supplies

2 (a)

3 (e)

26

39


establishments

Regular exposure to disagreeable, unpleasant environmental, people

related conditions 3 30

Total 623- 649

186

Role Title

Social Worker Approved Mental Health Professional EVALUATION 2: GLPC JES




People

Supervision of students, less experienced SWs, support staff


2.1 28




guidelines 4 64


Skills for gathering information from range of verbal sources, challenging or negotiating with others involved in

care of patient, assessing, counselling service users and

carers, making legal representations, giving evidence in

court or tribunal




6 110


Allocated caseload, work with clients, make assessments on own,

within departmental policies, procedures



3 52




review


3 36




Work Demands

Mental attention for interviews, report writing, chairing meetings,

staff supervision; conflicting priorities

Work ....involving changing problems, circumstances, demand Work subject to deadlines involving frequently changing circumstances,


3*

4*

24

32


effort 1 6

Working Conditions



convention


2 3

12

18



4 32

Knowledge & Skills

In-depth knowledge of theory and practice of care assessment, planning for those with mental

health conditions; in-depth knowledge of relevant legislation;

acquired through professional qualification in social work, training for AMHP warrant, post qualification




6 208

Total 582- 596


187

Role Title

Social Worker Approved Mental Health Professional 3: HAY JES




In-depth knowledge of theory and practice of care assessment, planning for those with mental health conditions; in-depth

knowledge of relevant legislation; acquired through professional qualification in social work, training for AMHP warrant, post

qualification experience in relevant field

E+



I


Skills for gathering information from range of verbal sources, challenging or negotiating with others involved in care of patient, assessing, counselling service users and carers, making legal representations, giving evidence in court or

tribunal

3

KNOW HOW 264


Allocated caseload, work with clients, make assessments on own, report to Team Manager, work with health service

professionals D

Thinking Challenge Assessing, reviewing needs, assessment & appropriate

management of risk, planning care across range of cases 3+

PROBLEM SOLVING

33% 87

Freedom to Act Allocated caseload, work with clients, make assessments on

own, report to Team Manager, work with health service professionals

D


Area of Impact

Investigations, assessments of needs for those with complex mental health problems, assessment & appropriate

management of risk; ensure delivery of agreed programme of care, review

D+

ACCOUNTABILITY 87

Profile 438

Total- above


Working Environment



8

TOTAL 446

188

SOCIAL WORKER SPECIALIST PROFILES PROFILE LABEL: SOCIAL WORKER DUTY/INTAKE OTHER JOB TITLES: Senior Practitioner (Assessment), Principal Practitioner, Senior Practitioner (Emergency Duty Team) JOB OVERVIEW This is an experienced practitioner role with additional responsibilities for making initial assessments on referral, initiating statutory or other actions where required and assessing and managing risks appropriately. JOB STATEMENT

1. Assess and prioritise incoming referrals, from members of the public or other professionals or services:

formulate an appropriate response and take action to resolve or refer as appropriate.

2. Undertake emergency and other assessments of needs, risks and options for adults/ children and young

people with the most complex/high risk care needs and/or circumstances, in accordance with legislative

requirements, all relevant policies and procedures and agreed performance targets.

3. Intervene in emergency situations to protect vulnerable adults/ children and young people and initiate the

appropriate statutory or other actions required: undertake adult/child protection investigations, as requested.

4. Undertake case management responsibility for a caseload of complex cases, including development of

appropriate packages or programmes of care, working in partnership with individuals, their families, carers,

and with other agencies; undertake ongoing and urgent case reviews, as necessary.

5. Act as a recognised expert within the specialist field and to other duty team members: mentor, provide advice

and support, and as appropriate co-work, in relation to complex cases to other social workers or multi-

disciplinary team members.

6. Undertake or contribute to professional casework supervision of other social workers; provide supervision for

students and trainees, as requested: supervise support staff: may be practice teacher and/or lead staff

development activities.

7. Contribute to development of strategy/services/policies for specialised/ED field.

8. Take the lead in initiating, developing and sustaining internal and external working relationships with other

professionals, partner organisations, external agencies.


local structures.




12. May be required to deputise for Team or other Manager.

189

Role Title

Social Worker Duty/Intake EVALUATION 1: NJC JES



Knowledge In-depth knowledge of theory and practice of care assessment, planning; in-depth knowledge of relevant legislation, statutory frameworks; acquired through professional qualification in social work plus post qualification training/award at higher or advanced level or equivalent expertise and experience in relevant field(s)

Advanced theoretical plus practical and procedural knowledge across a specialist area plus detailed knowledge of organisational policies….

7 142

Mental Skills Analytical skills for initial/ emergency assessments and most complex cases; service/policy development, how best to support to other staff, develop professional skills and expertise of others

Interpret varied, complex information…develop solutions over long term

5 65


Communicate internally/externally with adults/ children & young people, carers in emergency/ most complex cases, other professionals, partner organisations, external agencies; advisory and advocacy skills in relation to clients; chair case conferences, meetings

Very highly developed advisory, guiding…skills in order to encourage others to adopt course of action they would not otherwise take

6 (b) 78

Physical Skills Keyboard skills for reports, notes; may require driving skills

..dexterity….some demand for precision

2 26


Provides source of expertise for duty team and other professionals; report to service/EDT manager or similar

…progress series of activities…frequent decisions…access to supervisor/manager …on policy or resource issues

5 65

Physical Demands No particular physical demands …mainly sedentary…limited requirements for standing, walking, bending, stretching

1 10

Mental Demands Mental attention for initial assessments, interviews, report writing, chairing meetings, staff supervision; conflicting priorities

Lengthy periods of concentrated mental attention; high levels of work related pressure

4 (d) 40

Emotional Demands

Circumstances, behaviour of adults/ children & young people, families with most complex problems – adult/ child protection duties



Investigations, assessments of needs for those with varied/ complex problems across specialist areas; assessment & appropriate management of risk, ensure delivery of agreed programme of care, review

Major direct impact on the well-being of individuals……assessment of complex needs, arranging implementation of appropriate …. care for those reliant on jobholder

5 65


Professional casework supervision of other social workers, students; may deputise for Team Manager

Considerable direct responsibility…supervision/ training

3 39




1 13


Responsible for maintaining, updating case and other records, writing reports Specified responsibility for commissioning care packages for clients

Some direct responsibility…..handling and processing …..information Ordering a range of supplies

2 (a) 3 (e)

26 39

Working Conditions

Regular visits to clients‟ homes, care establishments Assessment depends on actual frequency and/or relevant local convention

Some/considerable exposure to disagreeable, unpleasant environmental, people related conditions

2 3

20 30

Total 639- 662

190

Role Title

Social Worker Duty/Intake 2: GLPC JES




People



2.1 28


Initial, emergency assessments; assesses most complex cases;

service/policy development, how best to support to other staff, develop

professional skills and expertise of others


of fresh, innovatory thinking 5 76



carers, other professionals, provide advice, develop relationships, advocacy

on behalf of clients




6 110





3 52





3 36



Work Demands

Mental attention for interviews, report writing, chairing meetings, staff

supervision; conflicting priorities – emergency assessments

Work subject to deadlines involving frequently changing circumstances,

conflicting priorities 4 32


effort 1 6

Working Conditions



convention


2 3

12

18



4 32

Knowledge & Skills



acquired through professional qualification in social work plus post

qualification training/award at higher or advanced level or equivalent expertise

and experience in relevant field(s)



6 208

Total 602- 608

191

Role Title

Social Worker Duty/Intake 3: HAY JES




In-depth knowledge of theory and practice of care assessment, planning for those with mental health

conditions; in-depth knowledge of relevant legislation; acquired through professional qualification in social work, training and experience in own and related

specialised fields

E+


Allocated caseload, work with clients, make assessments on own. Contributes to development of

strategy/service/policies. I


Skills for gathering information from range of verbal sources, challenging or negotiating with others

involved in care of patient, assessing, counselling service users and carers, making legal

representations, giving evidence in court or tribunal

3

KNOW HOW 264


Allocated caseload, work with clients, make assessments on own, report to Team Manager, work

with health service professionals D

Thinking Challenge Assessing, reviewing needs, assessment &

appropriate management of risk, planning care across range of cases

3+

PROBLEM SOLVING

33% 87


assessments on own, report to Team Manager, work with health service professionals

D


Area of Impact

Investigations, assessments of needs for complex and emergency cases, assessment & appropriate

management of risk; ensure delivery of agreed programme of care, review

D+

ACCOUNTABILITY 87

Profile 438

Total- above


Working Environment



8

TOTAL 446

192

SOCIAL WORKER SPECIALIST PROFILES PROFILE LABEL: SOCIAL WORKER INDEPENDENT REVIEWING OFFICER TYPICALLY REPORTS TO: Team Manager, Service Manager or equivalent JOB OVERVIEW This is an experienced practitioner role with responsibility for providing an independent review of practice, including the assessment and appropriate management of risk, and feedback, in order to ensure that the local authority provides a quality service meeting the individual needs of clients. JOB STATEMENT

1. Monitor individual care plans by checking that they meet the identified needs of the client; provide feedback to

social workers and managers which identifies opportunities for improvement and highlights good practice.

2. Undertake audit activity on a service by service basis to monitor processes and identify opportunities for

improvement to ensure that processes meet the standards required by legislation and government guidance,

departmental policies, council policies, interagency procedures.

3. Collect, collate and analyse information to inform service planning and resource management.

4. Ensure that clients, relatives and carers are appropriately informed of procedures and processes and are

supported and encouraged to make full and active contributions to meetings and case conferences.

5. Promote fair access to services by challenging discrimination and oppression.

6. Provide guidance to internal and external agency workers and to members of the public in relation to service

policies and procedures.

7. Contribute to staff development through activities such as presentations, training sessions, discussion groups,

mentoring.

8. Maintain and update records in accordance with departmental policies; write reports, as required.

193

Role Title

Social Worker Independent Reviewing Officer 1: NJC JES



Knowledge



acquired through professional qualification in social work plus post

qualification training/award at higher or advanced level or equivalent expertise

and experience in relevant field(s)


a specialist area plus detailed knowledge of organisational

policies….

7 142

Mental Skills

Analytical skills for audit activities, monitoring and reviewing care plans

against statutory and other requirements, feedback, how to develop professional

skills and expertise of others


over long term 5 65


Communicate internally/externally with adults/ children & young people,

relatives, carers, other professionals, partner organisations, external agencies;

presentations and training

Highly developed advisory, guiding…skills in order to

encourage others to adopt course of action they might not otherwise

take

5 (b) 65



precision 2 26


Responsible for monitoring and audit activities for service


decisions…access to supervisor/manager …on policy or

resource issues

5 65



1 10

Mental Demands

Mental attention for monitoring, audit activities, interviews, report writing, chairing meetings, staff supervision;



4 (c) 40

Emotional Demands

Circumstances, behaviour of adults/ children & young people, families with complex problems as part of review

process

Regular emotional demands 3 30


Monitoring, review, audit of service processes, including assessment &

appropriate management of risk, influences service and policy

development



implementation of appropriate …. care for those reliant on jobholder

5 65


Undertake regular training, mentoring for other staff

Some direct responsibility…supervision/

training 2 26


Resources



1 13


Resources




Working Conditions

Visits to clients‟ homes, care establishments

Some exposure to disagreeable, unpleasant environmental, people

related conditions

2

20

Total 593

194

Role Title

Social Worker Independent Reviewing Officer 2: GLPC JES




People

Provides regular mentoring, training to other social workers


2.1 28


Monitoring, review, audit, feedback; influence service/policy development,

how best to support to other staff, develop professional skills and

expertise of others

….requires range of imaginative solutions or responses…application of

fresh, innovatory thinking 5 76



agencies, staff, provide advice, undertake presentations, training

Some matters likely to be contentious or complex requiring support, tact, persuasion, sensitivity…material

effect including care on person…contacted

5 92


Review, audit caseload, make assessments on own, within

departmental policies, procedures



3 52


Monitor, review, assessment & appropriate management of risk, audit, ensure delivery of agreed

programme of care


3 36




Work Demands Mental attention for monitoring & audit

activities, interviews, report writing

Work subject to interruption….but not involving change to programme


2*

3*

16

24



establishments Some exposure to …disagreeable or

difficult surroundings/ conditions

2

12


Moderate risk……arising from …public/clients

3 24

Knowledge & Skills

In-depth knowledge of theory and practice of care assessment,

planning; in-depth knowledge of relevant legislation, statutory

frameworks; acquired through professional qualification in social

work plus post qualification training/award at higher or advanced

level or equivalent expertise and experience in relevant field(s)



6 208

Total 560- 568

195

Role Title

Social Worker Independent Reviewing Officer 3: HAY JES




In-depth knowledge of theory and practice of care assessment in relevant specialist areas; in-depth

knowledge of relevant legislation; acquired through professional qualification in social work, training and

experience in own and related specialised fields

E+


Monitoring and audit caseload, work with clients, make assessments on own

I


Skills for gathering information from range of verbal sources, challenging or negotiating with others involved in

care of client, feedback to staff, presentations, training 3

KNOW HOW 264


Monitoring and audit caseload, work with clients, make assessments on own, report to Service Manager, work

with partner organisations, other agencies. Statutory role in reviewing service delivery

D+

Thinking Challenge Assessing, reviewing, assessment & appropriate

management of risk, audit across wide range of cases 3+

PROBLEM SOLVING

33% 87

Freedom to Act Monitoring and audit caseload, work with clients, make assessments on own, report to Service Manager, work

with partner organisations, other agencies. D+

Nature of Impact Service impact 3

Area of Impact Review and audit activities impact on service provision, policies, assessment & appropriate management of risk

C+

ACCOUNTABILITY 115

Profile A2 466

Total- above


Working Environment

Visits to clients‟ homes, care establishments 1 6


6

TOTAL 472

196

SOCIAL WORKER SPECIALIST PROFILES SOCIAL WORKER TRAINEE (generic) TYPICALLY REPORTS TO: Team Manager, Senior Social Worker, Senior Practitioner, Practice Assessor JOB OVERVIEW Trainee role providing study opportunities across social work fields and relevant work experience. JOB STATEMENT

1. Attend and study for a social work degree awarded by a higher education institution: undertake coursework,

assessed placements, assignments and presentations required by the course.

2. As appropriate, assist in the assessment of service users (adults, children and young people), families, carers

to contribute to the formulation and review of care plans and support packages.

3. Assist in work with individuals, families, carers and communities to help them make informed decisions,




5. Undertake research and investigation to update knowledge of social work practice and developments.

6. Participate in formal supervision sessions, programmes of training and associated work experience for social

work progression.

197

Role Title

Social Worker Trainee EVALUATION 1: NJC JES



Knowledge

Knowledge through experience of working with disadvantaged and/or

vulnerable people; outline knowledge of social work services and systems


4 80

Mental Skills

Skills for undertaking research and updating knowledge; also for

contributing to assessing, reviewing needs, planning care


3 39



provide advice

Caring…..advisory, guiding…skills 3 (a) (d) 39



precision 2 26


Contributes to assessment decisions under supervision

…recognised procedures….unexpected

problems, situations…access to supervisor

3 39



1 10


circumstances; mental attention for interviews, report writing, notes


3 (c) 30



intense emotional demands 4 (a) (b)

40


Assists in investigations, assessments of needs, review

Considerable direct impact……assessment of care

needs, implementation of appropriate programmes of care for those reliant on jobholder for

basic needs

3 (a) 39




1 13




1 13



reports



Working Conditions Visits to clients‟ homes, care

establishments

Some exposure to disagreeable, unpleasant environmental, people

related conditions

2

20

Total 414

198

Role Title

Social Worker Trainee EVALUATION 2: GLPC JES




People




Assists in assessing needs, risks, options; developing care plans

Creativity is feature of job…….exercised within framework of

recognised procedures 3 52



provide advice



4 74

Decisions - Discretion Contributes to assessment decisions under supervision

Work within clearly defined rules & procedures….decisions from range of

established alternatives 2 36


Contributes to investigations, assessments of needs, ensure

delivery of agreed programme of care, review


2 24





report writing, changing priorities Work subject to deadlines involving changing problems, circumstances

3 24


Working Conditions Visits to clients‟ homes, care

establishments Some exposure to …disagreeable or

difficult surroundings/ conditions 2

12


Moderate risk……arising from …public/clients

3 24

Knowledge & Skills

Knowledge through experience of working with disadvantaged and/or

vulnerable people; outline knowledge of social work services

and systems


discipline

4 144

Total 422

199

Role Title

Social Worker Trainee 3: HAY JES




Knowledge through experience of working with disadvantaged and/or vulnerable people; outline knowledge

of social work services and systems D


Assists in developing care plans I-



provide advice 2

KNOW HOW 132


Contributes to assessment decisions under supervision; work with clients on own

C

Thinking Challenge Skills for research, updating, assisting in assessing,

reviewing needs, planning care across range of cases 2


Freedom to Act Contributes to assessment decisions under supervision;

work within clear statutory and procedural framework C


Area of Impact Investigations, assessments of needs, ensure delivery of


C

ACCOUNTABILITY 38

Profile 195

Total- above


Working Environment

Visits to clients‟ homes, care establishments 1 6


6

TOTAL 201

200

Role Title

Principal Social Worker


1. Advise on the strategic direction and development of social care services 2. Provide leadership, direction and management to multi-disciplinary teams 3. Provide advice and guidance on highly complex social work cases

4. Champion good social work practice



Knowledge

Detailed knowledge of the breadth of social work theories and practices and

legislation required for the most complex cases; knowledge of the practices, procedures and policies of external

agencies such as emergency services. Degree, professional qualification, higher

specialist post qualification award, advanced practitioner accreditation and

extensive experience


knowledge of associated organisational policies, practices and procedures for that and other

related specialist areas.

8 163

Mental Skills

Long term planning including resource allocation; advice on the management of complex social care cases; lead on the redesign of the social care workforce and the development of good practice

Analytical and judgemental or creative and development skills to analyse and interpret varied and

complex information or situations; produce solutions or strategies over

the long term

5 65

Long term planning including resource allocation; advice on the management of highly complex social care cases; lead

on the redesign of the social care workforce and the development of good

practice

Analytical and judgemental or creative and development skills to analyse and interpret very varied

and complex information or situations; produce solutions or

strategies over the long term

6 78


Skills

Provide critical challenge and expert professional opinion in formal settings. Overcome resistance to change and persuade others to adopt courses of

action that challenge established practice.

Very highly developed influencing, counselling, negotiating and

persuasive skills or advocacy to convince others to adopt policies

and course of action they might not otherwise wish to take; exchanging orally and in writing wide ranging

complex and contentious information

6bc 78

Physical Skills Use of computer skills to input case

notes Dexterity, co-ordination or sensory skills; some demand for precision

2 26


Develop innovative practices for multidisciplinary teams; take the lead in

initiating, developing and sustaining internal and external working

relationships.

Working within broad practice or guidelines using discretion and

initiative over a broad area of activity 6 78


walking, bending or stretching 1 10

Mental Demands

Concentration for analysing statistics and identifying social work trends,

development of business plans and detailed report writing; conflicting

demands


mental attention 4a 40

Emotional Demands

Provide advice on subject matter which is distressing and disturbing

Occasional intense emotional demands

4b 40

201


Lead in an area of expert practice. Develop policies and procedures for

social care, which will have a significant impact on practices.

Major responsibility for the development of policies and

procedures in relation to a service area; significant impact

5 65

Leadership of service improvement within relevant social work discipline.

Undertake service re-design, ensuring good practice is translated into more effective ways of working, supporting

appropriate, consistent and defendable decision marking across teams and embedding learning and a culture of

continuous professional improvement

Very major responsibility for the development of policies and

procedures in relation to one or more service areas; major impact

6 78


Lead on workforce training and development and professional standards

Major direct responsibility for the management, direction co-ordination

and development of significant numbers in several geographically

dispersed workplaces

5 65


Resources

Hold staffing budget and delegated service budget; set and monitor a budget


equivalent income 3b 39

Hold staffing budget and delegated

service budget; set and monitor a budget

Accountable for large expenditures from agreed budget or equivalent

income 4b 52


Resources Manage data

Handing and processing of manual or computerised information

2a 26

Working Conditions

Some exposure to aggression when working in the field

Some to disagreeable, unpleasant people related behaviour

2 20

Total 715/741

202

SCHOOL SUPPORT STAFF ADMINISTRATION AND

MANAGEMENT PROFILES

203

Role Title

Administration 1


To provide general clerical or administrative support to the school under the direction or instruction of senior staff.

Responsibilities

Key duties:

Provide administrative support e.g. photocopying, filing, faxing, emailing, completion of routine forms, school meals. This could be directly supporting the Head teacher

1. Update manual and computerised records/management information systems.

Individuals in this role may also undertake some or all of the following:

1. Undertake reception duties, act as first point of contact in response to telephone and face-to-face

enquiries, sign in visitors

2. Open, sort and distribute incoming mail and post outgoing mail

3. First point of contact for sick pupils, liaise with parents / carers / staff

4. Assist with arrangements for visits, for example by school nurse, photographer

5. Ensure collection of attendance registers

6. Arrange orderly and secure storage of supplies.

7. Occasionally handle cash e.g. for school visits, dinner money Indicative knowledge, skills and experience

Some knowledge of administration and office systems.

NVQ 2 or equivalent

NJC Job Evaluation Assessment

Factor Relevant Job Information JE

Level Score

Knowledge Requires knowledge of a range of administrative support tasks and

office and related school procedures and systems equivalent to national qualifications level 2

2 40

Mental Skills Problems are normally routine requiring straightforward solutions;

more difficult problems are referred to others. 1 13


Skills

Communicates with other school staff and teachers, senior leadership team, pupils, parents / carers, suppliers, visitors.

2 26

Physical Skills Standard keyboard skills, use of office equipment 2 26


Follows instructions or set routines. Decisions relate to own daily workload.

1 13

Physical Demands Requires normal physical effort, with a mixture of sitting, walking

and carrying minor loads. 1 10

Mental demands Concentration for undertaking administrative tasks 1 10

Emotional Demands Exposure to emotionally demanding situations is infrequent. 1 10

Responsibility for People wellbeing

Provides administrative support services 1

13/26 Contact with pupils, parents and carers and outside agencies entering the office and may assist with the welfare and care of sick pupils.

2


May demonstrate administrative duties to new or less experienced staff.

1 13


Resources May handle small amounts of cash 1 13

Responsibility for Physical, and Information Resources

Responsible for the maintenance and updating of records; may select, order and store supplies within a limited range.

2(a) 26

Working Conditions

Work is normally carried out in an office environment. 1 10

Total 223-236

204

Role Title

Administration 2


To provide specific clerical and administrative or financial functions for the school under the direction or instruction

of senior staff.

Responsibilities

Key duties:

1. Provide general clerical support including clerical processes, word processing, IT based tasks requiring

knowledge of various ICT packages and operation of office equipment

2. Produce lists, information and data as requested by senior staff or external agencies (e.g. standard/statutory returns)

3. Maintain manual and computerised records and management information systems.


1. Deal with enquiries either by telephone or face-to-face and sign in visitors

2. First point of contact for sick pupils, liaise with parents / carers/staff

3. Assist with arrangements for school visits and events

4. Maintain stocks and supplies, selling and distributing as required

5. Undertake general financial administration such as processing orders, collecting monies and undertake basic

book keeping, such as for petty cash

6. Provide administrative support for meetings and take notes at meetings

7. Assist with the administration of school lettings and other uses of school.


General clerical, administrative and financial work, as appropriate.

Working at or towards national occupational standards (NOS) in business and administration level 2 and

knowledge / skills equivalent to current national qualifications level 2


Factor Relevant Job Information JE Level Score

Knowledge Requires knowledge of procedures for a range of administrative activities

including knowledge of various IT packages equivalent to national qualifications level 2 plus operational experience of administrative systems.

3 60

Mental Skills Assesses and resolves day to day problems, such as completing statutory

returns, book-keeping or school publications issues. 2 26


Communicates with other school staff and teachers, senior leadership team, pupils, parents / carers, suppliers, visitors.

2 26

Physical Skills Standard keyboard skills 2

26/39 Most tasks require keyboard skills used with precision and speed 3


Makes decisions about own administrative work. Decision- making is short term; more complex decisions are referred to senior staff.

2 26

Physical Demands Requires normal physical effort, with a mixture of sitting, walking and

carrying minor loads. 1 10

Mental demands Concentration for administrative tasks including data collection. Work may

be interrupted. 2 20


Responsibility for People Wellbeing

Provides administrative support services 1

13/26 Contact with pupils, parents and carers and outside agencies entering the office and may assist with the welfare and care of sick pupils.

2


May demonstrate administrative duties to new or less experienced staff. 1 13


May handle small amounts of cash (e.g. dinner money, school visits) 1

13/26 Regularly handles cash, cash equivalents e.g. dinner monies, school visits, undertakes financial administration

2

Responsibility for Physical, and

Information Resources

Responsible for the maintenance and updating of records. Responsible for the selection, ordering and storage of supplies, within a

limited range. 2 26

Working Conditions Work is normally carried out in an office environment. 1 10

TOTAL 279-318

205

Role Title

Administration 3


To provide administrative and organisational services to the school under the management and guidance of senior

staff.

Responsibilities

Key duties:

1. Provide administrative, and organisational services to the school 2. Liaise with pupils, parents/carers 3. Liaise with other staff and external agencies 4. Analyse and evaluate data and information and run reports

5. Undertake word-processing and IT based tasks including operation of relevant equipment and

advanced ICT packages 6. Organise meetings and take notes

7. Process forms, returns, etc., including those to outside agencies

8. Contribute to the planning and development of administrative procedures and systems.

9. Allocate work to administrative staff at lower levels on a regular basis.

10. Demonstration of tasks to more junior colleagues on a regular basis


1. Respond to reception and visitor enquiries 2. Organise arrangements for school visits and events 3. Monitor pupil attendance and run reports 4. Undertake personnel administration, such as CRB checks. 5. Monitor and manage a limited range of stock within an agreed budget.

6. Assist with producing marketing and promotion material for the school


Experience of development, management and operation of administrative systems.

Working at or towards national occupational standards (NOS) in business and administration

and knowledge / skills equivalent to current national qualifications level 3.



Knowledge Knowledge for implementing a range of administrative procedures, including use of relevant ICT packages and systems. Knowledge

and skills equivalent to national qualifications level 3. 3 60

Mental Skills Carries out a variety of tasks within set frameworks; requires creative skills for e.g. developing administrative procedures.

Analytical skills for monitoring and analysis of information and data. 3 39

Interpersonal and

Communication Skills

Communicates with staff, pupils and external agencies, such as suppliers, dealing with a range of issues

3 39

Physical Skills

Most tasks require keyboard skills used with precision and speed 3 39


Works within clear guidelines, but deals with unexpected problems.

Involved in decision-making and planning of the administrative service but has access to a supervisor for more difficult issues.

3 39

Physical Demands

Requires normal physical effort, with a mixture of sitting, walking

and carrying minor loads.

1 10

206

Mental Demands

Concentration for administrative tasks; work is regularly interrupted.

2 20

Emotional Demands

Exposure to emotionally demanding situations is infrequent. 1 10


Has contact with pupils, parents and carers and outside agencies

entering the office and may assist with the welfare and care of sick pupils.

2 26

Responsibility for

Supervision

Regular day-to-day allocation of work to others, requiring occasional supervisory responsibility

2 26


May handle small amounts of cash (e.g. dinner money, school

visits) 1

13/26

Regularly handles cash, cash equivalents e.g. dinner monies, school visits.

2

Responsibility for

Physical, and Information Resources

Responsible for the maintenance and updating of records systems

2 26

Working Conditions

Work is normally carried out in an office environment. 1 10

357-370

207

Role Title

Administration 4


To manage the administrative and/or finance function within a school.

Responsibilities

Key duties: 1. Plan, develop, organise and monitor support systems, and procedures 2. Contribute to the development of administration policies 3. Provide support, advice and guidance on administrative issues to senior staff, governing body and others 4. Liaise with other staff, pupils, parents/carers and external agencies 5. Develop and maintain recording and information systems, including personnel staff. 6. Undertake analysis and interpretation of data, and produce detailed reports and complex information 7. Operates bespoke school information management systems 8. Responsible for completion and submission of forms, returns etc., including those to outside agencies 9. Produce, and respond to, correspondence 10. Monitor school budgets Individuals in this role may also undertake some or all of the following: 1. Manage the school‟s financial processes and budgets 2. Allocate work to administration staff 3. Manage / supervise administrative staff 4. Monitor service contracts, school licences and insurance 5. Contribute to marketing and promotion of the school 6. Manage lettings and the use of premises for the use of outside organisations and local community. 7. Coordinate, purchase, repair and maintenance of furniture and fittings. 8. Responsible for effective operation of payroll system


o Knowledge and experience of relevant administrative systems and specialist ICT packages.

o Working at or towards national occupational standards (NOS) in business and administration and knowledge / skills equivalent to current national qualifications Level 4.


Factor Relevant Job Information JE Level

Score

Knowledge

Knowledge for developing and management of relevant administrative/financial procedures, including use of relevant ICT packages and systems, and knowledge of administration policies

and procedures, acquired through experience over a period of time and across a range of activities equivalent to national qualifications level 4.

4 80

Mental Skills Carries out a variety of tasks within set frameworks; requires creative skills for e.g. developing administrative procedures. Analytical skills for interpreting data and complex information

3 39


Communicates with staff, pupils and external agencies, such as suppliers, dealing with a range of issues.

3

39/52 Communicates with staff, pupils, parents/carers, governors, suppliers and a range of other external contacts: responds to a range of

difficult issues. Skills for contract negotiation, managements and motivation of other administrative staff.

4 (b) and (c)

Physical Skills Most tasks require keyboard skills used with precision and speed 3 39


Makes decisions on issues where there is no clear process and job holder responds independently. Manages administrative support

services. 4 52



1 10

208

Mental Demands Concentration for complex administrative and financial tasks. Has

work related pressures through deadlines and interruptions 3 30

Emotional Demands . Exposure to emotionally demanding situations is infrequent. 1 10


Has contact with pupils, parents and carers and outside agencies entering the office and may assist with the welfare and care of sick

pupils. 2 26


May demonstrate administrative duties to new or less experienced staff. 1

13/39 Regular day-to-day allocation of work to others, requiring occasional supervisory responsibility

2

Line management responsibility for administrative staff 3


Regular cash handling accountable for small expenditures 2(a) 26/39

Manages and monitors school financial processes and budgets 3(a)



Advisory responsibilities in relations to administrative services including planning, developing and mentoring the support systems and

procedures. Develops and maintains recording and information systems. 3 39

Working Conditions Work is normally carried out in an office environment. 1 10

TOTAL 426-478

209

Role Title

Finance 1


To provide general finance administrative support to facilitate the efficient and effective use of the school‟s budget.

Responsibilities

Key duties:

1. Place and process orders and invoices

2. Check incoming stock deliveries and arrange for distribution and storage

3. Arrange payment of invoices for stocks, including checking supplier statements

4. Maintain records of free school meals and undertake related financial administration, such as catering returns

5. Responsible for petty cash and banking of cash

6. Enter income and expenditure on the finance system.


1. Receive and record monies from pupils and parents / carers relating for example to school visits,

uniform sales and photographs

2. Undertake other administrative support duties, such as reception duties

3. Collate VAT returns and payments.


Working at or towards relevant Business and Administration national occupational standards (NOS) that underpin

qualifications at Level 2.



Knowledge Knowledge of procedures for updating finance systems,

processing orders and invoices, school financial processes equivalent to national qualifications level 2.

2 40

Mental Skills Routine decisions on finance and administrative tasks (such as

making payments and financial entries).

1 13


Communicates orally routine information internally. 1

13/26 Communicates basic financial information to teachers, other

staff and external suppliers.

2

Physical Skills Keyboard skills for data entry, precision required. 3 39

Initiative & Independence Follows detailed instructions/set procedures; supervised by

more senior finance staff

1 13



1 10

Mental Demands Concentration for financial processing tasks; Administrative work

is occasionally interrupted.

2 20

Emotional Demands Exposure to emotionally demanding situations is rare. 1 10


Contact is generally incidental to the main job duties 1 13


May demonstrate own duties to new or less experienced staff. 1 13


Responsible for the maintenance and updating of financial records; handling cash (e.g. dinner money, school visits).

2(a) 26

Resources

Responsibility for Physical and

Information, Resources Responsible for maintaining school financial records 2(a) 26

Working Conditions Work normally carried out in an office environment. 1

10

TOTAL 246-259

210

Role Title

Finance 2


To undertake specific finance support responsibilities to ensure the efficient and effective use of the school‟s budget.

Responsibilities

Key duties:

1. Undertake a range of financial procedures, including placing orders, invoicing, preparation of cheques,

banking cash, issuing receipts and dealing with supplier issues

2. Monitor monthly budgets and highlights/flags senior staff on variances

3. Produce a range of financial information financial and data for the senior leadership team

4. Receive and record monies from pupils and parents / carers 5. Undertake reconciliations, for example of bank accounts and petty cash and of the purchase ledger control

account. Individuals in this role may also undertake some or all of the following:

1. Undertake other support duties such as reception, dealing with correspondence, filing and word processing

2. Process travel and subsistence claims

3. Assist with school lettings.


General experience of working in a finance role.

Working at or towards national occupational standards (NOS) for accountancy and finance and knowledge/skills equivalent to current national qualifications Level 3.



Knowledge Knowledge of a range of financial procedures, including order

and invoice processing, bank reconciliations, financial reports and account monitoring equivalent to national qualifications level 3.

3 60

Mental Skills Resolves financial queries e.g. over order processing,

financial records issues. 2 26


Communicates basic financial information to teachers, other staff and external suppliers.

2 26

Physical Skills Keyboard skills, applied with precision and speed 3 39


Works from instructions but makes decisions, such as resolving basic supplier issues; serious issues e.g. significant

budget variances referred to more senior staff. 2 26

Physical Demands Requires normal physical effort, with a mixture of sitting,

walking and carrying minor loads. 1 10

Mental Demands Concentration required for financial processing tasks.

Administrative work is occasionally interrupted. 2 20





May demonstrate own duties to new or less experienced staff 1 13


Responsible for the maintenance and updating of financial records. Provides factual advice and guidance on school financial procedures

2 (b) 26


Information, Resources

Responsible for processing financial information and maintaining school records.

2 (a) 26

Working Conditions Work normally carried out in an office environment. 1 10

Total 305

211

Role Title

Finance 3


To provide a full range of finance administrative support to the school.

Responsibilities

Key duties:

1. Assist with the design and implementation of the school‟s financial procedures and systems 2. Assist with the preparation/prepare the draft annual budget and financial plans 3. Maintain the school‟s accounting systems 4. Undertake detailed monitoring of monthly expenditure, advising on the reason for an implication of

variances and any recommendations 5. Produce financial analysis and reports, including liaising and reporting to the Local Authority 6. Manage petty cash and ensure appropriate use of the school‟s bank accounts 7. Process orders and approve payments ensuring correct financial control is applied 8. Reconcile accounts 9. Responsible for adherence to financial regulations and audit requirements and advising on the application of

these.

Individuals in this role may also undertake some or all of the following: 1. Undertake day-to-day supervision of more junior finance staff 2. Undertake administrative duties, such as reception, filing, and document preparation.


Experience of working in a finance role. Working at or towards national occupational standards (NOS) accountancy and finance and knowledge / skills equivalent to current national qualifications Level 4.



Knowledge

Requires knowledge of accounting and financial procedures sufficient to be able to maintain accounts, produce financial

reports, advise on variances equivalent to national qualifications level 4.

4 80

Mental Skills

Contributes to design and implementation of financial procedures; carries out of tasks, requiring analytical skills such as processing orders and payments, financial monitoring and

reporting, assisting with budget preparation.

3 39


Communicates a range of financial information both verbally and in writing with the senior leadership team and other staff.

3(d) 39

Physical Skills Keyboard skills applied with precision and speed 3 39


Responsibility for specified administrative duties requiring a degree of initiative.

3 39



Mental Demands Concentration for medium periods for reconciliation of accounts. 3(c) 30





May demonstrate own duties to new or less experienced staff. 1

13/26/39 Some day-to-day allocation of work to others, requiring occasional supervisory responsibility

2

Regular supervisory responsibility for more junior finance staff. 3

212


Responsible for the maintenance and updating of financial records. Manage petty cash and assure appropriate use of the schools

bank account. Advise in relation to internal financial procedures. 3(a) 39



Responsible for maintenance of schools financial procedures and systems

3(a) 39


400 - 426

213

Role Title

Finance 4


To manage the school‟s finance systems and finance team.

Responsibilities

Key duties: 1. Oversee, develop and implement financial procedures and oversee all financial transactions/activity within the

school (e.g. requisitions and/orders, invoicing, banking and cash and accounting entries) 2. Work with the Head teacher / senior staff to prepare the annual budgets and undertake financial planning 3. Ensure adherence to financial regulations and provide advice on these to other staff and the senior leadership

team 4. Manage the financial management system 5. Undertake financial analysis on current and future variations in income, expenditure and trends to inform school-

wide decision-making 6. Responsible for producing annual and statutory returns 7. Manage procurement within the school, including contract management and compliance to contractual conditions 8. Manage all budgets, prepare regular management accounts, undertake variance analyses and provide advice on

options to improve over-under spends 9. Line manages the finance team. Individuals in this role may also undertake some or all of the following: 1. Assist with funding/grant submissions 2. Manage stocks of supplies and consumables 3. Deal with VAT returns and liabilities 4. Maximise funding for the school through identifying income streams (e.g. Extended Services partnerships).


o Significant experience of working in a finance role.

o Working at or towards national occupational standards (NOS) for accountancy and finance and knowledge/skills

equivalent to current national qualifications Level 5.


Factor Relevant Job Information Score

Knowledge Knowledge of financial management regulations, procedures and

practices, development and implementation of financial systems and procedures equivalent to current national qualifications level 5.

5 100

Mental Skills Develops and implements financial procedures; requires skills to analyse and interpret detailed and complex financial information.

4 52


Exchange of information both verbally and in writing with the senior leadership team, other staff, pupils, parents / carers

3

39/52 Manages relationships with external suppliers and bodies such as the

local authority, auditors 4

Physical Skills Tasks requiring keyboard skills, used with precision and speed 3 39


Makes decisions on issues where there is no clear process and job holder responds independently. Manages financial support.

4 52



Mental Demands Concentration for lengthy periods for processing and reconciliation of

accounts. Pressure of deadlines. 4 (c) and

(d) 40





Supervisory responsibility for a small team of finance staff. 3 39


Responsible for providing advice on external financial regulations. Shared responsibility for development of financial policies and procedures. Responsible for finance administration for school

Makes decisions / recommendations that can affect whole school policies, resources or outcomes (such as budget setting). Such decisions have a significant direct impact on service provision.

4(a) 52



Responsible for financial administration system for school, manage procurement.

4(a) and (d)

52


508-521

214

Role Title

Business Management 1


Responsible for the planning, development, and delivery of the support function for the school.

Responsibilities

Key duties: 1. Responsible for business and financial management of school resources

2. Manage the schools support function through planning, developing, designing and monitoring support

systems and procedures which may include finance, HR and facilities management.

3. Contribute to the development of training programmes/learning opportunities and mentoring for support staff.

4. Assist the Head teacher and governing body with income generation activities and in promoting and

marketing the school

5. Arrange provision, analysis and evaluation of data and detailed reports and information to the senior

leadership team, the Governing Body and outside agencies

6. Manage the procurement process, including securing appropriate service contracts, licences and

insurance.

7. Contribute to the development of policies for school support function.

Individuals in this role may also undertake some or all of the following: 1. Management of facilities, including premises, lettings and liaising with external contractors

2. Prepare and submit bids for funding from outside agencies under the direction of the Head teacher

3. Be responsible for health and safety issues within the school and how they impact on pupils, staff and

visitors to the school.

4. Line manage teaching assistants and other support staff


Significant experience in administrative / finance roles. Working at or towards national occupational standards (NOS) in business and administration and

knowledge / skills equivalent to current national qualifications level 4 or having or willing to work towards the Certificate of School Business Management (CSBM).



Knowledge

Knowledge of business and administration management, across a range of activities, such as finance, procurement, administration and staff

management, acquired through experience. Equivalent to national qualifications level 4 or certificate of School Business Management

4 80

Mental Skills Analytical skills for business and financial management of school

resources over the medium term, involving a range of complex issues, situations and problems.

4 52


Skills

Requires skills for the motivation of staff, negotiations with suppliers, advice to the governing body and liaising with external bodies; deals with

sensitive issues e.g. contracts, HR.

4 (b)(c) and (d)

52

Physical Skills Standard keyboard skills 2 26


Contributes to policies and initiatives and makes budget recommendations with implications for the whole school. Manages school

support staff making decisions in relation to the delivery of a range of functions.

4 52



Mental demands Medium periods of concentration for meetings, reports, analysis;

Management work may be interrupted and this may require a switch from one activity to another.

3(c) 30



Contributes to the development of policies for management of school support function for benefit of pupils.

3 39

215


Supervision of support staff 3 39/52

Line management responsibility for support staff groups 4


Budget management and income generation responsibilities 4(a) 52


Manage the procurement process, may prepare and submit bids for funding.

4(e) 52


TOTAL 504- 517

216

Role Title



Responsible for the planning, development, and delivery of support function within a school or cluster of small schools; member of the senior management team.

Responsibilities

Key duties: 1. Business and financial management of school resources including budget / financial planning and advice to the

senior leadership team, governing body and external agencies

2. Manage the school‟s support functions

3. Line management of school support staff including recruitment, induction, performance management, training and

mentoring systems for support staff.

4. Develop appropriate policies relevant to school support functions

5. Negotiate, manage and monitor licences, insurances and contracts on behalf of the school

6. Develop income generating activities including preparation of and submission of bids for funding to external

agencies.

7. Responsible for the development of the marketing strategy for the school.

8. Responsible for the overall equipment ordering process.

Individuals in this role may also undertake some or all of the following: 1. Manage the delivery of extended services activities

2. Management of facilities, including premises, lettings and liaising with external contractors

3. Be the health and safety manager for the school.


o Significant experience in administrative / finance roles.

o Working at or towards national occupational standards (NOS) in business and administration and

o knowledge / skills equivalent to current national qualifications level 5 or having or willing to work towards

the Diploma of School Business Management (DSBM).



Knowledge

Specialist knowledge of the range of theory and practice of business and administration management, such as finance, procurement,

administration staff management acquired through extensive experience and expertise equivalent to national qualifications level 5

or Diploma of School Business Management.

5 100

Mental Skills Skills for school business and finance planning, including requiring

interpretation of budget planning, development of administrative & financial procedures, Involving a range of complex issues situations and problems

5 65


Advises leads and negotiates on behalf of school in external matters such as contracts, procurement, funding bids; Requires highly developed

communications skills to deal with a range of whole school issues, e.g. service contracts, income generation activities.

5 (b) and (c)

65



Member of the senior management team Makes independent decisions in relation to the development and operational delivery of a range of support

services in school. 5 65



Mental Demands Lengthy periods of concentration for meetings, reports and analysis;

Management work may be interrupted and this may require a switch from one activity to another.

4c 40

Emotional Demands

Exposure to difficult or emotionally demanding situations is infrequent. 1 10

217


In liaison with senior management team, ensures compliance with policy, statute and national guidelines regarding support staff functions for the

benefit of pupils. 4 52


Line management responsibility for all support staff in one large school and/or

4

52/65 Line management of support staff in different teams across a cluster

of schools. 5


Business and financial management of school resources 4(a)

52/65 Business and financial management of a large school or cluster of schools;

responsible for development of financial policies for school(s) 5(a)



Responsible for the physical and information resources in a large school or cluster of schools. Overall responsibility for ordering of

equipment, services, supplies 4(d) 52


599- 625

218

Role Title



To be responsible for the planning, development, and delivery of support function within a large school or a cluster of schools. Member of the senior management team.

Responsibilities

Key duties: 1. Responsible for the development, management, operation and delivery of support services within a large

school or cluster of schools. 2. Responsible for the financial planning, forecasting and expenditure of a large school support staff budget. 3. Responsible for the creation and implementation of recruitment, induction, performance management, training

and mentoring systems for all support staff. 4. Leads on the development of school policies and supporting procedures and practices setting up a framework

to ensure the smooth operation and timely delivery of all school support functions, in consultation with the operational needs of the school.

5. Responsible for the content and submission of relevant information to the senior management team, the governing body and outside agencies.

6. Manage procurement and be responsible for securing relevant sponsoring and partnership arrangements adding value and financial benefits to the school.

7. Identify the need and be responsible for securing appropriate licences and insurance. 8. Responsible for devising effective marketing and promotion strategies for the school, including organisation of

events and open days. 9. Lead the development of health and safety plans within the school. 10. Responsible for the management of facilities, including use of major building premises and associated income. 11. Assist with the development of policies and procedures relating to child protection, health and safety, security,

confidentiality and data protection


o Significant experience in administrative / finance roles.

o Working at or towards national occupational standards (NOS) in business and administration and

o knowledge / skills equivalent to current national qualifications level 6 or the Advanced Diploma of School

Business Management (ADSBM) or Director of School Business Management.



Knowledge

Knowledge of theory and practice of business and administration management; extensive experience and expertise across a range of

activities including finance, procurement, administration, management of staff in dispersed locations.

Administrative, financial or accounting qualifications equivalent to national qualifications level 6, or the Advanced Diploma of School Business

Management (ADSBM) plus management experience.

6 121

Mental Skills

Develops and implements school policies and procedures; developed analytical, judgemental or creative skills required to

interpret very varied and complex information or situations over the long term, including whole school budget preparation and planning,

support service monitoring.

6 78


Skills

Negotiates, advises, leads on behalf of school in external matters such as contracts, procurement, funding bids; regularly deals with a range

of complex whole school finance and HR issues.

5(b) and (c)

65



Develops strategic policies and initiatives, including the school development plan and involves significant decision making. The impact

is on support services throughout a school or cluster of schools. 6 78



Mental demands Lengthy periods of concentration over a range of different activities. 5(b) 50

219

Emotional Demands Exposure to difficult or emotionally demanding situations is infrequent. 1 10


Lead on development of health and safety plans within the school for the benefit of pupils.

5 65


Overall management of a large group of staff in different teams on multi-disciplinary tasks, across different sites, involving varied activities across

a range of functions or departments, including administration, finance and HR.

5 65


Business and financial management of large school or cluster of schools. Responsible for the financial planning,

forecasting and expenditure of a large school support budget. 5 65

Responsibility for Physical and information Resources

Responsible for the physical, and information resources in a large school or cluster of schools. Overall responsibility for the

procurement of equipment and services. 4(d) 52


Total 695

220

Role Title

Examinations 1


To support an efficient and effective examinations process for the school.

Responsibilities

Key duties: 1. Issue and collect forms/checklists to/from teaching staff for the collation of information regarding estimated and actual

examinations entries and update the management information system,

2. Input and update entries data onto the school‟s management information system including examination results for league table purposes.

3. Check and collate results certificates and distribute examination results to pupils and staff

4. Issue „Statements of Entry‟, timetable and invoices to pupils 5. Maintain records of results enquiries

6. Liaise with the school‟s external invigilators re availability and prepare schedules for exam invigilation 7. Respond to staff/pupil queries on examination issues 8. Undertake other administrative duties associated with assisting the examinations officer (Examinations 2). Individuals in this role may also undertake some or all of the following: 1. Assist in the preparation and set up of exam rooms 2. Undertake examination invigilation. 3. Administer examination invoices and fees


o Experience in an administrative role required.

o Knowledge / skills equivalent to current national qualifications level 3.



Knowledge Knowledge of examinations administration procedures, including IT

packages, equivalent to national qualifications level 3 3 60

Mental Skills Resolves queries relating to examinations requiring problem

solving/assessment skills. 2 26


Provides information and communicates with school staff, parents/carers, pupils and external

examination boards on routine examination issues. 2 26

Physical Skills Input and update to examinations database 2 26


Follows examination procedures. Non-routine problems are referred to a higher level.

2 26



Mental demands Concentration for administration and checking

accuracy of examination entry and results records 2 20

Emotional Demands Exposure to difficult or emotionally demanding

situations is rare. 1 10


Responsible for providing advice to pupils on timetables and examination results.

2 26


May demonstrate own duties to new or less experienced staff.

1 13


No financial responsibilities 1

13/26 Administers examination fees, involving cash handling and/or monitoring expenditure.

2



Responsible for the maintenance and updating of examination records and distributing examination certificates.

2(a) 26


Total 292 – 305

221

Role Title

Examinations 2


To be responsible for the efficient and effective running of the administration of all internal and external examinations within the school, including liaising with staff, pupils, invigilators and examination boards.

Responsibilities

Key duties: 1. Responsible for the overall smooth running of internal and external examinations, ensuring that all related

administration and preparation is undertaken 2. Liaise with staff/Heads of Department re pupil examination entries 3. Disseminate examination information to staff, pupils and parents / carers, including exam and invigilation

timetables, guidelines and querying results 4. Complete examination entries and securely store and send completed examination papers to external

examination boards 5. Liaise with examination boards to ensure the accurate administration of all examinations, including ensuring

compliance with examination board rules, coursework requirements

6. Organise the school‟s external invigilators, including training and ensuring up-to-date information is provided to them

7. Manage arrangements for internal examinations 8. Responsible for the preparation of examinations, including room set up, attendance registers, securely storing

and checking papers, providing and checking seating plans and stationery 9. Make arrangements for the specific needs of individuals (e.g. SEN), external entrants who are not school pupils

and for school pupils to sit examinations elsewhere 10. Provide data and analysis on examination entries and results. 11. Manage the examinations budget

Individuals in this role may also undertake some or all of the following: 1. Supervise/line manage other staff involved in examinations 2. Undertake examination invigilation 3. Responsible for recovery of monies from candidates or absentees 4. Liaise with FE Colleges.


Knowledge and understanding of awarding organisations and the regulatory framework for administering examinations equivalent to national qualifications at level 4.



Knowledge Knowledge of the management of a broad range of examination

procedures and systems, awarding organisations, and invigilation procedures equivalent to national qualifications level 4.

4 80

Mental Skills Carries out analysis of examination entries and results; deals with

examination related queries and problems, timetable clashes. 3 39


Skills

Provides information and communicates with school staff, parents / carers, pupils and external examination boards on examination issues.

3 (c) 39

Physical Skills Standard keyboard skills. 2 26


Makes decisions on a broad range of the administrative necessary for the effective operation of the examinations process.

4 52



Mental demands Medium periods of concentration for detailed statistical analysis and report

writing. 3(c) 30

Emotional Demands Exposure to difficult or emotionally demanding situations is rare. 1 10


Responsible for providing advice to pupils on timetables and examination results.

2 26

222


Some day-to-day allocation of work to others, requiring regular supervisory responsibility of invigilators supervision.

2 26/39

Line management of other staff involved in examinations. 3


Responsible for small expenditure on examination fees, recover monies from candidates or absentees

2(b) 26/39

Responsible for large expenditure on examination fees 3(a)

Responsibility for Physical and Information Resources

Responsible for the safe storage and sending of sensitive information, such as examination papers, examination certificates and maintaining records of

all examinations and results. Creates information systems for the examination function.

3(a) 39/52

Provides advice in relation to external examination regulations. 4

Working Conditions Work normally carried out in an office or similar environment. 1 10

Total 413-452

223

Role Title

Exam Invigilation


To ensure the fair and proper conduct of examinations/tests according to the school‟s/examination board‟s rules, in an environment that enables pupils to perform at their best.

Responsibilities

Key duties: 1. Invigilate the examination, including dealing with examination irregularities 2. Assist in the setting up of examinations venues, laying out equipment and papers in accordance with

procedures 3. Communicate examination procedures to pupils and oversee behaviour 4. Respond to pupil requests during the examination 5. Ensure no unauthorised material is consulted 6. Escort candidates from the location during the examination, such as for toilet breaks. 7. Maintain candidate attendance and absence records.


Knowledge / skills required to invigilate tests and examinations

NJC Job Evaluation Assessment Factor Relevant Job Information JE Level Score

Knowledge Knowledge of a range of regulations for the conduct of examinations. 2 40

Mental Skills Works to standard examination procedures. Responds to routine pupil

requests and problems 1 13


Skills

Skills for providing information to and supervising pupils before, during and immediately after examinations, overseeing pupil behaviour.

2 26

Physical Skills Basic physical skills. 1 13


Works within examination procedures, some discretion in relation to issues arising

2 26

Physical Demands Requires extended periods of standing. 2 20

Mental Demands Prolonged periods of concentrated sensory attention whilst invigilating

examinations. 4 40



Responsible for the wellbeing of groups of pupils undertaking examinations.

2 26


No supervisory responsibility. 1 13

Responsibility for Financial resources

No financial responsibility. 1 13


Responsible for maintaining candidate attendance and absence records.

2 26

Working Conditions Work normally carried out in an examination hall, quiet classroom or

similar environment. 1 10

Total 276

224

SCHOOL SUPPORT STAFF PREMISES

PROFILES

225

Role Title

Premises 1


To undertake cleaning duties to maintain a high standard of cleanliness within the school, as directed.

Responsibilities

Key duties: 1. Undertake cleaning of allocated areas in line with specified standards and as directed 2. Operate / use domestic and industrial cleaning equipment and materials, following appropriate training 3. Store allocated equipment and materials safely and securely 4. Perform duties in line with health and safety regulations (COSHH) and take action where hazards are

identified, report serious hazards to line manager immediately 5. Collect and dispose of waste 6. Refill and replace soap, towels and other materials

Individuals in this role may also undertake some or all of the following: 1. Undertake specialised cleaning programmes during school closures or other designated

periods.


o Knowledge / skills equivalent to current national qualifications level 1.

o Cleaning skills and experience.


Factor Relevant Job Information

Score Points

Knowledge Knowledge and skills equivalent to national

qualifications level 1.Knowledge of cleaning processes. 1 20

Mental Skills Follows pre-determined cleaning routines and standards

and reports hazards or problems with equipment to senior staff.

1 13


Provide straightforward information with supervisor, head teacher, possibly other teaching

staff. 1 13

Physical Skills Manual dexterity in operating cleaning equipment 2 26

Initiative & Independence Undertakes cleaning tasks under the direction of senior

staff and standard work plans, as allocated. 1 13

Physical Demands

Requires regular physical effort such as bending and stretching, pulling or pushing cleaning equipment with

occasions of more intense effort, such as moving furniture.

3(a) 30

Mental Demands Works to set procedures, interruptions

infrequent. 1 10

Emotional Demands Exposure to difficult or emotionally demanding

situations is rare. 1 10

Responsibility for People’s Wellbeing

Ensure healthy environment for staff and pupils. 2 26

Responsibility for Supervision May demonstrate cleaning duties to new or less

experienced staff. 1 13

Responsibility for financial resources

No responsibility for financial resources. 1 13


Responsible for the safe use and storing equipment and materials.

2(c) 26

Working Conditions Work in conditions that are generally unpleasant,

including cleaning toilets, dealing with waste and

responding to minor hazards.

3 30

Total 243

226

Role Title

Premises 2


To assist in the maintenance and security of the school premises and site, ensuring a safe working environment, as directed.

Responsibilities

Key duties: 1. Ensure that buildings and site are secure, undertaking daily security checks including locking and unlocking of

buildings at pre-determined times 2. Keep records relating to maintenance and security 3. Perform duties in line with health and safety regulations (COSHH) and take action where hazards are identified,

report serious hazards to line manager immediately 4. Undertake general portage duties including moving furniture and equipment within school 5. Undertake minor repairs (i.e. not requiring qualified craftsperson) and maintenance of the buildings and site 6. Operate systems such as heating, cooling, lighting and security (including CCTV and alarms) 7. Receive deliveries to the school site 8. Collect and assemble waste for collection.

Individuals in this role may also undertake some or all of the following: 1. Periodic cleaning of designated areas of the school building and grounds according to instructions 2. Assist with the maintenance of specialised equipment following training, for example sports/theatrical

equipment 3. Undertake lettings and carry out associated tasks, in line with local agreements. 4. Act as a designated key holder, providing emergency access to the school site 5. Act as school contact in relation to premises related contractors 6. Organise testing for asbestos and other health and safety procedures.


Knowledge / skills equivalent to current national qualifications level 2. Requires knowledge of policies, procedures in relation to school security, relevant health and safety and COSHH

regulations, minor maintenance and repairs.


Factor Relevant Job Information Score Points

Knowledge Skills and experience equivalent to national qualifications at level 2.

Knowledge of a range of maintenance tasks. 2 40

Mental Skills Carries out routine tasks, such as security checks and minor repairs

that do not vary significantly from day to day; some fault identification.

2 26


Exchange of information with school staff, for example, in relation to security, porterage requirements, out of hours activities.

2 26

Physical Skills Manual dexterity in operating equipment and minor repair work 2 26


Follows predetermined cleaning procedures and standards; makes decisions in relation to task allocation, supplies required; escalates

serious issues to senior staff. 2 26

Physical Demands

Requires regular physical effort such as bending and stretching, pulling or pushing cleaning equipment with occasions of more

intense effort, such as moving or lifting furniture. 3(b) 30

Mental Demands Concentration for carrying out maintenance/security tasks. 2(b) 20





May demonstrate cleaning duties to new or less experienced staff. 1 13


No responsibility for financial resources 1 13


Responsible for the safe use and storing equipment and materials; may be key holder for the locking and unlocking of premises.

2 (c) and (d)

26

Working Conditions

Indoor and outdoor work; cleaning, minor repairs in toilet areas; deals with spillages, waste collection.

Regularly exposed to conditions that are generally unpleasant, hot, cold, wet, noisy, and dirty or that involve some measurable risk.

3 30

Total 312

227

Role Title

Premises 3


To supervise other cleaning staff within the school and undertake cleaning duties to maintain a high standard of cleanliness within the school, as directed.

Responsibilities

Key duties: 1. Supervise and/organise rotas for designated staff to ensure cleaning services are delivered to the

required standard 2. Undertake cleaning of allocated areas in line with specified standards 3. Operate / oversee the use of domestic and industrial cleaning equipment and materials, following

appropriate training 4. Monitor and maintain allocated equipment and materials, advise stock replenishment requirements to

designated purchaser 5. Ensure self and other cleaning staff operate in line with health and safety and COSHH regulations and

take remedial action where hazards are identified, reporting serious hazards to senior staff immediately 6. Collect and dispose of waste 7. Refill and replace soap, towels and other materials.

Individuals in this role may also undertake some or all of the following: 1. Act as a designated key holder, responding to calls outside of normal working hours 2. Provide access to premises in emergency situations such as flooding 3. Supervise/undertake specialised cleaning programmes during school closures or other designated

periods.


Knowledge / skills equivalent to current national qualifications level 2. Knowledge of procedures for undertaking cleaning duties, use of cleaning equipment, chemicals, relevant health and safety, COSSH requirements, supervision of cleaning staff, ordering supplies, repairs.



Knowledge Knowledge of cleaning procedures and staff supervision equivalent

to national qualifications level 2. 2 40

Mental Skills Draws up cleaning rotas, responds to day to day problems such as

staff sickness, equipment faults. 2 26


Exchange of information with head teacher, teaching staff in relation to cleaning requirements; advice, instruction to cleaning

staff. 2 26

Physical Skills Manual dexterity in operating cleaning equipment 2 26


Follows predetermined cleaning procedures and standards; makes decisions in relation to task allocation, supplies required; escalates

serious issues to senior staff. 2 26

Physical Demands

Requires regular physical effort such as bending and stretching, pulling or pushing cleaning equipment with occasions of more intense

effort, such as moving furniture. 3(a) 30

Mental Demands Concentration for cleaning tasks and supervisory responsibilities. 2(b) 20





Regular supervisory responsibility for the work of other cleaning staff. 2 26

Responsibility for financial

resources No responsibility for financial resources 1 13


Stores and maintains resources such as cleaning supplies and equipment.

2(c) and (d)

26

Working Conditions

Work in conditions that are generally unpleasant, including cleaning toilets, dealing with waste and responding to minor hazards.

3 30

Total

325

228

Role Title

Premises 4


To be responsible for the maintenance and security of the school premises and site, ensuring a safe environment.

Responsibilities

Key duties: 1. Ensure that buildings and the site are secure, including during out of school hours and take remedial action if

required 2. Act as the designated key holder for the school premises 3. Operate and regularly check systems such as heating, cooling, lighting and security (including CCTV and

alarms) 4. Undertake minor repairs (i.e. not requiring qualified craftsperson) and maintenance of the buildings and site 5. Arrange emergency repairs 6. Arrange regular maintenance and safety checks 7. Oversee onsite maintenance contractors, checking that work is completed to required standards and within

required timescales 8. Monitor stock and order supplies 9. Undertake general portage duties, including moving furniture and equipment within the school 10. Perform duties in line with health and safety and COSHH regulations and take action where hazards are

identified, report serious hazards to line manager immediately 11. Undertake regular health and safety checks of buildings, grounds, fixtures and fittings, (including compliance

with fire safety regulations) and equipment, in line with other schedules. 12. Monitor the work of and manage cleaning and other site staff.


1. Ensure the operation and maintenance of specialised equipment following training, for example sports/theatrical equipment

2. Facilitate lettings and carry out associated tasks, in line with local agreements 3. Handle small amounts of cash for the purchase of materials to carry out repairs.


Knowledge and expertise in minor maintenance and repair. Working at or towards national occupational standards (NOS) for facilities management and knowledge / skills equivalent to current national qualifications level 3.



Knowledge

Knowledge of policies and procedures for security, alarm systems, health and safety, minor repairs & maintenance, supervision of

contract, cleaning staff Knowledge and skills equivalent to national qualifications level 3.

3 60

Mental Skills Regular checking of systems such as heating and security.

Organisation of emergency repairs or maintenance. 2 26/39

Decisions on planned maintenance. 3


Exchange of information with school staff, external contractors (for repairs and maintenance).

2 26/39

Skills for motivating staff including contracting staff 3



Job holder has the autonomy to make decisions within established procedures, plans work and deals with unexpected problems. Ensures

maintenance procedures are followed, Decides on whether to undertake minor repairs prioritisation and selection of contractors and

suppliers.

3 39

Physical Demands Requires regular physical effort such as bending and stretching,

pulling or pushing equipment with occasions of more intense effort, such as moving or lifting furniture.

3(b) 30

Mental Demands Concentration for maintenance tasks and supervisory responsibilities. 2(b) 20

229





Day-to-day allocation of work to other premises staff with occasional supervisory responsibility

2 26/39

Supervisory responsibility for the work of premises staff and

contractors whilst on site. 3


Occasionally handles small amounts of cash e.g. to purchase materials for emergency repair.

1 13



Responsible for security of the school premises; designated key holder for the locking and unlocking of premises; ordering and stock

control of a range of equipment and materials. 3 (d) and (e) 39

Working Conditions Indoor and outdoor work; cleaning, minor repairs in toilet areas; deals

with spillages, waste collection 3 30

371-410

230

Role Title

Premises 5


To be responsible for the security, maintenance and cleaning of the school.

Responsibilities

Key duties: 1. Ensure that buildings and the site are secure, including during out of school hours and taking remedial action if

required

2. Act as a designated key holder, providing out of hours and emergency access to the school site

3. Procure quotes for routine maintenance work on school premises

4. Contribute to the management of the premises budget

5. Be responsible for other site staff including cleaning staff and grounds persons

6. Operate and regularly check systems such as heating, cooling, lighting and security (including CCTV and

alarms)

7. Undertake minor repairs (i.e. not requiring qualified craftsperson) and maintenance of the buildings and site

8. Arrange emergency repairs

9. Arrange regular maintenance and safety checks

10. Oversee onsite maintenance contractors, checking that work is completed to required standards and within

required timescales

11. Monitor materials and stock and/order supplies

12. Undertake general portage duties, including moving furniture and equipment within the school

13. Perform duties in line with health and safety regulations (COSHH) and take action where hazards are identified,

report serious hazards to line manager immediately

14. Undertake regular health and safety checks of buildings, grounds, fixtures and fittings, (including compliance

with fire safety regulations) and equipment, in line with other schedules.

15. Handle small amounts of cash for the purchase of materials to carry out repairs.

Individuals in this role may also undertake some or all of the following: 1. Ensure the operation and maintenance of specialised equipment following training, for example swimming pools

and sports/theatrical equipment

2. Provide training on health and safety issues to other premises staff

3. Facilitate lettings and carry out associated tasks, in line with local agreements


o Knowledge and expertise in minor maintenance and repair.

o Knowledge / skills in facilities equivalent to current national qualifications level 3 and supervisory experience.



Knowledge

Practical and procedural knowledge of the range of regulation and policies governing premises security, repairs and maintenance, operation of heating, lighting systems, ordering of supplies, procuring maintenance

services. Skills and experience in facilities equivalent to national qualification level

3 and supervisory experience.

4 80

Mental Skills Skills for planning preventative maintenance programmes, analyses and planning the nature and extent of repairs and maintenance and procure

contractors. 3 39


Skills required for communication orally and in writing with contractors on site and school and premises staff; skills for supervising and motivating

other premises staff. 3(b) 39

Physical Skills Manual dexterity in operating equipment and minor repair work. 2 26


Job holder has the autonomy to make decisions within established procedures, plans work and deals with unexpected problems. Ensures

maintenance procedures are followed. Decides on whether to undertake minor repairs; prioritisation of contractors and suppliers.

3 39

231

Physical Demands Requires occasional short periods of physical effort such as bending and

stretching and using tools and equipment. 2(b) 20

Mental Demands Over see maintenance work; regularly required to reprioritise tasks. 3d 30

Emotional Demands Exposure to difficult or emotionally demanding situations in premises work

is rare. 1 10




Regular supervisory responsibility for work of other premises staff and contractors.

3 39


Handles cash for purchase of materials for repairs 2(a) 26



Responsible for security of the school premises; designated key holder for the locking and unlocking of premises; ordering and stock control of a

range of equipment and materials. Advice to senior management team on maintenance policy and procedures.

3(d) and (e)

39

Working Conditions Work is occasionally exposed to conditions that are generally

unpleasant, hot, cold, wet, noisy, dirty or that involve some measurable physical risk

2 20

433

232

Role Title

Premises 6


Responsible for the security of the premises and related health and safety, maintenance and cleaning within the school.

Responsibilities

Key duties: 1. Be responsible for ensuring the security of school buildings and site 2. Act as a designated key holder, providing out of hours and emergency access to the school site 3. Arrange for general maintenance within specialist areas such as heating, lighting and plumbing to ensure safe

and effective operation 4. Responsible for regular health and safety checks of buildings, grounds, fixtures and fittings, (including

compliance with fire safety regulations) and equipment 5. Responsible for regular maintenance checks and follow-up actions 6. Provide advice on the annual long term maintenance requirements to support a cost effective maintenance

programme 7. Responsible for contractors whilst on site and ensure work is completed to the required standard 8. Purchase premises related equipment and supplies within agreed budget 9. Responsible for the regular checking and operation of systems such as heating, cooling, lighting and security

(including CCTV and alarms) 10. Arrange tenders and quotes and manage the appointment of external contractors 11. Supervise other premises staff. 12. Undertake risk assessments, ensure compliance within the school with all health and safety COSHH regulations 13. Liaise with other school staff/departments on premises issues.


1. Provide training on health and safety issues to other staff.

Indicative Knowledge, skills and experience

Knowledge and expertise in maintenance and repair of systems e.g. heating.

Knowledge and skills equivalent to current national qualifications level 4 in a relevant field.

Facilities and contract management and supervisory experience.



Knowledge

Theoretical knowledge of policies and procedures for premises security, repairs and maintenance, technical knowledge and understanding of heating,

lighting and security systems, ordering of supplies, commissioning contractors, facilities management, health and safety, and supervision.

5 121

Mental Skills Requires analysis of faults and how to deal with these. Planning can be for

a term or for a longer period for organising repairs and maintenance. 4 52


Regular contact with other site and facilities staff, teaching staff, senior leadership team, external contractors (orally and in writing) ; advisory and

training skills in relation to cleaning and other facilities staff. 3(d) 39/52

Skills for negotiating with contractors. 4(c)



Provides advice and makes recommendations to the senior leadership team on longer term maintenance of the school site. Recommendations

can have a significant longterm impact on the school. 4 52

Physical Demands Requires occasional short periods of physical effort such as bending and

stretching and using tools and equipment. 2(b) 20

Mental Demands Over see maintenance work; regularly required to reprioritise tasks. 3(d) 30

Emotional Demands Exposure to difficult or emotionally demanding situations in premises

work is rare. 1 10



233


Regular supervisory responsibility for a number of premises staff 3 39/52

Management responsibility for cleaning and maintenance staff and

contractors whilst on site. 4


Purchase premises related and supplies within agreed budget. 2(c) 26


Responsible for the overall security of the school premises, the selection and/ordering of equipment and materials within premises/facilities budget,

and equipment maintenance policies that impact on the whole school. Advisory responsibility in respect of maintenance and shared contributory

responsibility in relation to health and safety policies.

4(c) 52

Working conditions Works occasionally exposed to conditions that are generally unpleasant, hot,

cold, wet, noisy, and dirty or that involve some measurable physical risk. 2 20

Total 492-518

234

Role Title

Catering In-School 1


To assist in the preparation, cooking and serving of food and beverages, as directed.

Responsibilities

Key duties: 1. Assist in the preparation, cooking and serving of food and beverages 2. Follow food hygiene and cleanliness in the kitchen in accordance with health and safety, food hygiene and

COSHH regulations at all times 3. Operate kitchen equipment, following training 4. Undertake cleaning and washing up as directed in the kitchen and dining areas 5. Refill and replace sauces, condiments and other consumables.

Individuals in this role may also undertake some or all of the following: 1. Assist with moving and setting up dining furniture 2. Undertake cashier duties, and under supervision be responsible for operating a cash register.


Food hygiene certificate. Some relevant experience working with food and / or in a kitchen environment.



Knowledge Knowledge of a limited number of procedures and equipment for

preparing, serving and assisting with cooking of food, relevant hygiene requirements, gained through a short induction period.

1 20

Mental Skills Straightforward decisions on tasks, such as food preparation, cooking, washing up. Jobholders report any issues to senior

kitchen staff. 1 13

Interpersonal & Communication skills

Exchange of information with other catering and dining area staff. Interaction with pupils to ascertain needs.

2 26

Physical Skills Use of kitchen equipment, knives for food preparation 3 39

Initiative & Independence Tasks are planned by senior kitchen staff and allocated to the

individual who performs these under close supervision. 1 13

Physical Demands

Standing for periods of time whilst involved with food preparation, cooking and serving, involves carrying weights, such as

saucepans, food containers. Requires ongoing considerable physical effort

3(a) 30

Mental Demands Sensory attention for medium periods for food preparation,

cooking, serving in potentially hazardous area. 2(a) 20



Provides basic services to pupils by preparing and serving food 2 26




Little or no responsibility for financial resources or 1 13/26

Takes money for meals, operates cash register 2


Responsible for the safekeeping, cleanliness and use of equipment, supplies and consumables/assembly or disassembly

of equipment used by others 2(e) 26

Working Conditions Work is in kitchen and dining areas where jobholders are

exposed to noise, heat and food smells. 3 30

Total 279-292

235

Role Title



To undertake the preparation, cooking and service of food and beverages plus other related catering duties, as directed by the cook / chef.

Responsibilities

Key duties: 1. Prepare, cook and serve food and beverages, as directed 2. Operate kitchen equipment, following training 3. Follow food hygiene and cleanliness in the kitchen in accordance with health and safety, food hygiene and

COSHH regulations at all times 4. Prepare and clear kitchen and dining areas 5. Undertake cleaning and washing up as directed in the kitchen and dining areas 6. Check delivery of food and other catering consumables from designated suppliers and be responsible for

refilling and replacing sauces, condiments and other consumables 7. Allocate tasks and oversee work of catering assistants.

Individuals in this role may also undertake some or all of the following: 1. Undertake cashier duties be responsible for operating a cash register and all monies during service 2. Assist in moving and setting up dining furniture 3. Assist with delivering catering for functions.


Food hygiene certificate. Working at or towards national occupational standards (NOS) for food preparation and cooking and knowledge/skills equivalent to current national qualifications in food preparation and cooking Level 2.



Knowledge

Knowledge of a range of procedures for preparing, cooking and serving food, relevant hygiene requirements gained through on the job

training or previous experience. Knowledge and skills equivalent to level 2 national qualifications in

food preparation and cooking.

2 40

Mental Skills Deals with day to day problems. Reconciles deliveries against delivery

notes Follows rules that are laid down by the cook / chef. 2 26


Exchange of information with other catering and dining area staff. Interaction with pupils to ascertain needs.

2 26

Physical Skills Use of kitchen equipment, knives for preparation, cooking of food 3 39


Generally works from instructions, but makes some decisions involving initiative, for example allocating work.

2 26

Physical Demands Standing for periods of time whilst involved with food preparation,

cooking and serving; involves carrying weights, such as saucepans, food containers. Requires ongoing considerable physical effort

3 (a) 30

Mental Demands Sensory attention for medium periods for food preparation, cooking,

serving in potentially hazardous area. 2 20


Responsibility for People’s Wellbeing

Provides basic services to pupils by cooking and serving food 2 26


Allocates tasks to other catering staff. 2 26


Little or no responsibility for financial resources or 1 13/26

Takes money for meals, operates cash register 2

Responsibility for Physical and Information

Resources

Responsible for the safekeeping, cleanliness and use of equipment, supplies and consumables.

2(e) 26

Working Conditions Work is in kitchen and dining areas where jobholders are exposed to

noise, heat and food smells. 3 30

Total 338-351

236

Role Title



To take responsibility for the safe, effective and efficient operation of all activities within the kitchen, including the planning, preparation and cooking of meals to a limited choice menu.

Responsibilities

Key duties: 1. Plan and prepare balanced limited choice menus according to nutritional standards and taking into

account the dietary needs of pupils, their varied cultural and religious backgrounds, and costs and budgets

2. Prepare, cook and oversee the cooking of food 3. Organise and supervise the work of other kitchen staff, including ensuring they have been adequately

trained 4. Operate and ensuring maintenance of kitchen equipment, following training 5. Maintain high standards of food hygiene and cleanliness in the kitchen in accordance with health and

safety, food hygiene and COSHH regulations at all times 6. Order food, beverages and other commodities from designated suppliers and ensure hygienic storage in

accordance with domestic and catering standards. Individuals in this role may also undertake some or all of the following:

1. Reconcile cash 2. Cater for functions.


Food hygiene certificate. Working at or towards national occupational standards (NOS) for catering and knowledge/skills equivalent to current national qualifications level 3.



Knowledge

Knowledge of range of techniques, procedures and practices, some of which are relatively complicated, for preparing, cooking and serving food, menu

planning, relevant hygiene requirements. Gained through formal training or equivalent or on the job Knowledge and skills equivalent to national

qualifications level 3 in catering.

3 60

Mental Skills

Work in accordance with set procedures and involves short term planning (for example menu planning, food ordering) and responding to equipment

breakdown or supplier issues. Resolves problems in relation to supplies, staff, and pupil requirements.

3 39


Skills required to communicate with other kitchen staff, the Head teacher and external organisations (e.g. food suppliers) on issues such as menu

planning and/ordering of goods. Motivates, trains catering staff. Negotiating and persuasive skills used with food suppliers

3 (b) and (c)

39

Physical Skills Use of kitchen equipment, knives for preparation, cooking of food. 3 39


Makes decisions regarding own and other kitchen staff work, including setting menus, ordering goods and maintaining kitchen to required standard.

3 39

Physical Demands Standing for periods of time whilst preparing, cooking and serving food;

involves carrying weights, such as saucepans, food containers. Requires ongoing considerable effort

3 30

Mental Demands Sensory attention for medium periods for cooking and food preparation

enhanced mental attention for food ordering, menus. 2 20



Wellbeing

Provides basic services to pupils by cooking and serving food / taking monies at meal times. May have some contact with pupils outside of the kitchen

environment, such as in healthy eating presentations. 2 26


Supervises a team of catering staff. 3 39


Little or no responsibility. Reconciles cash takings.

1 2

13/26


Selects and/orders supplies and consumables 2(g) 26

Working Conditions Work is in kitchen and dining areas where jobholders are exposed to noise,

heat and food smells. 3 30

Total 410-423

237

Role Title



To take responsibility for the safe, effective and efficient operation of all activities within the kitchen, including the planning, preparation and cooking of multi-choice meals.

Responsibilities

Key duties: 1. Plan and prepare balanced multi-choice menus according to nutritional standards and taking into account the

dietary needs and preferences of pupils, their varied cultural and religious backgrounds, and costs and budgets 2. Prepare, cook and oversee the cooking of a range of food items. 3. Organise and manage the work of other kitchen staff, including ensuring they have been adequately trained 4. Operate and ensuring maintenance of kitchen equipment, following training 5. Maintain high standards of food hygiene and cleanliness in the kitchen in accordance with health and safety, food

hygiene and COSHH regulations at all times 6. Order food, beverages and other commodities from designated suppliers and ensure hygienic storage in

accordance with domestic and catering standards. Individuals in this role may also undertake some or all of the following:

1. Reconcile cash 2. Cater for functions.


Food hygiene certificate. Working at or towards national occupational standards (NOS) for professional catering and

knowledge / skills equivalent to current national qualifications level 3 plus experience of large-scale catering including specialist diets.



Knowledge

Practical and procedural knowledge of techniques, procedures and practices for preparing, cooking and serving food, menu planning, relevant hygiene

requirements; formal off the job training and induction or equivalent experience. Knowledge and skills equivalent to national qualifications level 3 in professional cookery plus experience of large-scale catering and specialist

diets.

4 80

Mental Skills Work in accordance with catering procedures and involves short term planning

(for example multi-choice menu planning, catering themes for term, food ordering) and responding to equipment breakdown or supplier issues.

3 39


Skills required to communicate other kitchen staff, the Head teacher and external organisations (e.g. food suppliers) on issues such as menu planning

and/ordering of goods; Motivates, trains catering staff. Negotiating and persuasive skills used with food suppliers

3(b)(c) 39

Physical Skills Use of kitchen equipment, knives for preparation, cooking of food. 3 39


Organises the work of the kitchen, ordering goods and maintaining kitchen to required standards.

4 52

Physical Demands Standing for periods of time whilst preparing, cooking and serving food; involves

carrying weights, such as saucepans, food containers. Requires ongoing considerable effort

3a 30

Mental Demands Sensory attention for medium periods for cooking and food preparation

enhanced mental attention for food ordering, menus. Catering duties are frequent interrupted, including to deal with service issues

3 30



Provides basic services to pupils by cooking and serving a range of food. May have some contact with pupils outside of the kitchen environment, such as in

healthy eating presentations. 2 26


Supervises/manages a team of catering staff 3 39


Works within weekly budget for school meals. 2(c) 26


Selects and/orders a range of catering supplies and consumables 3(e) 39

Working conditions Work is in kitchen and dining areas where jobholders are exposed to noise,

heat and food smells. 3 30

Total 479

238

Role Title



To be responsible for the safe, effective and efficient operation of all aspects of catering services within one or more schools.

Responsibilities

Key duties: 1. Take responsibility for preparation, cooking and service of food in one or more schools

2. Assist with the development of school policies and procedures relating to catering services

3. Plan, operate and control the production and service of food-related duties, setting out programmes of work and

supervising other catering staff

4. Devise, plan and prepare balanced multi and/or limited choice menus with the cook(s) ,in accordance with nutritional

standards, considering the dietary needs and preferences of pupils and varied cultural and religious backgrounds and

that are cost within the allocated budgets

5. Order food goods and other commodities from suppliers within the agreed school(s) catering budget

6. Take responsibility for the cleanliness of equipment, the kitchen and dining areas in school(s)

7. Maintain high standards of food hygiene and cleanliness in the kitchen in accordance with health and safety, food

hygiene and COSHH regulations at all times

8. Ensure storage and management of food and other consumables in line with health and safety and hygiene regulations.

Individuals in this role may also undertake some or all of the following: 1. Organise catering for functions sometimes resulting in income generation.

2. Promote healthy eating within the school, this may include presenting to pupils within classes

3. Test / develop new food products / menus.


o Catering management experience.

o Food hygiene certificate.

o Knowledge / skills equivalent to current national qualifications level 4, experience of large scale catering.



Knowledge

Knowledge of techniques, procedures, practices for managing catering service, preparing, cooking and serving of food, relevant hygiene requirements acquired though several years of training, qualifications or experience. Business and marketing knowledge

for income generation. Knowledge and skills equivalent to national qualifications level 4

in catering, business management, plus experience of large scale catering.

5 100

Mental Skills Allocates work, responds to problems over e.g. staff absence,

food supplies menu planning; long term planning on school policies relating to catering and staffing needs.

4 52


Developed motivational, training, negotiating skills required to communicate with other kitchen staff, Head teacher and external

organisations (e.g. food suppliers) on issues including menu planning and/ordering of goods.

4(b) and (c) 52

Physical Skills Standard keyboard, skills, may require driving skills 2 26

Initiative & Independence Manages catering function, Makes decisions regarding own and other kitchen staff work, including setting menus, ordering goods

and maintaining kitchen to required standard. . 5 65

Physical Demands Requires normal physical effort with a mixture of sitting, walking


239

Mental Demands Medium periods of concentrated mental attention for budget

management, menus, staffing issues. Work is regularly interrupted. 3 30



Provides basic services to pupils by overseeing the cooking and serving of a range of food. May have some contact with pupils outside of the kitchen environment, such as in healthy eating

presentations.

2 26/39

Provides advice on nutritional standards. 3


Line manages staff. in more than one workplace or activity 4 52


Manages budget for catering operation for one or more schools 3(b) 39


Procures and orders supplies for catering operation of one or more schools.

3(e) 39

Working Conditions Work is mainly in an office environment but involves visits to

other catering sites. 2 20

Total 521- 534

240

SCHOOL SUPPORT

STAFF PUPIL SUPPORT/WEFARE

PROFILES

241

Role Title

Behaviour Management


To manage the behaviour of pupils and work effectively with other staff, families and carers to overcome behavioural obstacles to learning.

Responsibilities

Key duties: 1. Lead the management of pupil behaviour 2. Undertake the assessment of the needs of individual pupils 3. Advise senior management team in the production and implementation of whole school plans, initiatives and

strategies to improve pupil behaviour 4. Manage a caseload of pupils in improving their behaviour and learning 5. Maintain case files of excluded pupils, recording contact with the pupil and their families/carers 6. Monitor and evaluate pupil progress, including production of assessment reports 7. Liaise with external agencies to improve pupil behaviour 8. Manage the supervision of pupils excluded from school or following a different timetable 9. Liaise with parents / carers of excluded pupils to explain the reasons for exclusion and agree a way forward,

including procedures for return to school 10. Provide advice and support to parents / carers of excluded pupils 11. Support the re-integration of pupils back to school to help prevent future exclusions. 12. Work with feeder school to ensure a smooth transition of pupils between phases

Individuals in this role may also: 1. Organise and deliver training sessions on behaviour management to other staff 2. Assist in the supervision of pupils during out of school activities.


Working at relevant national occupational standards (NOS) in supporting teaching and learning / learning, development and support services with knowledge / skills equivalent to national qualifications at levels such as Supporting Teaching and Learning (STL), Learning Development and Support Services (LDSS) plus specialist knowledge of behaviour management.



Knowledge Knowledge and skills equivalent to national qualifications at level 3 plus

knowledge of procedures, practices and techniques for behaviour management. 4 80

Mental Skills

Requires frequent analysis and interpretation of sensitive and complex situations, such as root causes for behaviour issues and how to respond to

these. Forward planning and organising is typically required for periods of up to a year.

4 80


Skills

Communicates with pupils, parents / carers and external agencies to improve pupil behaviour. Responds to often complex and sensitive situations and needs,

providing advice and support. Needs to motivateparents/carers and pupils to improve behaviour.

4 52



Work with staff to produce and implement whole school plans, initiatives and strategies to improve pupil behaviour.

4 52

Physical Demands

Requires normal physical effort, with a mixture of sitting, walking and carrying minor loads.

1 10

Mental Demands

Lengthy periods of concentrated sensory attention in engaging with pupils with behavioural difficulties.

Medium periods of concentrated mental attention for monitoring and evaluating pupil progress, including production of assessment reports.

3(c) 30

Emotional Demands

Frequently dealing with complex and extremely challenging pupil behaviour and their families/carers.

3 30

242


Responsible for the supervision of individual or small groups of pupils to provide advice, motivation and support on behaviour and welfare issues. Supervises those not following a normal timetable or have been excluded. Manages a

caseload of pupils in improving their behaviour and learning.

4 52




May handle small amounts of cash for activities. 1 13



Maintains and updates sensitive pupil case files. 2 26

Working Conditions

Work normally in an office environment, but may sometimes involve home visits. Some exposure to serious abuse

2 20

Total 456

243

Role Title

Midday Supervision 1


To work as part of a team monitoring pupil behaviour during the midday break.

Responsibilities 1

Key duties: 1. Supervise activities and maintain the health, safety, welfare, good conduct and safeguarding of

pupils during the midday break, having regard to special or additional needs. 2. Report incidents in line with school policy.

Individuals in this role may also undertake some or all of the following: 1. Assist in the supervision of other activities during the midday break, including setting out and

storing equipment 2. Operate tills and take money / vouchers as meal payment 3. Encourage pupils to select and eat healthy balanced meals 4. Clean up spillages of food or liquid during meal service 5. Wipe down tables and clean dining areas between meals 6. Undertake similar work at other times, such as before and after school.


midday meals service and lunchtime activities.


Factor Relevant Job Information JE Level Points

Knowledge Requires knowledge of school procedures for supervision of pupils

during midday break. 1 20

Mental Skills Routine cleaning decisions. Reports behavioural problems 1 13


Communicate with pupils during midday breaks e.g. to encourage healthy meal selection, oversee play activities,

2 26

Physical Skills May require skills for using till, assembling activity equipment 1 13


Follows procedures and instructions. Supervision readily available. 1 13

Physical Demands Short periods of effort for carrying loads and cleaning. 2 20

Mental Demands Prolonged periods of sensory attention required. Work is regularly

interrupted by pupils. 4(a) 40

Emotional Demands Occasionally exposed to emotionally demanding situations e.g.

dealing with distressed pupils, during the midday break, with senior staff taking responsibility for resolving issues.

2 20


Oversees pupils‟ dining and play activities during the midday break. Ensuring pupil safety.

2 26




May handle small sums of cash. 1 13


Information Resources Responsible for the safe use of equipment. 1 13

Working Conditions Work is normally in areas which are noisy and may involve spillages.

Playground duty is outdoors in most weathers 3 30

Total 260

1 Duties relating to supporting pupils with health care needs are not included in this profile. The NJC recognises that many

of these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the

job, as part of an agreement between employers and unions, it should be set out in the job description as an additional

duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

244

Role Title



To work as part of a team, supervising other staff and monitoring pupils‟ behaviour during the midday break.

Responsibilities 1

Key duties: 1. Allocate duties to midday assistants 2. Organise supervision of pupils during the midday break 3. Oversee the supervision of activities and maintain the health, safety, welfare, good conduct and safeguarding

of pupils during the midday break 4. Report incidents in line with school policy 5. Liaise with colleagues on how to meet any individual pupil needs (e.g. SEN).


1. Select and order playground equipment

2. Operate tills and take money / vouchers as meal payment

3. Undertake playground supervision

4. Undertake similar work at other times such as before and after school

5. Ensure adequate first aid treatment is available during the midday break.

6. Encourage pupils to select and eat healthy balanced meals

7. Oversee and participate in dining arrangements this includes the cleaning up of spillages of food or liquid

during meal service and wiping down of tables and clean dining areas between meals

8. Set up and run activities for pupils in playground areas


o Knowledge and skills requirements equivalent to those set out in the qualification Supporting the

Wider Curriculum in schools, or equivalent experience

o Requires knowledge of school procedures for supervision of midday meals service and lunchtime activities.



Knowledge Requires knowledge of school procedures for supervision of midday meal

service, midday assistants and playground activities. 2 40

Mental Skills Decisions on allocation of the work of midday assistants to ensure the

adequate supervision of pupils during the midday break. 2 26


skills

Communicate with pupils during midday meals to ensure safety, welfare and good conduct; liaise with other staff to meet individual pupil needs and

ensure adequate supervision and exchange information about incidents and pupil behaviour.

3(b) 39



Make decisions within instructions regarding the staffing requirements during the midday break. Responds to incidents. Refer complex problems in line with

school policy. 2 26

Physical Demands Short periods of greater effort for carrying loads and cleaning. 2 20

Mental Demands Prolonged period of sensory attention required. Work is regularly interrupted

by pupils & other midday staff 4(a) 40

Emotional Demands

Occasionally exposed to emotionally demanding situations e.g. dealing with distressed pupils, during the midday break.

2 20


Oversee pupils‟ dining and play activities during the midday break, ensuring pupil safety.

2 26

245


Regular allocation of tasks and duties to midday staff. 2 26


Resources May handle small sums of cash 1 13


Responsible for the safe use of inexpensive equipment 1

13/26 Select and order playground equipment 2(g)

Working Conditions

Work is normally in areas which are noisy and may involve spillages. Playground duty is outdoors in most weather

3 30

Total 332-345

1 Duties relating to supporting pupils with health care needs are not included in this profile. The NJC

recognises that many of these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in the job description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

246

Role Title



To lead a team of midday staff, monitoring pupils behaviour during the midday break.

Responsibilities 1

Key duties: 1. Line manage all midday staff

2. Oversee and manage duty rotas for midday supervision

3. Ensure and oversee the supervision of pupils during the midday break and respond to challenging behaviour as

reported by other midday staff

4. Encourage pupils to select and eat healthy balanced meals

5. Oversee dining room supervision, ensuring that spillages of food or liquid during meal service are cleaned

up, tables are wiped down and dining areas are cleaned between meals

6. Plan and organise recreational and physical activities during the midday break

7. Report incidents in line with school policy

8. Liaise with colleagues on how to meet any individual pupil needs (e.g. SEN).

Individuals in this role may also undertake some or all of the following: 1. Ensure adequate first aid treatment is available during the midday break

2. Operate tills and take money / vouchers as meal payment

3. Undertake playground supervision

4. Manage a budget for provision of equipment and materials

5. Undertake similar work at other times, such as before and after school.


o Knowledge and skills requirements equivalent to those set out in the qualification Supporting the Wider

Curriculum in Schools,

o Requires skills in working with children and young people and in supervising the work of others


Factor Relevant Job Information JE level Points

Knowledge Requires knowledge of school procedures for supervision of midday meal

service and organisation of playground activities. Knowledge for planning and

managing the work of others.

3 60

Mental Skills Plans and manages rotas, creating/developing recreational activities for break

time. 3 39


skills

Effective communication skills to encourage healthy eating and ensure safety, welfare and the management of good conduct of pupils. Motivating Midday

Supervisors 3(b) 39



Makes decisions within recognised procedures on the effective deployment of midday supervisory staff and the management of incidents.

3 39

Physical Demands Short periods of effort for carrying loads and cleaning. 2 20

Mental Demands Prolonged periods of sensory attention required. Work is regularly interrupted

by pupils and other midday staff 4(a) 40

Emotional Demands Occasionally exposed to emotionally demanding situations e.g. dealing with

distressed pupils, during the midday break. 2 20


Oversee pupils‟ dining and play activities during the midday break, ensuring pupils safety.

2 26

247


Responsible for management of team of midday staff. 3 39


May handle small sums of cash 1

13/26

May manage a small budget for provision of equipment and materials 2(c)


Responsible for the selection, ordering and storing of equipment. 2(g) 26

Working Conditions Work is normally in areas which are noisy and may involve spillages.

Playground duties are in most weathers. 3 30

Total 404- 417

1 Duties relating to supporting pupils with health care needs are not included in this profile. The NJC

recognises that many of these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in the job description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

248

Role Title

Learning Mentor 1


To mentor one or a small group of pupils who require additional support to overcome barriers to learning, under the guidance of teachers / senior staff.

Responsibilities 1

Key duties: 1. Liaise with teaching staff to provide particular support to targeted pupils to raise achievement and

attendance and help them to overcome barriers to learning 2. Provide input to the identification of needs, assessing those pupils needing extra support and the

development of individual action plans for targeted pupils 3. Work in a one-to-one relationship with targeted pupils to implement an action plan

4. Assist in maintaining contact with pupils‟ families/carers to inform them of progress and issues 5. Provide extra support to pupils through knowledge of a range of activities and opportunities available to

them 6. Support pupil access to out of school facilities and study support 7. Collate information and maintain records of pupil achievement and attendance.

8. Maintain confidentiality in relation pupils‟ personal circumstances. Individuals in this role may also undertake some or all of the following:

1. Participate in home visits to support pupils and discuss issues and progress 2. Take part in the provision of out of school activities 3. Support the transition of pupils between phases.


Working towards national occupational standards (NOS) for learning, development and support services and knowledge / skills equivalent to current national qualifications in learning, development and support services for children, young people and those who care for them at level 3.



Knowledge Requires knowledge of procedures for a range of tasks supporting individual

pupils needing additional assistance to overcome barriers to learning, acquired through formal training or equivalent experience.

3 60

Mental Skills Contributes to assessment of needs and to the development of action plans for

pupils identified as requiring mentoring support; identifies suitable activities, opportunities.

3 39


skills

Develops relationships with pupils to provide advice and guidance on learning and development, liaises with parents / carers and external agencies.

3(a) (d) 39

Physical Skills Keyboard skills for maintaining computerised records 2 26


Contributes to decisions with a direct impact on individual pupils and their families/carers. Operates within set guidelines, responds independently to

unexpected circumstances. 3 39

Physical Demands Requires normal physical effort, with a mixture of sitting, walking and carrying

minor loads. 1 10

Mental Demands Lengthy periods of concentrated sensory and enhanced mental attention for

work with allocated pupils. 3(a) (b) 30

Emotional

Demands

Regularly exposed to emotionally demanding situations, due to dealing with

complex and sensitive needs of individual pupils and their families/carers. 3(a) (b) 30

Responsibility for

People Wellbeing

Under the instructions of a teacher or other professional, responsible for

mentoring individual or small groups of pupils. Develops one-to-one

relationships with pupils with particular learning needs and assesses needs on a

day to day basis.

3(a) 39

249

Responsibility for

Supervision May demonstrate own duties to new or less experienced staff. 1 13


Resources May handle small amounts of cash for activities. 1 13


Maintains and updates individual learning records, which may involve sensitive

and confidential information. 2(a) 26

Working

Conditions

Work is in a classroom or office environment, but may sometimes involve

home visits. 2 20

Total 384

1 Duties relating to supporting pupils with health care needs are not included in this profile. The NJC recognises that

many f these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement

of the job, as part of an agreement between employers and unions, it should be set out in the job description as an

additional duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

250

Role Title

Learning Mentor 2


To mentor one or a small group of pupils who require additional support to overcome barriers to learning.

Responsibilities 1

Key duties: 1. Liaise with teaching staff to assess and provide particular support to targeted pupils to raise achievement and

enable them to overcome barriers to learning 2. Identify the needs and assess those pupils requiring extra support and support the development of individual

action plans for targeted pupils 3. Work in a one-to-one relationship with targeted pupils to implement an action plan 4. Work with parents / carers to help address poor performance/attendance/behaviour 5. Undertake home visits to keep parents/carers informed and secure positive family support 6. Monitor the implementation of plans and report on progress achieved, support the re-integration of pupils excluded

from school or following an alternative timetable 7. Provide extra support to pupils through knowledge of a range of activities and opportunities available to them 8. Support the development of partnerships with external agencies/organisations to set up resources/initiatives to

help address barriers to learning 9. Maintain accurate pupil records and prepare written reports and evaluations. 10. Maintain confidentiality in relation to pupils‟ personal circumstance.


1. Supervise other learning mentor staff 2. Develop a range of study support activities, such as homework clubs 3. Support the transition of pupils moving between schools e.g. primary to secondary 4. Supervise pupils excluded from class or those following alternative timetables 5. Contribute to the development of activities to encourage family involvement in the school.


Working at national occupational standards (NOS) for learning, development and support services and knowledge / skills equivalent to current national qualifications in learning, development and support services for children, young people and those who care for them at level 4.



Knowledge

Requires specialist knowledge of a range of procedures for assessing needs, developing action plans and supporting individual pupils needing additional assistance to overcome barriers to learning, acquired through

formal training or equivalent experience

4 80

Mental Skills

Identifies needs of targeted pupils, develops action plan; monitors and assesses, analyses progress made and may need to change approach as a result. This involves the interpretation of complex problems with a

variety of possible solutions.

4 52


Develops relationships with pupils, parents / carers (including home visits) and school staff. Requires empathy in dealing with sensitive and

complex needs of pupils, parents / carers. Needs skills to motivate pupils and their parents / carers. Liaises with external agencies.

4(a) and (c)

52

Physical Skills Keyboard skills for computerised report writing 2 26


Makes decisions with a direct impact on individual pupils and their families/carers. Operates within set guidelines, responds to unexpected

circumstances. 3 39



Mental Demands Lengthy periods of concentrated sensory attention for work with allocated

pupils. 3(a) 30

251

Emotional Demands Regularly exposed to emotionally demanding situations, due to dealing

with complex and sensitive needs of individual pupils and their families/carers.

3(a) and (b)

30


Responsible for mentoring individual or small groups of pupils, including assessment of complex needs. Develops one-to-one relationships with

pupils. 4(a) 52


May demonstrate own duties to new or less experienced staff 1 13/26

Some day-to-day allocation of work to other learning mentors, requiring

occasional supervisory responsibility. 2


May handle small amounts of cash for activities 1 13


Maintains and updates individual learning records, which may involve sensitive and confidential information.

2(a) 26

Working Conditions Work is normally in a classroom or office environment and involves some

home visits. 2 20

Total 443-456



job, as part of an agreement between employers and unions, it should be set out in the job description as an additional duty

allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

252

Role Title

Learning Mentor 3


To supervise and coordinate a team of mentors to address the needs of pupils who require additional support to overcome barriers to learning.

Responsibilities 1

Key duties: 1. Liaise with teaching staff to assess and provide particular support to targeted pupils to raise achievement and

enable them to overcome barriers to learning 2. Be accountable for identification in one or a cluster of schools of the needs and assess those pupils requiring extra

support and develop individual action plans for targeted pupils and work with an allocation of pupils 3. Line manage other learning mentors within the school, including staff training and development 4. Work with parents / carers to help address poor performance/attendance/behaviour 5. Undertake home visits to keep parents/carers informed and secure positive family support 6. Monitor the implementation of plans and report on progress achieved, support the re-integration of pupils excluded

from school or following an alternative timetable 7. Provide extra support to pupils through knowledge of a range of activities and opportunities available to them 8. Contribute to improving the learning mentor service and school plans 9. Develop and maintain partnerships with external agencies/organisations to set up resources/initiatives to help

address barriers to learning. 10. Maintain confidentiality in relation to pupils‟ personal circumstances.


1. Manage study support activities, such as homework clubs 2. Support the transition of pupils moving between schools e.g. from primary to secondary 3. Contribute to the development of activities to encourage family involvement in the school 4. Manage the budget for the mentoring service. 5. Plan delivery of learning mentor service for the academic year.


Working at or towards national occupational standards (NOS) for learning, development and support services and knowledge/skills equivalent to level 4.



Knowledge

Requires practical and procedural knowledge for assessing needs, developing action plans and supporting individual pupils needing additional assistance to overcome barriers to learning plus managerial experience in a

related environment and skills and knowledge equivalent to national qualifications level 4, acquired either through formal off the job training supplemented by induction or extended experience and/or training in

relevant area

4 80

Mental Skills

Indentifies needs of targeted pupils, develops action plan; monitors and assesses, analyses progress made and may need to change approach as a result. This involves the interpretation of complex problems with a variety

of possible solutions.

4 52


Develops relationships with pupils, families / carers (including home visits) and school staff. Requires empathy in dealing with sensitive and complex

needs of pupils and their families / carers. Needs to motivate pupils, families / carers, other learning mentors. Liaises with external agencies to

identify and secure appropriate resources.

4(a)(b) (c) 52

Physical Skills Keyboard skills for computerised report writing 2 26


Manage the learning mentor service, choice of resources and nature of support, which has an impact on pupils and their families / carers.

Decisions have a significant direct impact on service provision. 4 52



253

Mental Demands Lengthy periods of concentrated sensory attention for work with allocated

pupils 3(a) (b) 30

Emotional Demands Regularly exposed to emotionally demanding situations, due to dealing with complex and sensitive needs of individual pupils, their families/carers and

other Learning Mentors. 3(a) (b) 30


Responsible for learning mentor programmes for individual or small groups of pupils, which includes assessment, interaction and supervision of them.

Develops one-to-one relationships with pupils with particular learning needs. Makes recommendation for service improvements.

4(a) 52


Responsibility for supervision of a team of learning mentors 3 39/52

Responsible for management of team across cluster of schools. 4


Handles small amounts of cash for activities 1 13/26

Manages budget for mentoring service 2(c)


Maintains and updates individual learning records, which may involve sensitive and confidential information.

2(a) 26

Working conditions Works normally in a classroom or office environment and undertakes some

home visits. 2 20

Total 482 -508

1 Duties relating to supporting pupils with health care needs are not included in this profile. The NJC recognises that many of

these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in the job description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

254

Role Title

Pupil Wellbeing Management


To support pupil wellbeing within the school, addressing the mental and physical needs of pupils to overcome barriers to learning.

Responsibilities

Key duties: 1. Provide support and advice to pupils to promote their social care and personal development 2. Assist in resolving relationship issues between pupils 3. Maintain links with families / carers of pupils in need of additional support. 4. Oversee support packages for pupils to reintegrate them into school following periods of exclusion / absence 5. Organise the supervision of pupils excluded from or not otherwise working to a normal timetable 6. Facilitate the sharing of information between the school and external agencies and act as the point of contact for

specialist support services 7. Be responsible for the development and monitoring of individual action plans 8. Line manage other pupil support staff 9. Support the delivery of PSHE lessons

Individuals in this role may also: 1. Manage finances within a budget and arrange funding for activities and events.


At national occupational standards (NOS) for supporting teaching and learning Level 3 including relevant optional units and knowledge / skills equivalent to current national qualifications Level 3 based on the standards. Additional specialist knowledge gained from extensive experience in working with pupils in pastoral care and support.



Knowledge Experience in providing pastoral support equivalent to

national qualifications in supporting teaching and learning at level 3 plus extensive experience in the field.

4 80

Mental Skills Resolves issues relating to individual pupils, implements well being

policies. Analyses information relating to the wellbeing needs of individual or groups of pupils and develop action plans.

4 52


Skills required to communicate with parents / carers and external agencies and to provide pastoral support and advice to pupils.

Empathy and sensitivity are required. 4 52

Physical Skills Maintains records of activity/interaction – keyboard use 2 26

Initiative & Independence Decides on individual support packages for pupils.

Decisions have a significant impact on pupils. 4 52



Mental Demands

Working with individual or small groups of pupils where activities are regularly interrupted. Develop and monitor IEP‟s May be longer periods of interaction with pupils removed from normal timetable (Learning Support Units)

3 30

Emotional Demands Frequently exposed to emotionally demanding behaviours and

situations and deals with excluded pupils. Working closely with those excluded or at risk of exclusion

3 30


Provides support and advice to pupils and assists in resolving pastoral support issues. Develops IEPs for pupils where

appropriate. 4 52


Line management responsibility for a team of other pastoral support staff.

3 39


Little or no financial responsibility 1 13/26

Manage finances within a budget and arrange funding for activities

and events. 2


Maintains and updates records requiring confidentiality/security, 2 26

Working Conditions Work is normally carried out in an office environment and occasionally

in a classroom. 1 10/20

Abuse from excluded children (noting working more closely with

excluded/difficult groups) 2

Total 472/495

255

Role Title

School Attendance and Family Support 1


To engage with parents/carers and families to provide early intervention, support and guidance to improve attendance and learning outcomes for pupils.

Responsibilities

Key duties: 1. Develop and maintain effective contact and communications with parents/carers and families including

home visits 2. Work with a range of school staff to help plan strategies and interventions to address individual pupil issues 3. Provide advice and guidance to families to reinforce their self-esteem and support pupil achievement 4. Implement action plans with parents / carers and monitor and report on progress and achievements 5. Signpost families to sources of advice and guidance 6. Support school strategies to improve behaviour and attendance 7. Work with external agencies, such as health professionals, Children‟s Centres 8. Maintain pupil records and case files 9. Undertake first day contact of parents/carers. 10. Liaise with other staff regarding persistent absentees: follow through incomplete registrations and reasons for

absence. Individuals in this role may also:

1. Develop and deliver a programme of family-related activities to meet the needs of the school community.


Working at or towards national occupational standards (NOS) for working with parents and knowledge/skills equivalent to current national qualifications for working with parents at level 3.



Knowledge Requires understanding of the range of potential barriers to learning

and attending school faced by children and young people. Knowledge and skills equivalent to national qualifications level 3.

3 60

Mental Skills Work with a range of school staff, parents, carers and families to help

plan strategies and interventions to address individual pupil issues around attendance and behaviour.

3 39


Communicates with parents / carers and families to exchange information and provide support Works with a range of external

agencies, such as health and social care. 3 39



Works within guidelines, but with some use of initiative, such as when working with individual families and responding to their queries or

situations. 3 39



Mental Demands

Medium periods of concentrated sensory attention for work with parents and pupils where work is occasionally interrupted, although this does not normally require a switch from one activity to another. Short periods

of concentrated mental attention for report writing. Maintains pupil records.

2 20

Emotional Demands Exposed to emotionally demanding behaviours and situations as a

result of dealing with pupils‟ and parent / carers individual circumstances.

3 30


Implements action plans. Works with individual pupils, parents, carers and families to improve attendance, behaviour or performance.

3 39


May demonstrate own duties to new or less experienced staff.

1 13


No financial responsibility 1 13


Resources Maintains and updates sensitive pupil records and case files. 2 26

Working Conditions Work is in an office environment and will also often involve home visits. 2 20

Total 374

256

Role Title

School Attendance and Family Support 2


Responsible for school attendance and managing the family support service and work effectively with other agencies to improve outcomes for pupils.

Responsibilities

Key duties: 1. Responsible for assuring school attendance and devising strategies and action plans for pupils whose attendance

is falling

2. Analyse attendance information and data to identify and work with pupils who have poor attendance or are at risk of

developing poor attendance

3. Follow up lack of response to first day contact and other contacts by home visiting or meeting parent/carers in school

4. Support, challenge, motivate and provide information to parents/carers to increase their capacity for parenting.

5. Manage the delivery of the family support service in line with the school plan and budget.

6. Work in partnership with external agencies to support attendance initiatives, campaigns, parental responsibility

measures and school attendance.

7. Support the identification of alternative provision for pupils with persistent absence

8. Advise on effective family support for school staff and families and disseminate good practice.

9. Prepare reports on attendance for the senior leadership team and governing body; ensure maintenance of

accurate and factual records.

10. Develop links with pupils who are transferring into the school to promote the school ethos of regular attendance.

Individuals in this role may also: 1. Manage caseloads and maintain casework documentation

2. Line manage a team of support staff.

3. Establish and manage Service Level Agreements with service providers.

4. Develop and deliver a programme of family-related activities to meet the needs of the school community


Working at or towards national occupational standards (NOS) for supporting teaching and learning and knowledge / skills equivalent to current learning, development and support services (LDSS) for children, young people and those who care for them national qualifications level 4 or equivalent.



Knowledge

Experience in working to improve attendance with an understanding of issues that lead to poor attendance. Working at or

towards national occupational standards (NOS) for supporting teaching and learning and knowledge / skills equivalent to current learning,

development and support services (LDSS) for children, young people and those who care for them national qualifications level 4 or equivalent.

4 80

Mental Skills Develop strategies to improve attendance, analyse attendance data and

identify actions/ outcomes. 4 52


Skills to communicate with parents / carers, other staff and external agencies and support pupils to find ways to challenge and

improve poor attendance. 4 52



Supports parents/carers and pupils devising and implementing effective strategies to improve attendance. Decisions have direct impact on pupils

and parents / carers. 4 52



Mental Demands Medium periods of concentrated mental attention required for preparation

of reports on attendance for the senior leadership team and governing 3(c) 30

257

body; and for ensuring maintenance of accurate and factual records.

Emotional Demands Exposed to emotionally demanding behaviours and situations as a result of dealing with pupils and parent / carers individual

circumstances. 3 30


Develop and implement strategies and action plans to address the needs of pupils, families, parents and carers where complex circumstances

present surrounding poor school attendance 4 52


No formal supervisory responsibility but may demonstrate own duties to new or less experienced staff.

1 13/26/

39

Regular allocation to work other staff in relation to improving attendance. 2

Line management responsibility for the work of other attendance staff. 3


Accounting for finance within an allocated budget. 2 26


Maintain accurate records of attendance casework and interventions with pupils and families.

2 26

Working conditions Work is normally carried out in school with home visiting and attendance

at external meetings. 2 20

Total 469/495

258

SCHOOL SUPPORT STAFF SPECIALIST

AND TECHNICAL PROFILES

259

Role Title

ICT Support 1


To contribute to the delivery of an effective ICT support service throughout the school to respond to identified need, ensure continuity of service and achieve planned reporting objectives and deadlines.

Responsibilities

Key duties:

1. Contribute to the effective performance and service provision of ICT services to minimise disruption 2. Participate in the collection, collation, processing and storage of data and information to comply with

school reporting requirements 3. Implement routine manual and computerised systems, practices and procedures to ensure that data and

information is current, relevant, effectively and securely collected and that reporting complies with planned outcomes and obligations, reporting any concerns as required

4. Maintain the integrity and security of all systems by use of appropriate user protocols and undertake related monitoring and reporting

5. Provide user support to identify and respond promptly to routine system or process issues that arise within an agreed framework of performance criteria

6. Support contingency arrangements to respond to any unforeseen or unplanned circumstances that may arise to maintain the safety and security of data and information, maintain security and minimise disruption.


Up to date technical knowledge of ICT, equipment, services, facilities all hardware and software applications to support learning and management within a school environment. Knowledge / skills equivalent to national qualifications level 3.



Knowledge Requires a range of technical ICT knowledge / skills with hardware and

software to support ICT services. Knowledge and skills equivalent to national qualifications level 3.

3 60

Mental Skills Skills for analysis of a variety of ICT issues; monitors and reports on system

integrity and security. 3 39


Communicates with staff and pupils as part of ICT technical support to solve issues and provide IT-related information and assistance

2 26

Physical Skills Keyboard skills for data processing 2 26


Makes decisions on routine issues relating to system procedures and issues. More difficult issues referred upwards.

2 26

Physical Demands Working sometimes in confined and awkward spaces with short periods of

greater effort e.g. moving IT equipment. 2(b) 20

Mental Demands Work in IT support is regularly interrupted, although this does not normally

require switching from one activity to another. Short periods of concentrated mental attention

2(c) 20



Provides internal ICT user support service for the benefit of pupils 2 26




Resources No financial responsibilities 1 13


Information Resources Responsible for supporting and maintaining ICT systems and services. 3 (b) 39

Working Conditions Work normally in an office or similar environment 1 10

Total 328

260

Role Title

ICT Support 2


To support the use of ICT within the school environment through maintenance of ICT software, hardware and related equipment, and providing support to staff and pupils to ensure administration and learning outcomes are maximised.

Responsibilities

Key duties: 1. Be responsible for the installation and maintenance of computer hardware and software 2. Maintain a comprehensive database of all support requests and allocate jobs to appropriate staff 3. Ensure dedicated ICT areas are ready for use each day and that they are in good working order at the end of jh each day 4. Check hardware regularly, repairing simple faults or reporting more complicated faults to a specialist ewtechnician / audio-visual service / contractor as appropriate 5. Support teaching staff / pupils in technical aspects of ICT 6. Maintain computer files by backing up / archiving and updating/deleting information as appropriate 7. Maintain and develop network 8. Support adherence to ICT policies, including those relating to safeguarding and internet usage and report any ffffconcerns 9. Resolve hardware / software technical issues. 10. Provides basic ICT training Individuals in this role may also undertake some or all of the following: 1. Carry out desk-top publishing procedures 2. Provide bespoke ICT training for staff and pupils 3. Check and maintain stocks of ICT equipment 4. Supervise ICT support staff.


Knowledge and experience in a range of ICT system and software packages. Working at or towards national occupational standards (NOS) for IT Users and knowledge / skills

equivalent to current national qualifications in ICT Level 3 and / or vendor qualifications for the specific hardware / software used.



Knowledge

Requires up to date practical and procedural ICT knowledge / skills with hardware and software to support ICT teaching and learning

Knowledge and skills equivalent to national qualifications level 3 and vendor qualifications for the specific hardware / software used.

4 80

Mental Skills Resolves technical faults and varied IT issues. 3 39


Regular communication with pupils, teachers and other staff, normally on commonly occurring ICT issues, explaining how to use software or ICT

accounts.

3 (a) and (d)

39

Physical Skills Keyboard skills for data processing 2 26

Initiative & Independence Works within procedures but can make some non-routine decisions, for

example taking necessary action needed to fix technical faults. 3 39

Physical Demands Working sometimes in confined and awkward spaces with short periods of

greater effort e.g. moving IT equipment. 2(b) 20

Mental Demands Work in IT support is regularly interrupted, although this does not normally

require switching from one activity to another. Short periods of concentrated mental attention.

2(c) 20



Provides ICT training and technical support for the benefit of pupils, requiring explanation and guidance.

2 26


Some day-to-day allocation of work to other staff, requiring supervisory responsibility or provision of staff training.

2 26/39

Regular supervisory responsibility for a team of staff. 3


No financial responsibilities 1 13


Responsible for IT systems and processes including safe storage of information and maintain the integrity and security of the network;

3(a) 39

Working conditions Work normally in an office, IT suite or classroom environment. 1 10

Total 387- 400

261

Role Title

ICT Support 3


Overall responsibility for ICT network. Develops and implements the school‟s ICT strategy and service provision including managing all aspects of ICT technical support in the school.

Responsibilities

Key duties: 1. Responsible for ICT network of the school 2. Develop school policies and procedures for the use of ICT within the school environment 3. Maintain a comprehensive database of all support requests 4. Manage the work of staff providing technical support to staff and pupils allocating jobs 5. Identify school staff training issues and deliver appropriate training 6. Create and manage all network user accounts, ensuring correct access rights and audit as required 7. Ensure data stored on the system is current and out of date data archived 8. Design and implement changes to the schools ICT software and hardware and liaise with consultants on the

specifications of new software / hardware as appropriate 9. Procure ICT equipment on behalf of the school 10. Carry out audits of student and staff internet usage, add filters where necessary and report as appropriate in

line with school policy. Individuals in this role may also undertake some or all of the following: 1. Advise teaching staff on the likely compatibility of new software / hardware, install software / hardware as

requested by teaching staff, and maintain a record of all installations carried out 2. Manage the ICT Network for a cluster of schools. 3. Manages ICT budget.


Experience in all aspects of ICT technical support. Working at or towards national occupational standards (NOS) for IT Professionals and knowledge / skills equivalent to current national qualifications in ICT Level 4 plus vendor qualifications for the specific hardware / software used.



Knowledge

Theoretical knowledge of relevant ICT hardware and software packages, IT management techniques and practices – typically acquired in an ICT-related environment (e.g. managing data,

reporting and software) equivalent to national qualifications level 4, plus experience of relevant hardware and software

5 100

Mental Skills Requires skills to analyse and interpret data, such as usage trends;

develops specifications for software and hardware. 4 52


Skills for offering information, advice and guidance on complex ICT issues, such as software compatibility; negotiates with suppliers.

4(c) 52

Physical Skills Keyboard skills for demonstration & administration 2 26


Regularly makes decisions on own initiative on staff and pupil ICT needs, software and hardware requirements and whole school ICT

policy. Decisions have a significant direct impact on service provision.

5 65



Mental Demands Lengthy periods of concentrated mental attention for resolving

complex IT problems and developing policies. 4 40



Manages ICT service for the benefit of pupils and staff. 2 26


Line management responsibility for the ICT team, provides specialised staff training.

3 39


Responsibility for considerable sums of money for the purchase of ICT hardware & software equipment.

2(b) 26/39

Responsible for ICT budget. 3(b)


Responsible for the security of the ICT network and for the development of ICT policy and procedure. Develops ICT policies

and strategies. 5 (c) and (e) 65

Working conditions Work normally in an office, IT suite and occasionally in a classroom

environment. 1 10

521-534

262

Role Title

Library/Resource Centre 1


To assist in providing the day-to-day activities of the library/ resource centre to enable pupils to access services to support learning.

Responsibilities

Key duties:

1. Support pupils and staff in using library resources 2. Support and assist with library technology including ICT and photocopiers

3. Oversee the use of books and other library resources, using agreed systems for recording use 4. Update and maintain data and other information as directed 5. Assist with promotions, displays and other activities of the library 6. Provide support to staff in supervising small groups of pupils in the library

7. Supervision of students using the library environment and maintaining standards of behaviour in the absence of the teacher.

Individuals in this role may also:

1. Order and maintain stock as directed 2. Provide administrative support, for example photocopying and filing 3. Collect and record money e.g. for lost books, photocopying etc.


Working at or towards national occupational standards (NOS) in information and library services, archive services and records management, knowledge / skills equivalent to current national qualifications Level 2.



Knowledge

Knowledge of procedures for use of library resources, cataloguing, assisting users.

Library assistant qualifications or equivalent experience to National Qualification Level 2 or equivalent.

2 40

Mental Skills Assist staff and pupils in using library resources. Resolve straightforward queries

from library users. 2 26


Skills

Communicates with pupils and staff to provide information and guidance on use of library resources.

2 26

Physical Skills Use of keyboards and administration systems 2 26


Dealing with a variety of queries from pupils and staff requiring use of initiative. 2 26

Physical Demands Requires normal physical effort, with short periods of increased physical effort,

including carrying resource materials, stretching and crouching. 2(b) 20

Mental Demands Activities in the library are occasionally interrupted, although this does not normally require switching from one activity to another. Short periods of

concentrated mental attention when interacting with pupils. 2(c) 20

Emotional Demands

Exposure to emotionally demanding situations is rare. 1

10/20 Managing the behaviour of pupils when working with pupils in the library. Supervise small groups of pupils in library activities.

2


Supporting pupils in the use of the library and its resources. 2 26


May demonstrate own duties to new or less experienced staff. No formal supervisory responsibility.

1 13


Resources

No financial responsibility 1 13/26

Collect and record money e.g. for lost books, photocopying etc. 2

Responsible for Physical and Information Resources

Responsible for maintaining library information records and resources. 2 26

Working Conditions

Work in a library environment. 1 10

Total 282/305

263

Role Title



To supervise the day to day running of library/resource centre services to provide a comprehensive service for pupils and staff.

Responsibilities

Key duties:

1. Catalogue library resources and index learning materials using agreed protocols. 2. Support pupils and staff in using library resources. 3. Supervise the use of library technology including ICT and photocopiers.

4. Supervise small groups of pupils in library activities and assisting them in their research. 5. Contribution to the selection, purchase and maintenance of stock and equipment for the library that meet the

needs of staff and pupils within an allocated budget.

6. Update and maintain data and other information. 7. Organise promotions, displays and other activities of the library. 8. Develop plans to encourage reading and where appropriate targeting varying groups.

9. Prepare specialist resources as requested, using appropriate computer software as required. 10. Supervision of students using the library environment and maintaining standards of behaviour in the absence of

teaching staff. Individuals in this role may also:

1. Provide administrative support, for example photocopying and filing 2. Maintain links with other schools and library services to ensure appropriate materials are obtained for use

within the school.

3. Organise book fairs or similar events. Arrange for visiting specialists as required.


Working at or towards national occupational standards (NOS) in information and library services, archive services and records management, knowledge / skills equivalent to current national qualifications for library assistants Level 3.



Knowledge

Knowledge of procedures for use of library resources, cataloguing, supervising library users, ordering resources, maintaining library technology.

Library qualifications or equivalent experience to current National Qualification Level 3 or equivalent.

3 60

Mental Skills Tasks such as indexing and maintaining borrowing records do not vary

significantly from day to day; resolves problems relating to library resources. Develops plans to encourage reading and prepares specialist materials.

3 39


Skills

Communicates with pupils, staff to provide information, guidance on use of library resources. Requires skills to communicate with and supervise groups of pupils in

the library. 3 39

Physical Skills Use of keyboards and administration systems. 2 26


Follows library procedures that can make some non-routine decisions. More complex decision making referred to senior staff.

3 39

Physical Demands Requires normal physical effort, with short periods of increased physical effort,

including carrying resource materials, stretching and crouching. 2 20

Mental Demands Activities in the library are occasionally interrupted, although this does not normally require switching from one activity to another. Short periods of

concentrated mental attention when interacting with pupils. 2(c) 20

Emotional Demands


10/20 Managing the behaviour of pupils when working with pupils in the library.

Supervise small groups of pupils in library activities 2

264


Implements planned learning activities for small groups of pupils in the library. 3 39


May demonstrate own duties to new or less experienced staff. No formal supervisory responsibility.

1 13/26

Supervise other staff in library. 2


Resources

No financial responsibility 1

13/26 Collect and record money e.g. for lost books, photocopying etc. 2

Responsibility for Physical & Information Resources

Responsible for the ordering and safe and secure storage of library materials within a budget.

3 39

Working conditions Work is carried out in a library/ resource centre environment. 1 10

Total 367-403

265

Role Title



To manage and take professional responsibility for the day to day running of library/resource centre services to provide a comprehensive service for pupils and staff. To support and develop pupils‟ learning, research skills and independent study and to develop the reading culture within the school.

Responsibilities

Key duties:

1. Organise and oversee the library service within the school, ensuring the correct processes and procedures are followed

2. Lead learning with pupils and teachers to meet educational aims and objectives through literacy and research

3. Developing pupils‟ learning, research and study skills embedded within the curriculum by using a range of methods in partnership with teaching colleagues.

4. Supervise a programme of self-directed learning for pupils. 5. Select, purchase and maintain stock and equipment for the library that meet the needs of staff and pupils at a

variety of cultural, ability and age levels 6. Manage library information technology within the library including computer systems and catalogue search

facility. 7. Make the library environment attractive to pupils to encourage reading and learning 8. Develop and implement library policies, protocols, practices and procedures. Individuals in this role may also:

1. Manage the library budget and provide accurate financial records to bursar or business manager. 2. Maintain links with other schools and library services to ensure appropriate materials are obtained for use within

the school

3. Organise book fairs or similar events. Arrange for visiting specialists as required 4. Manage one or more library staff.


Chartered librarian status.



Knowledge Knowledge of policies, procedures and practices for library management. Chartered

librarian status. 6 121

Mental Skills Requires analysis of the needs of library users and securing appropriate resources to

meet those needs. Requires creativity in making the library an attractive place for pupils and in supporting literacy and research capabilities of pupils.

4 52


Skills

Communicates with staff, pupils, suppliers and other library services. Requires skills to assess the needs of service users, provide support and guidance, explain

procedures and communicate with groups of pupils in the library. 4 52

Physical Skills Use of keyboards – administrative equipment 2 26


In conjunction with senior management, makes decisions affecting the whole library service within the school, including budgetary decisions. Decisions have a direct

impact on service provision. 4 52

Physical Demands Requires normal physical effort and stamina. 1 10

Mental Demands Undertake complex tasks such as budget management, service development

proposals, reports to senior management. Work is regularly interrupted, although this does not normally require switching from one activity to another.

4 40

Emotional Demands


10/20 Managing the behaviour of pupils when working with pupils in the library. Supervise

small groups of pupils in library activities 2


Plan and deliver learning activities to address specific learning needs for small groups of pupils and whole classes in the library. Development of policies and

strategies governing the delivery of the library service in the school. 4 52

266


May demonstrate own duties to new or less experienced staff and/or 1

13/26/39 Some day-to-day allocation of work to other staff, requiring occasional supervisory responsibility, and/or

2

Regular supervisory responsibility which may include line management for a team of staff.

3


Collect and record money e.g. for lost books, photocopying etc. 2

26/39 Manage the library budget and provide accurate financial records to bursar or

business manager. 3


Responsible for the purchase of stock, supplies and equipment for the Library service. Responsible for all library information resources and records.

4 52

Working conditions Work is carried out in a library/ resource centre environment. 1 10

Total 516/565

267

Role Title

Technician 1 (includes art and design, food, science technicians)


To work under supervision and direction as part of a professional team to support learning by providing technical assistance, through the preparation and day to day maintenance of teaching areas and equipment for pupils.

Responsibilities

Key duties:

1. Prepare specific resources / materials / equipment for lessons, as directed lifting and moving equipment. 2. Maintain sufficient supplies of materials to enable delivery of lessons

3. Safely and securely store allocated equipment and materials to prevent unauthorised access / misuse 4. Clean and undertake day to day maintenance of equipment as needed and as directed to ensure it is clean

and in good working order

5. Perform duties in line with health and safety regulations and take action where hazards are identified, including reporting any serious hazards to the line manager

6. Undertake basic record keeping as directed. 7. Ensure the safe treatment and disposal of used materials, including hazardous substances, and respond to

actual or potential hazards. Individuals in this role may also undertake some or all of the following:

1. Assist in delivering practical learning activities for pupils 2. Provide clerical and administrative support as directed

3. Order supplies as directed


Working at or towards appropriate national occupational standards (NOS), for example laboratory and associated technical activities or supporting teaching and learning as appropriate to the type of technician role. Knowledge of appropriate use of materials and equipment and ability to communicate this knowledge to staff and pupils.



Knowledge Knowledge of procedures for preparation of resources/ materials, setting up,

cleaning and basic maintenance of equipment 2 40

Mental Skills Reports problems and potential hazards. 1 13


Exchange of information both verbally and in writing with staff and suppliers.

2 26

Physical Skills Assembly, disassembly and cleaning of equipment 2 26


Follows close and detailed instructions and / or is closely supervised, with little scope for discretion most problems are referred.

1 13

Physical Demands Regularly lifts and moves, pushes and pulls resources, materials and

equipment which may be awkward or heavy. 2 20

Mental Demands Sensory attention for preparation of equipment, materials; Work is

occasionally interrupted. 1 10

Emotional Demands Rare exposure to emotionally demanding situations when working with

pupils 1 10


Prepares materials and equipment for pupils and assists in delivering practical activities. Implements specific health and safety policies relating to potentially

dangerous materials or hazardous materials/substances. 2 26




Resources No responsibility or limited to small amounts of cash for supplies 1 13



Checks stock levels and may select and/order materials and equipment from suppliers under direction.

2(g) 26

Working conditions Works in a technical/practical area, e.g. laboratory, craft room,

workshop 2 20/30

Regularly exposed to dirt, fumes, chemicals, liquids, possible hazardous

materials, working in a kitchen or working with potentially dangerous equipment.

3

Total 256- 266

268

Role Title



To work with teachers as part of a professional team to support learning by providing technical assistance through the preparation and maintenance of teaching areas and equipment for pupils.

Responsibilities

Key duties:

1. Set up resources / materials / equipment for lessons

2. Support structured and practical activities for groups or on a one-to-one basis 3. Order and maintain sufficient supplies of materials and equipment to enable delivery of lessons and assist

others in their use

4. Safely and securely store allocated equipment and materials to prevent unauthorised access / misuse 5. Clean and undertake maintenance of equipment as needed and as directed to ensure that it is clean and in

good working order

6. Perform duties in line with health and safety regulations and take action where hazards are identified, including reporting any serious hazards to line manager

7. Undertake record keeping, as directed.

8. Ensure the safe treatment and disposal of used materials, including hazardous substances and respond to actual or potential hazards.


1. Secure and work with hazardous materials 2. Provide clerical and administrative support as directed


Working at or towards appropriate national occupational standards (NOS), for example laboratory and associated technical activities or supporting teaching and learning as appropriate to the type of technician role with knowledge / skills equivalent to national qualifications level 2 or equivalent experience in a specialist area.

Knowledge of appropriate use of specialist equipment and materials and ability to communicate this knowledge to staff and pupils.



Knowledge Knowledge of procedures for preparation, use and maintenance of materials

and equipment equivalent to national qualifications level 2. 2 40

Mental Skills Resolves problems in relation to resources / materials and equipment and

practical learning activities. 2 26


Skills

Communicates with pupils and adults to provide technical information and provide support for pupils‟ learning.

3(a) 39

Physical Skills Assembly, disassembly and cleaning of equipment 2 26


Activities undertaken under the general direction of other staff and follows procedures. Works largely from instructions, but makes decisions involving the

use of initiative; may make suggestions. 2 26



Mental Demands Sensory attention for preparation of equipment, working with groups. Work

may be interrupted. 2 20

Emotional Demands

Infrequently exposed to emotionally demanding situations when working with pupils

1 10


Prepares materials and equipment for pupils and assist in delivering practical activities. Implements specific health and safety policies relating to potentially

dangerous materials or hazardous materials/substances. 2 26



269


Resources No responsibility or limited to small amounts of cash for supplies 1 13


Responsible for selecting, ordering and maintaining materials and equipment under direction and maintaining and updating records.

2(g) 26

Working Conditions

Works in a technical/practical area, e.g. laboratory, craft room, workshop 2

20/30 Regularly exposed to dirt, fumes, chemicals, liquids, possible hazardous materials, working in a kitchen or working with potentially dangerous

equipment. 3

Total 305-315

270

Role Title



To work with teachers as part of a professional team to support learning by providing technical assistance through working with pupils in the delivery / demonstration of practical learning activities and the preparation and maintenance of teaching areas and equipment for pupils.

Responsibilities

Key duties: 1. Plan, prepare and set up specific resources / materials / equipment for lessons, under general direction of the

class teacher

2. Contribute to the development of lesson and work plans 3. Implement structured and agreed practical learning activities for groups or on a one-to-one basis, as prepared by,

and under the direction of, the class teacher

4. Develop, prepare and maintain specialist resources as required 5. Ensure the safe and secure storage of allocated resources / materials / equipment to prevent unauthorised

access / misuse

6. Clean and undertake maintenance of equipment as needed to ensure it is clean and in good working order 7. Update records, including production of reports and analysis of information

8. Contribute to planning and development of systems, policies and procedures for their technical area. 9. Ensure the safe treatment and disposal of used materials, including hazardous substances, and respond to

actual or potential hazards.

10. Order and maintain resources within an agreed budget 11. Demonstrate the use of equipment to technical and other staff Individuals in this role may also undertake some or all of the following:

1. 1. Ensure the adherence to health and safety regulations by technical support staff within the school

2. Supervise the training and development of other technical support Staff. Provide clerical and administrative support to the classroom teacher as directed


Working at or towards appropriate national occupational standards (NOS), for example laboratory and associated technical activities or supporting teaching and learning as appropriate to the type of technician role with knowledge / skills equivalent to national qualifications level 3 or equivalent experience in a specialist area.

Knowledge of appropriate use of specialist equipment and ability to communicate and demonstrate this

knowledge effectively to staff and pupils.


Factor Relevant Job Information Points Points

Knowledge Knowledge of a range of procedures for preparation and maintenance of materials and equipment equivalent to national qualifications level 3.

3 60

Mental Skills Resolves problems in relation to resources / materials and equipment

and practical learning activities. Analysis of information. Plans and develops practical activities.

3 39


Communicates with pupils and adults to provide technical information and provide support for pupils‟ learning.

3(a) 39

Physical Skills Assembly, disassembly and cleaning of equipment 2 26/39

Dexterity and precision for specialised equipment 3

Initiative & Independence Works on own within recognised procedures with groups of pupils;

deals with problems as they arise. 3 39



Mental Demands Sensory/mental attention for preparation of equipment and working with

groups. Work is regularly interrupted. 2 20

271

Emotional Demands Rare exposure to emotionally demanding situations when working with

pupils 1 10/20

Occasionally exposed to emotionally demanding situations when

working with pupils. 2


Responsible, under the specific instructions of a teacher or other professional, for supervision of planned practical learning activities for individuals or small groups of pupils, including identifying needs and

adjusting activities as necessary.

3(a) 39


Regularly responsibility for training of other staff. 2 26/39

Supervisory responsibility for the training of a small team of staff. 3


Resources

Accounting for equipment, materials supplies for specialist/technical area within a small budget.

2(b) and (c)

26


Resources

Responsible for the selection, ordering and safe, secure storage of a range of resources / materials / equipment or Contributes to

development of policies and procedures for the technical/specialist area 3 39

Working conditions Works in a technical/practical area, e.g. laboratory, craft room,

workshop 2 20/30

Regularly exposed to dirt, fumes, chemicals, liquids, possible

hazardous materials, working in a kitchen or working with potentially dangerous equipment.

3

Total 403-449

272

Role Title



To work with teachers to manage the provision of technical support for learning activities, working with pupils in the delivery / demonstration of practical learning activities and the preparation and maintenance of teaching areas and equipment for pupils.

Responsibilities

Key duties: 1. Take a lead role in contributing to the planning, development and/organisation of equipment, systems,

policies and procedures for the specialist technical area

2. Advise teaching staff on technical support to meet curriculum requirements 3. Assist the teacher in producing lesson and work plans, deliver technical learning activities and monitor pupils‟

work under the overall supervision of a teacher

4. Assess pupils work in relation to using equipment / conducting experiments and provide feedback to classroom teachers

5. Ensure adherence to health and safety regulations in relation to equipment and materials used by staff and pupils

6. Manage, support and develop other technical support staff, ensuring they have the required skills to provide technical support for teachers

7. Develop and implement plans to safely and securely store allocated resources / materials / equipment 8. Update records, including production of reports and analysis of information.

9. Ensure the safe treatment and disposal of used materials, including hazardous substances and respond to actual or potential hazards.

10. Manage the budget for the purchase of technical materials and equipment and undertake regular audits of resources

Individuals in this role may also undertake some or all of the following: 1. Management of technical support staff across a range of technical areas.

2. Under the direction of a teacher, takes responsibility for providing learning activities for groups and/or whole classes of pupils, including planning and adjusting lessons and other activities.


Working at or towards appropriate national occupational standards (NOS), for example laboratory and associated technical activities or supporting teaching and learning as appropriate to the type of technician role with knowledge / skills equivalent to national qualifications level 4 or equivalent experience in a specialist area. Knowledge and understanding of supporting pupils in a specialist area.



Knowledge

Knowledge of procedures for management of a technical/specialist area, including policy development, advice on technical support for curriculum requirements, development and delivery of technical/practical learning equivalent to national

qualification level 4.

4 80

Mental Skills Requires analytical, judgement or creative skills to develop practical lesson

plans and activities, analyse pupils‟ performance and provide feedback on this 4 52


skills

Communicates technical information to pupils to promote learning adjusting approaches as necessary. Provides feedback and technical advice/support to

teachers. Negotiate with suppliers

4(a) and (c)

52

Physical Skills Assembly, disassembly and cleaning of equipment 2

26/39 Dexterity and precision for specialised equipment 3


Takes a lead in developing systems and processes in the technical area. Decisions have a direct impact on service provision.

4 52

Physical Demands Regularly lifts and moves, pushes and pulls resources, materials and equipment which

may be awkward or heavy. 2 20

Mental Demands Medium periods of mental concentration for development of policies,

procedures, practical activities. Work is regularly interrupted. 3 30

273

Emotional Demands Infrequently exposed to emotionally demanding situations when working with pupils 1

10/20 Occasionally exposed to emotionally demanding situations when working with pupils. 2


Responsible, under the direction of a teacher, for supervision of the planned learning activities of individuals, groups of pupils. Implements specific policies on health and

safety in relevant area(s) 3(a)

39/52 Under the direction of a teacher, takes responsibility for providing learning activities for groups and/or whole classes of pupils, including planning and adjusting lessons and

other activities. 4


Responsibility for a small team of technicians 3 39/52

Manage technical support staff in more than one department. 4


Resources Responsible for departmental budget for equipment, supplies, materials 3 39


Orders, procures, stores and maintains a wide range of technical resources; responsible for the safe storage and treatment of materials.

Take a lead role in the development of policies and procedures which have impact on the specialist technical area.

4(d) 52

Working conditions

Works in a technical/practical area, e.g. laboratory, craft room, workshop 2

20/30 Regularly exposed to dirt, fumes, chemicals, liquids, possible hazardous materials,

working in a kitchen or working with potentially dangerous equipment. 3

Total 511-570

274

SCHOOL SUPPORT STAFF TEACHING AND LEARNING SUPPORT

PROFILES

275

Role Title

Teaching Assistant 1


To work with teachers to support teaching and learning, providing general and specific assistance to pupils and staff

under the direction, guidance and direct supervision of the classroom teacher1.

Responsibilities 2

Key duties: 1. Work with individuals or small groups of pupils in the classroom under the direct supervision of teaching staff

and provide feedback to the teacher 2. Support pupils to understand instructions support independent learning and inclusion of all pupils 3. Support the teacher in behaviour management and keeping pupils on task 4. Support pupils in social and emotional well-being, reporting problems to the teacher as appropriate 5. Prepare and clear up learning environment and resources, including photocopying, filing and the display and

presentation of pupils work and contribute to maintaining a safe environment. Teaching Assistants in this role may also undertake some or all of the following:

1. Record basic pupil data

2. Support children‟s learning through play 3. Assist with break-time supervision including facilitating games and activities 4. Assist with escorting pupils on educational visits 5. Support pupils in using basic ICT 6. Invigilate exams and tests 7. Assist pupils with eating, dressing and hygiene, as required, whilst encouraging independence.


Working at or towards national occupational standards (NOS) in Supporting Teaching and Learning(core and relevant optional units as required) reflected in the level 2 NVQ and Level 2 certificate in supporting teaching and learning on the Qualification and Credit Framework or equivalent experience Knowledge and compliance with policies and procedures relevant to child protection and health and safety.



Knowledge Requires knowledge and skills towards Supporting Teaching and Learning

NOS that underpin National Qualifications at level 2 or equivalent experience 2 40

Mental Skills Carries out allocated tasks under the supervision of a teacher, problems

generally referred. 1 13


Communicates with pupils to support learning and development and encourage acceptable behaviour. Exchanges information with staff,

parents/carers. 3(a) 39

Physical Skills Setting up and use of educational equipment and/or keyboard skills 2 26


Follows detailed instructions and / or is closely supervised with little scope for discretion; problems are generally referred.

1 13

Physical Demands Combination of standing, sitting or walking. 1 10/20

Requirement for standing for long periods and/or working in awkward

positions e.g. sitting on low chairs. 2

Mental Demands Working with individuals or small groups of pupils requiring mental and

sensory concentration; work is regularly interrupted although this does not normally require switching from one activity to another.

2 (a)(c) and (d)

20

Emotional Demands Occasionally exposed to emotionally demanding behaviours and situations

as a result of attending to pupils‟ personal needs and assisting with behaviour management.

2 20


Responsible for the supervision of practical learning activities of individuals or small groups of pupils under the direction of the teacher or other

professional 2 26



276


May handle small amounts of cash e.g. for school visits 1 13


Responsible for the careful and safe use equipment, such as play and standard ICT equipment, records basic pupil data

1 13

Working Conditions Some exposure to unpleasant conditions, including noise; outdoor working;

verbal abuse 2 20

Total 266-276

1Roles at this level do not deliver “specified work” as defined in the guidance to Section 133 of the Education Act 2002.

2

Duties relating to supporting pupils with health care needs are not included in this profile. The NJC recognises that many of these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in the job description as an additional duty allowing role (and therefore in remuneration as appropriate.

277

Role Title



To work with teachers to support teaching and learning by working with individuals or small groups of pupils under the

direction of teaching staff and may be responsible for some learning activities within the overall teaching plan1

Responsibilities 2

Key duties: 1. Implement planned learning activities/teaching programmes as agreed with the teacher, adjusting activities

according to pupils‟ responses as appropriate 2. Participate in planning and evaluation of learning activities with the teacher, providing feedback to the teacher on pupil

progress and behaviour 3. Support the teacher in monitoring, assessing and recording pupil progress/activities 4. Provide feedback to pupils in relation to attainment and progress under the guidance of the teacher 5. Support learning by arranging/providing resources for lessons/activities under the direction of the teacher 6. Support pupils in social and emotional well-being, reporting problems to the teacher as appropriate 7. Share information about pupils with other staff, parents / carers, internal and external agencies, as

appropriate 8. Understand and support independent learning and inclusion of all pupils as required. Teaching Assistants in this role may also undertake some or all of the following: 1. Work with individual pupils with special educational needs 2. Work with pupils for whom English is not their first language 3. Assist in the development of individual development plans for pupils (such as Individual educational plans) 4. Support the work of volunteers and other teaching assistants in the classroom 5. Support the use of ICT in the curriculum 6. Invigilate exams and tests 7. Assist in escorting and supervising pupils on educational visits and out of school activities 8. Select, prepare and clear away classroom materials and learning areas ensuring they are available for use,

including developing and presenting displays 9. Support pupils in developing and implementing their own personal and social development 10. Assist pupils with eating, dressing and hygiene, as required, whilst encouraging independence 11. Monitor and manage stock and supplies for the classroom.


Working at NVQ level 2 in supporting teaching and learning or equivalent; may be working towards NVQ level3 and/or national occupational standards. Knowledge and compliance with policies and procedures relevant to child protection and health and safety.



Knowledge Requires knowledge and procedures for supporting and leading learning

activities. Requires knowledge and skills equivalent to NVQ level 2 in Supporting Teaching and Learning or have equivalent experience

2 40

Mental Skills Resolves problems in relation to providing learning activities. May contribute to

planning of activities for the session, day or week. 2 26


Communicates with pupils to promote learning, including assessing the impact of the communication on recipients and adjusting approach as necessary.

Exchanges information with staff, parents/carers.

3(a) and (d)

39



Works under the direction of the teacher. Makes decisions about own work supporting pupils; more complex decisions

referred to senior staff. 2 26

Physical Demands

Combination of standing, sitting or walking 1

10/ 20 Requirement for standing for long periods and/or working in awkward positions

e.g. sitting on low chairs. 2

278

Mental Demands Working with individuals or groups of pupils requiring mental and sensory concentration; work is regularly interrupted as part of the normal working

pattern.

2 (a) (c) and (d)

20

Emotional Demands

Occasionally exposed to emotionally demanding behaviours and situations as a result of attending to pupils‟ personal needs and assisting with behaviour

management 2

20/30

Demands arising from ongoing involvement with pupils with special educational needs

3 (a)


Implements planned learning activities as agreed with the teacher; works with individual or small groups of pupils. Under guidance from the teacher provides

feedback to pupils on attainment and progress. 2 26






Responsible for the careful and safe use of equipment such as play and standard ICT equipment; records confidential pupil data for pupils with whom

jobholder works 2(a) 26


verbal abuse 2 20

Total 305-325

1Roles at this level do not deliver “specified work” as defined in the guidance to Section 133 of the Education Act

2002.


many of these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in the job description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

279

Role Title



To work with teachers to support teaching and learning, providing specialist support to the teacher in an aspect of the curriculum, age range or additional needs

1.

Responsibilities 2

Key duties: 1. Provide learning activities for individuals and groups of pupils under the professional direction and supervision of

a qualified teacher, differentiating and adapting learning programmes to suit the needs of allocated pupils 2. Assess, record and report on development, progress and attainment as agreed with the teacher 3. Monitor and record pupil responses and learning achievements, drawing any problems which cannot be resolved

to the attention of the teacher 4. Plan and evaluate specialist learning activities with the teacher, writing reports and records as required 5. Select and adapt appropriate resources/methods to facilitate agreed learning activities 6. Support pupils in social and emotional well-being, reporting problems to the teacher as appropriate 7. Teaching Assistants in this role are expected to undertake at least one of the following:

a. Provide specialist support to pupils with special educational needs, for example, learning, behavioural, communication, social, sensory or physical difficulties

b. Provide specialist support to pupils where English is not their first language c. Provide specialist support to gifted and talented pupils d. Provide specialist support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy, National

Curriculum subject). Note: The options in point 7 are alternative specialisms and only the specialism actually applicable should be evaluated.

Teaching Assistants in this role may also undertake some or all of the following:

1. Establish and maintain relationships with families, carers and other adults, e.g. speech therapists 2. Provide short term cover supervision of classes

6

3. Supervise the work of other support staff/trainees 4. Be responsible for the preparation, maintenance and control of stocks of materials and resources 5. Invigilate exams and tests 6. Escort and supervise pupils on educational and out of school activities 7. Guide and support pupils in their personal, emotional and social development 8. Prepare and present displays 9. Supervise individuals and groups of pupils throughout the day, including supervision in the classroom, playground

and dining areas 10. Assist pupils with eating, dressing and hygiene, as required, whilst encouraging independence 11. Be involved in planning, organising and implementing individual development plans for pupils (such as Individual

educational plans), including attendance at, and contribution to, reviews 12. Work with pupils not working to the normal timetable.


Meeting the national occupational standards (NOS) in Supporting Teaching and Learning level 3 and working at NVQ level 3. Demonstrate specialist skills relevant to their role in 7(a-d) above. Knowledge and compliance with policies and procedures relevant to child protection and health and safety.


Factor JE Level Score Points

Knowledge

Requires knowledge and procedures for supporting and leading learning activities in specialist area. Knowledge and skills equivalent to the core

and optional NOS in Supporting teaching and learning that underpin National Qualifications at level 3; including knowledge of a specialist aspect of supporting learning and teaching or equivalent experience

3 60

Mental Skills

Contributes to planning and development of learning activities with teachers; responds to activity-related problems without referral to teachers. May be involved in planning, organising and developing

individual education plans.

3 39


Communicates with pupils, including those who may have special needs, to promote learning, including assessing the impact of the communication

on recipients and adjusting approach as necessary. Exchanges information with staff, parents/carers.

3(a) d) 39


280


Works under the direction and supervision of a teacher. Supports learning by selecting suitable activities / methods for learning activities.

2 26

Physical Demands Combination of standing, sitting or walking 1 10/20

Requirement for standing for long periods and/or working in awkward

positions e.g. sitting on low chairs. 2

Mental Demands Working with individuals or groups of pupils requiring mental and sensory concentration; work is regularly interrupted although this does not normally require switching from one activity to another.

2 20

Emotional Demands Occasionally exposed to emotionally demanding behaviours and

situations as a result of attending to pupils personal needs and assisting with behaviour management

2 20/30

Regularly exposed to emotionally demanding behaviours and situations

as a result of attending to pupils‟ personal need and assisting with behaviour management

3(a)


Under the direction and supervision of a teacher, takes responsibility for providing learning activities for groups of pupils, assessing pupil needs on

a lesson by lesson basis and differentiating and altering learning programmes as appropriate.

3(a) 39


May occasionally support, advise and/or monitor less experienced teaching assistants, students

1 13/26

Some day-to-day allocation of work to other staff, requiring occasional

supervisory responsibility. 2




Responsible for the careful and safe use of equipment such as play and standard ICT equipment, records confidential pupil data Responsible for

selecting and/or ordering supplies, under direction. 2(a) (g) 26

Working Conditions Some exposure to unpleasant conditions, including noise; outdoor

working; verbal abuse 2 20

351-384



2 Roles at this level may provide cover supervision in line with the Workforce Agreement Modelling Group

(WAMG) Note 22.

281

Role Title



To work with teachers to organise and support teaching and learning activities for classes. The primary focus is to undertake specified work with individuals, groups and whole classes under the direction and supervision of a qualified teacher.

1

Responsibilities2

Key duties: 1. Plan, prepare and deliver specified learning activities to individuals, small groups and/or classes modifying and

adapting activities as necessary under the direction and supervision of a teacher

2. Assess, record and report on development, progress and attainment 3. Liaise with staff and other relevant professionals and provide information about pupils as appropriate 4. Use teaching and learning objectives to plan, evaluate and adjust lessons/work plans as appropriate within agreed

systems of supervision 5. Assess the needs of pupils and use knowledge and specialist skills to support pupils‟ learning 6. Support pupils in social and emotional well-being, reporting problems to the teacher as appropriate 7. Teaching Assistants at this level are expected to undertake at least one of the following:

a. Provide specialist support to pupils with learning, behavioural, communication, social, sensory or physical difficulties

b. Provide specialist support to pupils where English is not their first languag c. Provide specialist support to gifted and talented pupils d. Provide specialist support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy, National

Curriculum subject). Note: The options in point 7 are alternative specialisms and only the specialism actually applicable should be evaluated.

Teaching Assistants in this role may also undertake some or all of the following: 1. Develop and implement Individual Development Plans for pupils (such as Individual Educational Plans), including

attendance at, and contribution to, reviews

2. Support the role of parents / carers in pupils‟ learning and contribute to meetings with parents / carers to provide constructive feedback on pupil progress/achievement etc

3. Contribute to the development of policies and procedures 4. Provide short- term cover supervision of classes 5. Supervise or manage the work and development of other classroom support staff 6. Be responsible for the preparation, maintenance and control of stocks of materials and resources 7. Liaise with external agencies on a regular basis 8. Provide pastoral care to pupils for example as head of year or tutor group 9. Be responsible for pupils who are not working to the normal timetable 10. Assist pupils with eating, dressing and hygiene, as required, whilst encouraging independence 11. Invigilate exams and tests 12. Be responsible for the presentation of displays.


Working at or towards the professional standards for Higher Level Teaching Assistants. Demonstrate specialist skills that may be appropriate to 7(a-d) above. Knowledge and compliance with policies and procedures relevant to child protection and health and safety.



Knowledge

Requires knowledge and procedures for supporting and leading learning activities in a specialist area (e.g. additional needs, curriculum area), including

planning, preparing and delivering specified work to groups and classes. Knowledge at NVQ level 3 plus additional knowledge in specialist area;

working at or towards professional standards for HLTA

4 80

Mental Skills

Contributes to planning and development of learning activities with teachers; plans specified learning activities; responds to activity-related problems without referral to teachers. May be involved in planning, organising and

developing individual education plans.

3 39


Skills

Developed skills for communicating with individual, groups and whole classes of pupils to promote learning, including assessing the impact of the communication on recipients and adjusting approach as necessary.

Works with teachers to plan and evaluate learning activities, exchange information with other staff, parents/carers.

4 (a) (c) 52

282

Physical Skills Prepare and clear up learning resources, equipment; keyboard skills 2 26


Works under the direction of a teacher in delivering specified learning activities to individuals, groups and/or whole classes. Independently plans,

prepares and delivers learning, assesses records and reports on development, progress and attainment, refers complex problems

3 39

Physical Demands Combination of standing, sitting or walking 1

10/20 Requirement for standing for long periods and/or working in awkward positions e.g. for sitting on low chairs.

2

Mental Demands

Working with individuals, groups and whole classes of pupils requiring mental and sensory concentration; work is regularly interrupted although this does not

normally require switching from one activity to another. Medium periods of concentrated mental attention for lesson planning.

3(c) 30

Emotional Demands

Occasionally exposed to emotionally demanding behaviours and situations as a result of attending to pupils personal needs and assisting with behaviour

management 2

20/30 Regularly exposed to emotionally demanding behaviour and situations as a result of attending to pupils‟ personal needs and assisting with behaviour

management. 3(a)


Under the direction of a teacher, takes responsibility for assessing pupil overall learning needs in specialist field and providing learning activities for

groups and/or whole classes of pupils, including planning and adjusting lessons and other activities.

4(a) 52


No formal supervisory responsibility May occasionally support, advise and/or monitor less experienced teaching assistants, students

1

Some day-to-day allocation of work to other staff, requiring occasional

supervisory responsibility 2

13/26/39

Regular supervisory responsibility for other Teaching Assistants. 3




Responsible for the careful and safe use of equipment such as play and standard ICT equipment. Records confidential pupil data

Responsible for selecting and/or ordering supplies, under direction.

2(a) and (g)

26


verbal abuse. 2 20

Total 420- 466


many of these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a

requirement of the job, as part of an agreement between employers and unions, it should be set out in the job

description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in

remuneration as appropriate.

2

In accordance with Section 133 of the Education Act 2002.

283

Role Title



To collaborate with teachers in planning and delivering programmes of teaching and learning activities for classes. The primary focus is to undertake educational activities with individuals, groups and whole classes within a framework agreed with and under the overall direction and supervision of a qualified teacher

1.

Responsibilities2

Key duties: 1. Plan, prepare and deliver assigned programmes of teaching and learning activities to individuals, small groups

and/or classes modifying and adapting activities as necessary under the overall direction and supervision of a

teacher.

2. Assess, record and report on development, progress and attainment

3. Liaise with staff and other relevant professionals and provide information about pupils as appropriate

4. Use teaching and learning objectives to plan, evaluate and adjust lessons/work plans as appropriate within

agreed systems of supervision

5. Assess the needs of pupils and use detailed knowledge and specialist skills to support pupils‟ learning

6. Support pupils in social and emotional well-being, reporting problems to the teacher as appropriate

7. Develop and implement Individual Development Plans for pupils (such as Individual Educational Plans),

including attendance at, and contribution to, reviews

8. Support the role of parents / carers in pupils‟ learning and contribute to meetings with parents / carers to provide

constructive feedback on pupil progress/achievement etc

9. Liaise with external agencies on a regular basis

10. Teaching Assistants at this level are expected to undertake at least one of the following:

a. Provide specialist support to pupils with learning, behavioural, communication, social, sensory or

physical difficulties

b. Provide specialist support to pupils where English is not their first language

c. Provide specialist support to gifted and talented pupils

d. Provide specialist support to all pupils in a particular learning area (e.g. ICT, literacy, numeracy,

National Curriculum subject).

Note: The options in point 10 are alternative specialisms and only the specialism actually applicable

should be evaluated.

Teaching Assistants in this role may also undertake some or all of the following: 1. Supervise or manage the work and development of other classroom support staff

2. Be responsible for the preparation, maintenance and control of stocks of materials and resources

3. Provide pastoral care to pupils for example as head of year or tutor group

4. Be responsible for pupils who are not working to the normal timetable

5. Invigilate exams and tests


Meeting the professional standards for Higher Level Teaching Assistants. Demonstrate specialist skills that may be appropriate to 7(a-d) above. Knowledge and compliance with policies and procedures relevant to child protection and health and safety.



Knowledge

Requires knowledge and understanding of National Curriculum requirements in relation to specialist area (e.g. additional needs, curriculum area),

including planning, preparing and delivering programmes of learning activities to groups and classes.; also detailed understanding of how pupils of relevant

age group(s) and ability learn; relevant learning strategies and methods. Knowledge acquired through training and experience to level of professional

standards specified for HLTA status plus additional professional development.

5 100

284

Mental Skills

Uses teaching and learning objectives to plan evaluate and adjust lessons/ work plans as appropriate within agreed systems of supervision. Adjusts learning activities according pupil interest and need. Resolves all but the

most complex problems as they arise.

4 52


Skills

Developed skills for communicating with individual, groups and whole classes of pupils to promote learning, including assessing the impact of the communication on recipients and adjusting approach as necessary.

Works with teachers to plan and evaluate learning activities, exchange information with other staff, parents/carers.

4 (a) and (c)

52

Physical Skills Prepare and clear up learning resources, equipment; keyboard skills 2 26


Works independently under the overall direction of a teacher. Plans, prepares and delivers programmes of learning; is responsible for assessment, records and reports on development, progress and attainment of assigned groups/

classes.,

4 52

Physical Demands

Combination of standing, sitting or walking 1

10/20 Requirement for standing for long periods and/or working in awkward positions e.g. sitting in low chairs.

2

Mental Demands

Working with individuals groups and/or classes of pupils requiring mental and sensory concentration; work is regularly interrupted although this does not normally require switching from one activity to another. Medium periods

of concentrated mental attention for lesson planning.

3 (c) 30

Emotional Demands

Occasionally exposed to emotionally demanding behaviours and situations as a result of attending to pupils personal needs and assisting with behaviour

management 2

20/30 Regularly exposed to emotionally demanding behaviour and situations as a result of attending to pupils‟ personal needs and assisting with behaviour

management 3(a)


Under the overall direction of a teacher, takes responsibility for assessing overall pupil learning needs in specialist field and providing programmes of

learning activities for groups and/or whole classes of pupils, including planning and adjusting lessons and other activities.

4 (a) 52



1

13/26/ 39

Some day-to-day allocation of work to other staff, requiring occasional supervisory responsibility

2

Regular supervisory responsibility for other Teaching Assistants. 3


Resources May handle small amounts of cash e.g. for school visits 1 13


Responsible for the careful and safe use of equipment such as play and standard ICT equipment. Records confidential pupil data

Responsible for selecting and/or ordering supplies, under direction. 2(a) (g) 26

Working Conditions

Some exposure to unpleasant conditions, including noise; outdoor working; verbal abuse.

2 20

Total 466-512


many of these duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a

requirement of the job, as part of an agreement between employers and unions, it should be set out in the job

description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in


2 In accordance with Section 133 of the Education Act 2002.

285

Role Title

Additional Support Needs Assistant 1


To work with teachers as part of a professional team to support teaching and learning for SEN pupils. Providing learning support to pupils who need particular help to overcome barriers to learning, such as those with moderate, severe, profound and multiple learning difficulties and/or behavioural, social, communication, sensory or physical disabilities.

Responsibilities

Key duties: 1. Implement planned learning activities/teaching programmes as agreed with the teacher, adjusting activities

according to pupils‟ responses as appropriate 2. Participate in planning and evaluation of learning activities with the teacher, providing feedback to the teacher on

pupil progress and behaviour 3. Support the teacher in monitoring, assessing and recording pupil progress/activities 4. Provide feedback to pupils in relation to attainment and progress under the guidance of the teacher 5. Support learning by arranging/providing resources for lessons/activities under the direction of the teacher 6. Support pupils in social and emotional well-being, reporting problems to the teacher as appropriate 7. Share information about pupils with other staff, parents / carers, internal and external agencies, as appropriate 8. Understand and support independent learning and inclusion of all pupils as required. 9. Work with pupils on therapy or care programmes, designed and supervised by a therapist/care

10. Attend to pupils‟ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare and health matters, reporting problems to the teacher as appropriate. Physically assist pupils in activities (may involve lifting, where mobility is an issue)

Additional Support Needs Assistants at this level may also undertake some or all of the following: 1. Administer medication in accordance with an agreed plan under direction of healthcare practitioner and following

appropriate training 2. Update pupil records 3. Assist with break-time supervision including facilitating games and activities 4. Assist with escorting pupils on educational visits 5. Support pupils in using basic ICT 6. Undertake moving and handling activities as required.

Indicative knowledge, skills and experience Working at NVQ level 2 in supporting teaching and learning or equivalent; may be working towards NVQ level 3 and/or national occupational standards. Knowledge and compliance with policies and procedures relevant to child protection and health and safety.


Factor Relevant Job Information JE level Score

Knowledge Requires knowledge and procedures for supporting and leading learning

activities. Requires knowledge and skills equivalent to NVQ level 2 in Supporting Teaching and Learning or have equivalent experience

2

40

Mental Skills Resolves problems in relation to providing learning activities. May contribute to

planning of activities for the session, day or week. 2

26


Skills

Communicates with pupils with additional needs, to support learning and development and encourage acceptable behaviour. Exchanges information with

staff, parents/carers. 3(a)

39

Physical Skills

Assembly and clearing away of equipment; keyboard skills; mobility aids 2 26/39

Use of highly specialised equipment requiring considerable precision e.g. use of hoists

3


Works under the direction of the teacher. Makes decisions about own work supporting pupils; more complex decisions

referred to senior staff. 2

26

Physical Demands

Requires short periods of greater physical effort, such as manoeuvring pupils where necessary or assisting in physical activities,

2

20/30

Requires regular periods of greater physical effort such as manoeuvring pupils with severe physical disabilities or behaviour issues.

3

286

Mental demands Working with individuals or small groups of pupils where work is regularly

interrupted although this does not normally require switching from one activity to another.

2 20

Emotional Demands

Regularly exposed to emotionally demanding behaviours and situations as a result of attending to pupils‟ personal needs and assisting with behaviour

management, 3(a)

30/40 Regularly exposed to significant emotionally demanding behaviour and

situations through working with pupils with severe disabilities or extreme behavioural issues.

4


Responsible for the supervision of practical activities of individuals or small groups of pupils with special needs, under the direction of a teacher or other

professional. Provides assistance to pupils on social, welfare and health matters (toileting / dressing) and provides support to the teacher on behaviour management of

pupils.

2 26






Responsible for the careful and safe use of equipment, such as play and standard ICT equipment. Responsible for maintaining confidential pupil records

2(a) 26

Working Conditions

Work is normally carried out in the classroom or similar environment, which may sometimes involve exposure to noise or other unpleasant conditions

2

Regularly attending to the personal needs of pupils with special needs. 3 20/30

Total 325 -368

287

Role Title



To work with teachers as part of a professional team to support teaching and learning for SEN pupils. Providing specialist assistance to pupils who need particular help to overcome barriers to learning, such as those with moderate, severe, profound and multiple learning difficulties and/or behavioural, social, communication, sensory or physical disabilities.

Responsibilities

Key duties: 1. Provide learning activities for individuals and groups of pupils under the professional direction and supervision of a

qualified teacher, differentiating and adapting learning programmes to suit the needs of allocated pupils with SEN 2. Plan and evaluate specialist learning activities with the teacher, writing reports and records as required 3. Work with pupils on therapy or care programmes, designed and supervised by a therapist/care professional 4. Monitor, assess, record and report on development, progress and attainment, as agreed with the teacher, drawing

any problems which cannot be resolved to the attention of the teacher 5. Select and adapt appropriate resources/methods to facilitate agreed learning activities 6. Be involved in planning, organising and implementing individual development plans for pupils (such as Individual

educational plans), including attendance at, and contribution to, reviews 7. Attend to pupils‟ personal needs including toileting, hygiene, dressing and eating, as well as help with social, welfare

and health matters. Additional Support Needs Assistants in this role may also undertake some or all of the following:

1. Take the lead in inducting pupils into specialist units, classes or schools for pupils with special educational needs

2. Monitor pupils‟ conduct and behaviour throughout the learning process and intervene to resolve complex, difficult or very challenging issues

3. Supervise individuals and groups of pupils throughout the day, including supervision in the classroom, playground and dining areas

4. Work with pupils not working to normal timetable 5. Establish and maintain relationships with families and carers and other adults, e.g. speech therapists 6. Advise and assist pupils in the proper use and deployment of complex personal and learning aides

and equipment 7. Escort and supervise pupils on educational and out of school activities 8. Support the development/oversee the work of other support staff 9. Be responsible for the preparation, maintenance and control of stocks of materials and resources 10. Administer medication in accordance with an agreed plan under direction of healthcare practitioner and following

appropriate training


Meeting the national occupational standards (NOS) in Supporting Teaching and Learning level 3 and working at NVQ level 3. Skills and knowledge in providing specialist support to pupils. Knowledge and compliance with policies and procedures relevant to child protection and health and safety.



Knowledge

Requires knowledge and procedures for developing and delivering learning activities for pupils with additional special needs, including adapting activities according to pupil

responses. Knowledge and skills equivalent to the core and optional NOS in Supporting

teaching and learning that underpin National Qualifications at level 3; including knowledge of a specialist aspect of supporting learning and teaching or equivalent

experience

3 60

Mental Skills

Contributes to planning and development of learning activities with teachers and responds to activity-related problems without referral to teachers. Requires

interpretive skills and is involved in short- term planning of activities. May be involved in planning, organising and developing Individual development

plans for pupils (such as Individual educational plans).

3 39


Skills

Communicates with pupils with additional needs, to support learning and development and encourage acceptable behaviour. Exchanges information with

staff, parents/carers 3(a)

39/52 Developed skills for communicating with pupils, including those with additional

needs, to support learning and development and encourage acceptable behaviour. Exchanges information with staff, parents/carers, and other agencies.

4

288

Physical Skills Assembly and clearing away of equipment; keyboard skills; or mobility aids 2

26/39 Use of highly specialised equipment requiring considerable precision e.g. use of hoists 3


Works under the direction of a teacher. Supports learning by selecting suitable activities / methods for learning activities.

2 26

Physical Demands

Requires short periods of physical effort, such as manoeuvring pupils where necessary or assisting in physical activities

2

20/30 Requires regular periods of greater physical effort such as manoeuvring pupils with

severe physical disabilities or behaviour issues. 3

Mental Demands Working with individuals or small groups of pupils where work is regularly interrupted

although this does not normally require switching from one activity to another. 2 20

Emotional Demands

Regularly exposed to emotionally demanding behaviours and situations as a result of attending to pupils‟ personal needs and assisting with behaviour management

3(a)

30/40 Regularly exposed to significant emotionally demanding behaviour and situations through working with pupils with severe disabilities or extreme behavioural issues.

4


Under the direction and supervision of a teacher, takes responsibility for providing learning activities for pupils and specialist support to individual pupils with additional

support needs. 3(a) 39


May demonstrate own duties to new or less experienced staff. 1

13/26 Some day-to-day allocation of work to other staff, requiring occasional supervisory responsibility.

2




Responsible for the careful and safe use of equipment, such as play and standard ICT equipment; responsible for maintaining confidential pupils information responsible for

selecting and/or ordering supplies, under direction.

2(a) and (g)

26

Working Conditions


2 20/30

Regularly attending to the personal needs of pupils with special needs. 3

Total 371 – 440

289

Role Title



To work with teachers as part of a professional team to organise and support teaching and learning activities for SEN pupils, including classes. The primary focus is to work with individuals and groups delivering specified work under the direction and supervision of a qualified teacher. The individual provides specialist learning support for pupils identified as having learning difficulties, including complex and multiple special education needs, in a broad range of different learning situations and settings. The post holder also plans, organises and undertakes other related duties to fully support and underpin learning, personal and social development.

Responsibilities

Key duties: 1. Use teaching and learning objectives to plan, evaluate and adjust lessons/work plans as appropriate within agreed

systems of supervision 2. Deliver specified work to individuals and small groups modifying and adapting activities as necessary

11

3. Work with pupils on therapy or care programmes, designed and supervised by a therapist/care professional

4. Provide specialist support to pupils with severe learning, behavioural, communication, social, sensory or physical

difficulties

5. Monitor pupils conduct and behaviour throughout the learning process and intervene to resolve highly complex,

difficult or very challenging issues

6. Assess, record and report on development, progress and attainment

7. Liaise with staff and other relevant professionals and provide specialist support/advice to meet the needs of pupils

8. Assess the needs of pupils and use detailed knowledge and specialist skills to support pupils‟ learning

9. Attend to pupils‟ personal needs including toileting, hygiene, dressing and eating, as well as help with soc ial,

welfare and health matters.

Additional Support Needs Assistants at this level may also undertake some or all of the following: 1. Administer medication in accordance with an agreed plan under direction of healthcare practitioner and following

appropriate training 12

2. Develop and implement individual development plans for pupils (such as Individual educational plans), including attendance at, and contribution to, reviews

3. Support the role of parents/carers in pupils‟ learning and contribute to meetings with parents/carers to provide constructive feedback on pupil progress/achievement etc

4. Contribute to the development of policies and procedures 5. Supervise or manage the work and development of other classroom support staff 6. Be responsible for the preparation, maintenance and control of stocks of materials and resources 7. Liaise with external agencies on a regular basis 8. Provide pastoral care to pupils for example as head of year or tutor group 9. Be responsible for pupils who are not working to the normal timetable 10. Undertake training with specific area of expertise to ensure that staff, parents / carers are fully trained to meet the

expectations of the school 11. Manage the induction of pupils into specialist units, classes or schools for pupils with special educational needs 12. Advise and assist pupils in the proper use and deployment of highly complex personal and learning aides and

equipment.


Meet or working towards the professional standards for Higher Level Teaching Assistants. Demonstrate specialist knowledge and skills that are appropriate to providing specialist support to pupils with additional support needs. Knowledge and compliance with policies and procedures relevant to child protection and health safety.



Knowledge

Requires knowledge and procedures for supporting and leading learning activities in a specialist area (e.g. additional needs, curriculum area), including planning, preparing

and delivering learning activities to groups and classes. Knowledge at NVQ level 3 plus additional knowledge in specialist area; working at or

towards professional standards for HLTA

4 80

Mental Skills

Contributes to planning and development of learning activities with teachers; plans specified learning activities; responds to activity-related problems without referral to

teachers. May be involved in planning, organising and developing individual education plans.

3 39

290


Skills

Developed skills for communicating with pupils, including those with additional learning needs, to support learning and development and encourage acceptable behaviour. Exchanges information with staff, parents/carers, and other agencies.

4 52

Physical Skills

Assembly and clearing away of equipment; keyboard skills; or mobility aids 2

26/39 Use of highly specialised equipment requiring considerable precision e.g. use of hoists 3


Works under overall direction of teacher. Plans, prepares and delivers learning to individual groups, assesses records and reports on development, progress and

attainment resolving all but the most complex problems independently. 3 39

Physical Demands

Requires short periods of physical effort, such as manoeuvring pupils where necessary or assisting in physical activities 2

3 20/30

Requires regular periods of greater physical effort such as manoeuvring pupils with severe physical disabilities or behaviour issues.

Mental Demands

Working with individuals or groups of pupils requiring mental and sensory concentration, where work is regularly interrupted although this does not normally

require switching from one activity to another. Medium periods of concentrated mental attention for lesson planning.

3 (c) 30

Emotional Demands

Regularly exposed to emotionally demanding behaviours and situations as a result of attending to pupils‟ personal needs and assisting with behaviour management,

3(a)

30/40 Regularly exposed to significant emotionally demanding behaviour and situations through working with pupils with severe disabilities or extreme behavioural issues.

4

Responsibility for

People Wellbeing

Under the general direction of a teacher, takes responsibility for assessing pupil overall learning needs, providing learning activities for

individuals or groups of pupils, including planning and adjusting lessons and other activities.

4(a) 52



1

13/26/39 Some day-to-day allocation of work to other staff, requiring occasional supervisory responsibility

2

Regular supervisory responsibility or line manages a small group or team 3


May handle small sums of cash 1 13



Responsible for the careful and safe use of equipment, such as play and standard ICT equipment; responsible for maintaining confidential pupils information Responsible for

selecting and/or ordering supplies, under direction.

2(a) and (g)

26

Working Conditions


2 20/30

Regularly attending to the personal needs of pupils with special needs. 3

Total 440–509

291

Role Title

Cover Supervision


To supervise whole classes undertaking pre-prepared activities provided by a teacher during the short-term absence13

of a classroom teacher1. The primary focus is to maintain order and to keep pupils on task.

Responsibilities 2

Key duties: 1. Supervise pre-prepared activities and self directed learning in the short-term planned / unplanned absence of

teachers to provide continuity of learning for pupils 2. Prepare the classroom/outside areas for lessons, ensuring that resources are available and cleared away at the

end of the lessons as appropriate 3. Manage the behaviour of pupils whilst they are undertaking work 4. Collect any completed work after the lesson and return it to the appropriate teacher 5. Report back as appropriate using agreed referral procedures on the behaviour of pupils during the class, and

any issues arising. Individuals in this role may also undertake some or all of the following:

1. Undertake exam invigilation.


o Working at or towards the national occupational standards (NOS) in Supporting Teaching and Learning reflected in the mandatory and relevant optional units of the level 3 NVQ and Level 3 diploma in specialist support for teaching and learning on the Qualification and Credit Framework or equivalent experience.

o Specialist training in behaviour management techniques. o Knowledge and compliance with policies and procedures relevant to child protection and health and safety.



Knowledge Knowledge of procedures for supervising pre-prepared learning activities,

providing feedback. Specialist knowledge of behaviour management. 4 80

Mental Skills Resolves problems in relation to pre-prepared learning activities and pupil

behaviour 3 39


Communicates with pupils to undertake pre-prepared learning materials and supervise self directed learning. Requires developed skills to

motivate and stimulate learning and ensure appropriate behaviour. 4(a) 52

Physical Skills Some demand for precision. Setting up and use of educational

equipment and/or keyboard skills. 2 26


Works under the general direction of a teacher. Makes independent decisions about the management of pupils undertaking pre-prepared

learning activities referring complex decisions to a teacher. 3 39



Mental Demands Working with groups and whole classes of pupils where work is regularly

interrupted, although this does not normally require switching from one activity to another.

2 20

Emotional Demands

Occasionally exposed to emotional demanding behaviours and situations as a result if attending to pupils personal needs and assisting with behaviour

management. 2

20/30 Regularly exposed to emotionally demanding behaviours and situations as a result of attending to pupils personal needs and assisting with behaviour

management. 3


Supervises pre-prepared learning activities to groups, classes of pupils assessing behaviour and ensuring continuity of learning in the absence of

a teacher. Responsible for the safety and well being of pupils in classroom. 3(a) 39




No responsibility for financial resources. 1 13

292


Maintains records of work done during cover supervision periods. 2(a) 26

Working Conditions Work is normally carried out in the classroom or similar environment, which may sometimes involve exposure to noise or other unpleasant conditions.

2 20

Total 397 - 407

1 See Workforce Agreement Modelling Group (WAMG) guidance on Cover Supervision and guidance on Rarely Cover.



job, as part of an agreement between employers and unions, it should be set out in the job description as an additional

duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

293

Role Title

Early Years 1


To assist nursery staff, as part of a professional team, in working with children on their education and social development and provide a high quality of care.

Responsibilities 1

Key duties: 1. Under the direction and supervision of qualified staff assist in the delivery of activities enhancing children‟s

social and educational development 2. Assist in setting up and clearing away of displays and activities, including ensuring that the materials and

equipment are safe and clean 3. Attend to children‟s personal needs including assisting in children at meal time 4. Exchange information with parents / carers 5. Assist other staff with the assessment procedures to ensure children‟s progress is satisfactory.

6. Individuals in this role may also: 7. 1. Update children‟s records.


Completed a common core programme of induction for working with children Working towards the national occupational standards (NOS) Level 2 in skills for care and development and knowledge /skills equivalent to current National Qualifications level 2.



Knowledge Experience of working with children. Knowledge of a range of learning

and play activities. 2 40

Mental Skills Resolves day to day problems in relation to learning and play

activities. 1 13


Communication with early year‟s pupils to encourage social, educational and physical development and acceptable behaviour.

Exchange of information with other staff, parents/ carers. 3(a) 39

Physical Skills Assembly and clearing away of equipment 2 26


Follows detailed instructions and / or is closely supervised with little scope for discretion; problems other than day to day problems are

referred. 1 13

Physical Demands Requires normal physical effort, with a mixture of sitting, walking and carrying minor loads with short periods of greater physical effort, such

as lifting children where necessary. 2 20

Mental Demands Working with individuals or small groups of children where work is

regularly interrupted, although this does not normally require switching from one activity to another.

2 20

Emotional Demands Occasionally exposed to emotionally demanding behaviours and situations as a result of attending to children‟ personal needs and

assisting with behaviour management. 2 20


Assisting in the practical learning and play activities of individuals or small groups of children.

Provides assistance to children on social, welfare and health matters and provides support on behaviour management of children.

2 26




No or limited responsibility for finance 1 13



Responsible for the careful and safe use and cleanliness of equipment; also for recording activities and for the maintenance and

updating of confidential pupil records. 2(a) 26

Working Conditions Work is normally carried out in a nursery, where there is regular exposure to noise or other unpleasant conditions such as nappy

changing. 3 30

Total 299



294

Role Title

Early Years 2


To work with children, as part of a professional team, on education and social development and to provide a high quality of care.

Responsibilities 1

Key duties: 1. Work with individuals or small groups of children, under direction

2. Support behaviour management and development

3. Establish and build positive relationships with parents / carers

4. Contribute to the planning and development of learning activities

5. Contribute to the development of individual development plans (such as Individual educational plans) for children

with special educational needs

6. Work with external agencies

7. Contribute to observation and assessment procedures

8. Update children‟s records.

9. Set up and clear away displays and activities, including ensuring that the materials and equipment are safe and

clean

10. Attend to children‟s personal needs

Individuals in this role may also undertake some or all of the following: 1. Have key worker responsibilities for particular children

2. Demonstrate duties to apprentices and /or mentor new staff

3. Undertake accompanied home visits.


Completed a common core programme of induction for working with children. Working at national occupational standards (NOS) for skills for Children‟s Care, Learning and Development or STL and qualifications based on these at National Qualification Level 2



Knowledge Requires knowledge of procedures for supporting learning and play

activities, including adapting activities to suit needs of early year‟s pupils. Knowledge and skills equivalent national qualifications at level 2.

3 60

Mental Skills Resolves problems in relation to learning and play activities. Contributes to development of learning activities to suit needs of individual and groups of

children. 2 26


Communication with early year‟s pupils to encourage social, educational and physical development and acceptable behaviour. Exchange of information

with other staff, parents/ carers, 3(a) 39



Works under the direction of a teacher/ early years professional. Makes decisions about own work supporting children; more complex decisions are

referred to senior staff. 2 26


carrying minor loads with short periods of greater physical effort, such as lifting children where necessary.

2 20

Mental Demands Working with individuals or small groups of children where work is regularly


2 20

Emotional Demands Occasionally exposed to emotionally demanding behaviours and situations as a result of attending to children‟ personal needs and assisting with behaviour

management. 2 20

295


Responsible for leading and adapting practical learning and play activities for individual or small groups of children.

Provides assistance to children on social, welfare and health matters and provides support to the teacher on behaviour management of children.

3(a) 39







Responsible for the careful and safe use and cleanliness of equipment and consumables. Also for recording activities and for the maintenance and

updating of confidential pupil records. 2(a) 26

Working Conditions Work is normally carried out in a nursery, where there is regular exposure

to noise or other unpleasant conditions such as nappy changing. 3 30

Total 358

1 Duties relating to supporting pupils with health care needs are not included in this profile. The NJC recognises that many of these

duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in the job description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as appropriate.

296

Role Title

Early Years 3


To work with children, as part of a professional team and to support the provision of Early Years education and care.

Responsibilities 1

Key duties: 1. Devise and engage in the delivery of play care and learning activities. Takes responsibility for managing the provision

of play, care and learning 2. Ensure standards are met at all times and assist in the development and regular review of policies and procedures to

be followed 3. Ensure that children have access to appropriate activities to support their physical, emotional, social and intellectual

development 4. Assist in the development and maintenance of appropriate planning, observation and assessment procedures 5. Assess needs of children including emotional, developmental and social. Produce individual development plans

including for SEN children 6. Ensure compliance with policies and procedures relating to child protection, health, safety, security and confidentiality. Individuals in this role may also undertake some or all of the following: 1. Support preparation for OFSTED inspections and action any recommendations that may result from inspection 2. Undertake home visits. 3. Responsible for recruitment of staff 4. Responsible for a small budget 5. Act as deputy manager


Completed a common core programme of induction for working with children. Working at national occupational standards (NOS) for skills for children‟s care, learning and development Level 3 and knowledge /skills equivalent to current national qualifications level 3 plus supervisory experience.



Knowledge Requires knowledge of policy and procedures for supporting the provision of

play care and learning. Knowledge and skills equivalent national qualifications at level 3. .

3 60

Mental Skills Contributes to planning and development of learning activities with other early

year‟s staff; responds to a range of practical problems without referral to teachers. 3 39


Skills

Developed communication skills with early year‟s pupils to encourage social, educational and physical development and acceptable behaviour. Shows

empathy and sensitivity. Regular communication to develop relationships and provide information to parents/ carers, other staff and other agencies.

4(a) 52



Plans, prepares and delivers learning, assesses records and reports on development, progress and attainment resolving most problems independently.

3 39

Physical Demands Requires normal physical effort, with a mixture of sitting, walking and carrying minor loads with short periods of greater physical effort, such as lifting pupils

where necessary. 2 20

Mental Demands Working with individuals or small groups of children where work is regularly


2 20

Emotional Demands Regularly exposed to emotionally demanding behaviours and situations as a result of attending to children‟s‟ personal needs and assisting with behaviour

management. 3 30


Ensure compliance with policies and procedures relating to child protection, health, safety and confidentiality. Provides advice and guidance on operation of

Early Years policy and procedures. 4(a) 52


Regular demonstration of duties to other staff. 2 26

297

Responsibility For Financial Resources

No or limited responsibility for finance 1 13/26

Responsible for small budget 2(c)


Maintenance and updating of pupil records. 2(a) (g) 26

Working Conditions Work is normally carried out in a nursery, where there is regular exposure to

noise or other unpleasant conditions such as nappy changing. 3 30

Total 433-466

1 Duties relating to supporting pupils with health care needs are not included in this profile. The NJC recognises that many of these

duties are carried out on a voluntary basis in different ways. Therefore, if this duty becomes a requirement of the job, as part of an

agreement between employers and unions, it should be set out in the job description as an additional duty allowing it to be

accounted for in the evaluation of the role (and therefore in remuneration as appropriate.)

298

Role Title

Early Years 4


To lead and manage the provision of early education and care. .

Responsibilities 1

Key duties: 1. Manage the operation and delivery of play, care and learning in the early years setting. 2. Ensure standards are met at all times and assist in the development and regular review of policies and

procedures to be followed 3. Devising report systems for the development, progress and attainment of the children 4. Responsible for management of staff and their development and training. 5. Responsible for the safe environment and welfare of children and staff. 6. Establish links with parents, carers and other agencies. 7. Manage a budget 8. Preparation for Ofsted inspections and action any recommendations that may result from

inspection.


Knowledge and skills equivalent to national qualifications level 3 in early years development Experience in supervision and management of an early years setting



Knowledge Requires theoretical plus practical and procedural knowledge of policies and

procedures relating to a childcare setting and child protection Extended experience in staff management in a early years setting

4 80

Mental Skills Requires creative thinking to deal with complex issues and to develop

policies and procedures relating to early years provision. 4 52


Skills

Manages and motivates staff. Liaises with parents/ carers and negotiates with external agencies

4 52

Physical Skills Keyboard skills for report writing 2 26


Works within recognised procedures set by statutory framework within which the jobholder organises own workload and that of others. Respond

independently to unanticipated problems and situations. 4 52

Physical Demands Requires normal physical effort. 1 10

Mental Demands Concentrated mental attention for report writing and assessment. 3 30

Emotional Demands

Contact with parents and/or children placing occasional emotional demands on the jobholder.

2

20/30 Regular contact with parent and/or children placing emotional demands on

jobholder 3


Ensures the operation of the early years setting according to the statutory framework. This includes adaptation of policies and procedures to meet

operational demands. 4(a) 52


Manages nursery and early year staff 3 39


Resources Manages budget of the early years setting 3(b) 39


Onsite managerial responsibility for premises. Selecting and/or ordering equipment and resources. Also responsible for the creation and maintenance

of childcare and staff records. 3 39

Working Conditions

Work is normally carried out in an early years setting, where there is occasional exposure to noise.

2 20

Total 511/521

1 Duties relating to supporting pupils with health care needs are not included in this profile.

The NJC recognises that many of these duties are carried out on a voluntary basis in different ways. Therefore, if this

duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in

the job description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in


299

Role Title

Early Years 5 (Early Years Professional)


To lead a professional team working with children on education and social development and to develop and improve practice to raise the standards of Early Years provision.

Responsibilities 1

Key duties: 1. Be responsible for working with groups of children leading and managing play, care and learning 2. Develop, introduce, lead and supervise education and social development work. 3. Develop policies and procedures relating to early years provision 4. Plan medium term educational programmes for a range of abilities 5. Assess, record and report on development, progress and attainment 6. Act as a team leader 7. Share knowledge and understanding of early years practices to help other colleagues to develop and improve

their practice. 8. Liaise with parents, carers and other agencies.

Individuals in this role may also undertake some or all of the following: 1. Manage the early years team 2. Responsible for selecting and ordering equipment and resources within a budget


Achieved Early Years Professional Status Working at national occupational standards (NOS) at level 6.



Knowledge Requires specialist knowledge of child development and of techniques, policies

and procedures for developing and leading suitable activities for early year‟s pupils. Knowledge and skills equivalent to national qualifications at level 6

6 121

Mental Skills

Develops suitable activities for individual and groups of early year‟s pupils; requires creative thinking to deal with complex issues and to develop policies

and procedures relating to early years provision; plans educational programmes for a range of abilities over the school year.

4 52


Skills

Highly developed communication skills to lead in educational and play activities and to stimulate learning and development. Manages and motivates more junior

staff. Liaises with parents/ carers, other agencies

5 (a) and (b)

65

Physical Skills Prepare and clear learning resources and equipment. Keyboard skills. 2 26


Leads in implementing programmes; assesses records and reports on development, progress and attainment. Works with external agencies to resolve

the most complex problems. 4 52

Physical Demands

Requires normal physical effort, with a mixture of sitting, walking and carrying minor loads with short periods of greater physical effort, such as lifting pupils

where necessary. 2 20

Mental Demands

Working with individuals or small groups of children where work is regularly interrupted, although this does not normally require switching from one activity

to another. 2 20

Emotional Demands

Regularly exposed to emotionally demanding behaviours and situations as a result of attending to children‟s‟ personal needs and assisting with behaviour

management. 3 30


Takes responsibility for identifying educational needs and planning and developing learning programmes for children.

4(a) 52

300


Lead a team of staff. 2 26/39

Manage a team of early years staff 3





Responsible for selecting and/or ordering equipment, also for the maintenance and updating of pupil records.

2(a (g) 26

Working Conditions

Work is normally carried out in a nursery, where there is regular exposure to noise or other unpleasant conditions such as nappy changing.

3 30

Total 533-546

1 Duties relating to supporting pupils with health care needs are not included in this profile. Remuneration for duties of this nature should

be agreed at local level. The NJC recognises that many of these duties are carried out on a voluntary basis in different ways. Therefore,

if this duty becomes a requirement of the job, as part of an agreement between employers and unions, it should be set out in the job

description as an additional duty allowing it to be accounted for in the evaluation of the role (and therefore in remuneration as

appropriate.

301

SUPPORT TIME RECOVERY WORKER

PROFILE SUITE

302

Role Title

Support Time Recovery Worker – Entry Level


Provide practical support to clients/service users in community and residential settings Supports the promotion of independent living and provide a consistent point of contact for service users Maintain client records in accordance with guidelines



Knowledge

Understanding of the issues relating to mental health and the principles of person-centred care

and a knowledge of the range of services provided in the community; awareness of the

service user‟s rights, acquired through NVQ 2 or equivalent experience

Knowledge of the procedures for a range of tasks

2 40

Mental Skills

Read and interpret straightforward care plan documentation regarding assessed needs. Undertake a range of practical activities to support service users, carers and families

Judgement or creative skills; some need to interpret information and solve

straightforward problems

2 26


Skills

Provide personal support to vulnerable service users through the exercise of caring and

listening skills

Interpersonal caring skills to meet basic welfare needs of

clients 3a 39

Physical Skills Use of domestic equipment and/or driving skills

Dexterity, co-ordination or sensory skills; some demand

for precision 2 26

Use of medical equipment e.g. hoists,

wheelchairs and bathing chairs

Dexterity, co-ordination or sensory skills; considerable

demand for precision 3b 39


Work with service users, carers and families; delivering a range of practical activities to support independent living for vulnerable service users; working with service users,

carers and families in their homes; delivering short break support for carers

Working from instructions; making minor decisions

involving the use of initiative; problems referred to a supervisor/manager

2 26

Physical Demands

Depending on client group may involve providing personal assistance requiring some lifting of medium weights; physical aids e.g.

hoists, wheelchairs and bathing chairs may be available

Periodic considerable physical effort

2b 20

Depending on client group may involve providing personal assistance requiring frequent lifting of medium/heavy weights

(physical aids e.g. hoists, wheelchairs and bathing chairs may be available) sometimes in

awkward positions taking into account the environment

Ongoing considerable/periodic high physical effort

3ab 30

Mental Demands

Concentration for the provision of care of clients; may drive between client visits;

pressure to meet client needs, which may be conflicting, within a specified period of time

Medium periods of concentrated sensory attention;

some work related pressure 2 20

Emotional Demands

Support vulnerable/very vulnerable service users at times of distress, anxiety and

confusion


3ab 30

Support very vulnerable service users at times of distress, anxiety and confusion where this

will be ongoing


4a 40


Responsible for providing a range of services to vulnerable service users, carers and families;

promote improving outcomes for service users, carers and families

Some direct impact on the well-being of individuals or groups

of people 2 26


No responsibility for supervision Limited or no direct

responsibility for other staff 1 13

303


Resources



resources 1 13

Shop, collect pensions, prescriptions, banking

and the paying of accounts

Handling of cash or processing of cheques, invoices or

equivalent 2a 26


Resources



information 2a 26

Working Conditions

Some exposure to dust, dirt, smells, body fluids, verbal or physical aggression

Some exposure to disagreeable, unpleasant or


Considerable exposure to dust, dirt, smells, body fluids, verbal or physical aggression



Total 325/381

304

Role Title

Support Time Recovery Worker


As part of a wider team deliver planned mental health support in community and residential settings Promote independent living and provide a consistent point of contact for service users Provide regular and practical support to individuals and their carers Maintain client records in accordance with guidelines



Knowledge

Knowledge of the processes for the provision of mental health services

and support, contributing to the assessment and care planning

processes, experience of working with service users, carers and families

acquired through NVQ 3 or equivalent experience



Mental Skills

Contribute to the development and ongoing adaptation of care plans.

Organise and undertake a range of practical activities to support service

users, carers and families; use of creative techniques to promote a

person centred approach


term

3 39


Developed skills for resolving conflict, encouraging and empowering individuals/families to change

behaviours; communicate sensitive information to other professionals




of audiences

4ad 52

Physical Skills Use of domestic equipment and/or

driving skills

Dexterity, co-ordination or sensory skills; some demand for

precision 2 26

Use of medical equipment e.g. hoists,

wheelchairs and bathing chairs

Dexterity, co-ordination or sensory skills with considerable

demands for precision 3b 39


Independently work with service users, carers and families; organise

and promote a range of practical activities to support independent living for vulnerable service users; working

with service users, carers and families in their homes; delivering short break

support for carers




3 39

Physical Demands


requiring some lifting of medium weights; physical aids e.g. hoists,

wheelchairs and bathing chairs may be available


2b 20


requiring frequent lifting of medium/heavy weights (physical aids e.g. hoists, wheelchairs and bathing chairs may be available) sometimes

in awkward positions taking into account the environment


3ab 30

305

Mental Demands

Concentration for the provision of care of clients; may drive between client visits; pressure to meet client needs, which may be conflicting, within a specified period of time

Medium periods of concentrated sensory attention; some work

related pressure 2 20




3ab 30




4a 40


Responsible for providing a range of services to vulnerable service users,

carers and families; promote improving outcomes for service users,

carers and families

Some direct impact on the well-being of individuals or groups of

people 2 26



for other staff 1 13




1 13



2a 26




information 2(a) 26

Working Conditions Some exposure to dust, dirt, smells,

body fluids, verbal or physical aggression


conditions 2 20

Considerable exposure to dust, dirt,

smells, body fluids, verbal or physical aggression



Total 397/453

306

Role Title

Support Time Recovery Worker Higher Level


1. As part of a wider team deliver planned mental health support in a specialised area of practice in community and residential settings

2. Promote independent living and provide a point of contact for service users 3. Provide practical support to individuals and their carers 4. Maintain client records in accordance with guidelines 5. Contribute to the development of the service and the team



Knowledge

Knowledge of the processes for the provision of mental health services and

support, in a specialist area, contributing to the assessment and care planning processes acquired

through NVQ 3 and additional training or experience of working with the

relevant client group or equivalent or NVQ 4 equivalent

Predominantly practical and procedural knowledge across a

technical or specialist area 4 80

Mental Skills

Contribute to the development and ongoing adaptation of care plans.

Organise and undertake a range of practical activities to support service

users, carers and families; use of creative techniques to promote a

person centred approach


term

3 39


Skills

Developed skills for resolving conflict, encouraging and empowering individuals/families to change

behaviours; communicate sensitive information to other professionals




of audiences

4ad 52


planning and contact records; may be required to exercise driving skills


2 26


Independently work with service users, carers and families organising and promoting a range of activities to

support independent living for vulnerable service users




3 39

Physical Demands

Depending on client group may involve providing personal assistance requiring

some lifting of medium weights; physical aids e.g. hoists, wheelchairs and bathing chairs may be available


2b 20

Depending on client group may involve providing personal assistance requiring

frequent lifting of medium/heavy weights (physical aids e.g. hoists,

wheelchairs and bathing chairs may be available) sometimes in awkward positions taking into account the

environment


3ab 30

Mental Demands

Concentration for report writing; which may be used as evidence in formal settings, contribute to assessments;

tight deadlines


3c 30

307




3ab 30




4a 40


Responsible for providing a range of services to vulnerable service users, carers and families; contribute to the

assessment, planning and review process, and promote improving

outcomes for service users, carers and families

High direct impact on the well-being of individual, or groups of,

people, through an assessment of the needs and implementation of

appropriate programmes of care or welfare

4a 52


Guide or mentor other staff on a regular basis

Some direct responsibility for the supervision, co-ordination or training of other employees.

2 26




resources 1 13



2a 26




information 2a 26

Working Conditions Some exposure to dust, dirt, smells,

body fluids, verbal or physical aggression


conditions 2 20

Considerable exposure to dust, dirt,

smells, body fluids, verbal or physical aggression



Total 453/496

Documents

CONTENTS Page COMMISSIONING PROFILES 6 Commissioning ...€¦ · 2 CONTENTS Page PUBLIC HEALTH PROFILES 75 Director of Public Health 76 Information Technician 78 Information Analyst