Well-being & Safeguarding Lead (DSL)

Job Title and Level

Job Title: SEN and Wellbeing Team Member

Level: Support Staff (Spanish convenio pay scale, appropriate grade to be confirmed according to experience and qualifications)

Main Purpose of the Role

The SEN and Wellbeing Team Member will provide direct support to pupils with special educational needs (SEN) and to the wider wellbeing provision across the British School of Tenerife. Working predominantly with primary-aged pupils, the postholder will contribute to a caring, inclusive learning environment that promotes academic progress, emotional resilience and social development. This role supports both the ND (Nurture & Development / Neurodiversity) department and the Senior Leadership Team (SLT) in delivering an integrated, school-wide approach to pupil wellbeing, in line with the school’s vision and values.

Key objectives:

• Support day-to-day delivery of targeted interventions, in-class support and small-group work for pupils with identified SEN or wellbeing needs.
• Assist the ND department and SLT in monitoring, planning and promoting pupil wellbeing across the All Through School, with emphasis on primary provision.
• Help ensure that pupils with English as an Additional Language (EAL) and diverse cultural backgrounds receive appropriate, culturally sensitive support so they can access the curriculum and thrive.
• Contribute to maintaining a safe, orderly and inclusive school environment where every pupil is valued and supported.

Key Responsibilities and Duties

Operational Support for SEN and Wellbeing

• Provide in-class and small-group support for pupils with SEN, working under the direction of the SENCO/ND lead and class teachers.
• Deliver personalised learning activities and wellbeing interventions as outlined in Individual Education Plans (IEPs), Behaviour Support Plans or social-emotional programmes.
• Assist with implementation of adaptations and reasonable adjustments to the curriculum, resources and learning environment.
• Support pupils with personal care needs when required, following school protocols and safeguarding guidance.

Assessment, Monitoring and Record-Keeping

• Assist with the observation, assessment and ongoing monitoring of pupils’ academic and wellbeing progress.
• Maintain accurate records of interventions, contacts with families and progress notes, using school systems and reporting to the ND department and SLT as required.
• Contribute to reviews and multi-disciplinary meetings (internal and external professionals) by preparing summaries and sharing evidence of progress.

Collaboration with Staff, Parents and External Agencies

• Work collaboratively with class teachers, teaching assistants, the ND department, EAL staff and SLT to ensure coordinated support.
• Communicate sensitively and professionally with parents/carers to share pupil progress and wellbeing concerns, following school communication policies.
• Support referrals and liaison with external professionals (psychologists, therapists, local authority services) and participate in implementing recommended strategies.

Support for Primary Provision (Predominant Focus)

• Deliver targeted wellbeing and social skills programmes to primary cohorts, including transition support for new pupils and those moving between key stages.
• Support the creation of a nurturing classroom climate through positive behaviour management, restorative practices and structured social interventions.

Whole-School Duties

• Participate in break/lunchtime wellbeing supervision, with a focus on promoting positive social interaction and safe play.
• Contribute to whole-school initiatives that promote mental health awareness, inclusion and pupil voice.
• Provide cover or support where necessary for colleagues in unexpected staffing circumstances, in line with school procedures.

Administration and Resource Management

• Prepare and maintain resources for interventions and SEND activities.
• Assist in the management of specialist equipment and sensory resources, ensuring they are safe, clean and appropriate for use.

Compliance and Professional Conduct

• Work within the school’s policies and statutory frameworks (including those set out by the Association/Board of Directors), upholding confidentiality, professional boundaries and high standards of conduct.
• Adhere to health and safety, medical and medication procedures when supporting pupils.

Skills and Competencies

Essential

• Strong interpersonal and communication skills, with the ability to build rapport with pupils (particularly primary-aged), parents and colleagues.
• Understanding of SEN, neurodiversity, and wellbeing strategies appropriate to primary learners.
• Ability to implement behaviour management strategies consistently and sensitively.
• Good organisational and record-keeping abilities; attention to detail in monitoring pupil progress.
• Cultural sensitivity and awareness of the needs of pupils from diverse backgrounds and high EAL populations.
• Team player with proven ability to collaborate with teachers, the ND department, SLT and external professionals.
• Commitment to promoting inclusion, pupil voice and the school’s vision and values.

Desirable

• Relevant qualifications or training in SEN support, child development, counselling, mental health first aid, pastoral care, or similar.
• Experience working in an international or bilingual setting and familiarity with challenges faced by EAL learners.
• Basic knowledge of Spanish to support communication with local families (beneficial but not essential).
• Experience of delivering evidence-based interventions (e.g., social skills groups, emotional literacy programmes, sensory circuits).

Personal Attributes

• Empathy, patience and resilience when working with children with additional needs.
• Discretion, integrity and a proactive approach to safeguarding.
• Flexibility to respond to changing priorities across an All Through School environment.

Professional Development

• The British School of Tenerife is committed to continuous professional development. The postholder will be encouraged and supported to attend:
  • In-house training delivered by the ND department, SLT and external providers.
  • National and international courses relevant to SEN, wellbeing and inclusion.
  • Peer coaching, mentoring and appraisal processes in line with school practice.
• Opportunities exist to develop into roles with increased responsibility (e.g., lead practitioner for primary wellbeing, HLTA/SEN lead accreditation) depending on experience, performance and school needs.
• Performance and development activities will align with the school’s vision to invest income back into staff development and school improvement.

Safeguarding

• The safety and wellbeing of pupils is paramount. The postholder must:
  • Work in line with statutory safeguarding guidance (including Keeping Children Safe in Education and Prevent) and the British School of Tenerife’s safeguarding and child protection policies.
  • Be familiar with procedures for reporting concerns and share any safeguarding concerns promptly with the Designated Safeguarding Lead (DSL) or their deputies.
  • Maintain up-to-date awareness of signs of abuse, neglect and indicators of emotional or mental health difficulties.
  • Ensure confidentiality is maintained, but understand when and how to share information in the best interests of the child.
  • Undertake all mandatory safeguarding and safer recruitment checks and training as required by the school and Spanish regulations.
  • Promote pupil wellbeing, ensure that interventions are delivered safely, and follow medical and first-aid protocols where relevant.

Additional Information

• This role is employed under the Spanish convenio pay scale; grade and contract terms will be confirmed at offer stage in accordance with school and legal requirements.
• The British School of Tenerife is a non-profit association overseen by a Board of Directors and managed by the Senior Management Team (Academic Director and Business Manager). The postholder will contribute to the school’s vision and values, supporting a predominantly Spanish, international school community with a high proportion of EAL learners.
• The role may involve occasional evening or parent event attendance and participation in school development activities as needed.

Applicants should demonstrate a strong commitment to inclusion, evidence of effective work with primary-aged pupils with additional needs, and alignment with the ethos of the British School of Tenerife.