Pastoral & Wellbeing Lead [Post-16]

Contract Type: Full-time; Permanent 33.75 Hours 195 days

1. Role Purpose

The Pastoral & Wellbeing Lead [Post-16] is responsible for leading and coordinating outstanding day-to-day pastoral care, including safeguarding, attendance, behaviour, and wellbeing practices, across our Post 16 provision for students with Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD), and complex SEND.

The role is designed to ensure a safe, inclusive, and nurturing environment where students can thrive, supporting them to achieve their fullest potential through high-quality pastoral care, robust safeguarding, and effective attendance, emotional and behavioural support.

The postholder will provide operational leadership for safeguarding, promoting a culture of vigilance, accountability, and compliance with statutory requirements. They will oversee proactive, person-centred behaviour support tailored to individual communication and sensory needs.

Promoting transdisciplinary working with staff, families, and external agencies, the Pastoral & Wellbeing Lead will champion holistic and consistent emotional wellbeing, develop staff practice, and foster a positive, respectful ethos that prioritises dignity, independence, and quality of life.

In partnership with the Phase Coordinator, they will ensure all students are safe, supported, and able to access education, develop independence, and achieve positive outcomes for adulthood.

2. Key Responsibilities

a. Safeguarding Support and Leadership

i. Act as the deputy Designated Safeguarding Lead (DDSL) in the Post-16 provision.

ii. Support the Designated Safeguarding Lead (DSL) in implementing and maintaining Humberston Park School’s safeguarding strategy across HPS’s Post-16 provision.

iii. Serve as the first point of contact for all safeguarding concerns within the Post-16 provision and support DDSL colleagues when required.

iv. Promote a culture of vigilance, accountability and compliance with statutory guidance and safeguarding policies.

v. Assist in reviewing and updating safeguarding policies, procedures and practice, ensuring they reflect statutory guidance and the specific needs of students with SLD, PMLD, and complex SEND.

vi. Report to your line manager and the DSL on a regular basis.

vii. Work collaboratively within the wider safeguarding team.

b. Operational Safeguarding

i. Respond to safeguarding concerns raised by staff, students, or external agencies, escalating to the DSL and/or your line manager where appropriate.

ii. Conduct initial assessments of risk for students with complex or high-support needs, including those with communication or behavioural challenges.

iii. Support staff in managing safeguarding incidents, ensuring timely intervention and appropriate referrals.

iv. Monitor the welfare of students, including those at higher risk due to profound disabilities and/or medical vulnerabilities, and intervene where necessary to ensure their safety and wellbeing.

v. Ensure where appropriate, individual Deprivation of Liberty Safeguards (DOL(s)) Orders are adhered to.

c. Safeguarding Record-Keeping, Monitoring and Risk Assessment

i. Maintain accurate and confidential safeguarding records using the online safeguarding system CPOMS.

ii. Assist the DSL in monitoring patterns or trends in safeguarding concerns to identify risks and preventative actions.

iii. Ensure records support internal audits and statutory reporting requirements.

iv. Help prepare reports or summaries for the DSL, leadership, and/or external agencies as needed.

v. Provide case studies and overviews for wider safeguarding team meetings.

vi. Assist in conducting individual and environmental risk assessments, particularly for students with complex SEND or high-risk behaviours.

vii. Support the DSL in evaluating safeguarding processes and suggesting improvements.

viii. Help implement preventative strategies to reduce safeguarding risks across the provision, including supporting risk assessments related to independence, travel and community activity.

d. Pastoral Care and Emotional Wellbeing

i. Lead the development and implementation of a Post-16 Pastoral and Wellbeing Strategy.

ii. Assist the Senior Mental Health Leads in reviewing and updating Mental Health and Wellbeing policies, procedures and practices ensuring they reflect statutory guidance.

iii. Monitor, assess, and respond to the social, emotional, and behavioural needs of students.

iv. Liaise with therapists, health and care and other specialists including mental health professionals, SALT and psychologists, to support student wellbeing and coordinate external support.

v. Attend regular review meetings with external professionals.

vi. Promote positive mental health support amongst staff, students and families, organising the implementation of workshops, events and awareness days e.g., mental health awareness days.

vii. Be a trained Emotional Literacy Support Assistant (ELSA) and provide support to students when required.

viii. Foster a nurturing and inclusive environment that promotes dignity, independence, and quality of life.

ix. Monitor and review individual wellbeing profiles and support plans.

x. Contribute to whole-school improvement planning, with a focus on wellbeing and pastoral care.

xi. Introduce and support evidence-informed interventions appropriate for learners with complex needs e.g., trauma informed approach.

xii. Provide training and guidance for staff on wellbeing, behaviour, and pastoral care.

xiii. Promote reflective practice and staff wellbeing, recognising the demands of working in a complex SEND environment.

xiv. Support staff in developing confidence in working with learners with complex emotional and communication needs.

e. Attendance and Engagement

i. Oversee the daily monitoring of Post-16 student attendance, ensuring accurate and timely recording.

ii. Analyse Post-16 attendance data to identify patterns, trends and concerns including persistent absence within Post-16 provision.

iii. Maintain up-to-date attendance records and produce regular reports for leadership and Trustees.

iv. Ensure attendance data is used to inform interventions and provision planning.

v. Identify students at risk of poor attendance and implement early intervention strategies.

vi. Develop personalised Attendance Support Plans and intervention resources.

vii. Promote a proactive and solution-focused approach to improving attendance for Post-16 students.

viii. Build positive and supportive relationships with parents and carers, communicating regularly with families to address barriers such as transport, physical or mental health needs and behaviours.

ix. Liaise with the relevant external professionals to support attendance including transport services, social workers, health care providers and local authorities.

x. Report to Humberston Park School’s Attendance Officer on a regular basis.

xi. Contribute to multi-agency meetings and reviews where attendance is a concern.

xii. Ensure attendance considerations are integrated into wider safeguarding and wellbeing plans.

xiii. Support the School’s Attendance Officer in the development, implementation, and review of the HPS’s Attendance Policy with specific input for Post-16 arrangements.

xiv. Ensure compliance with statutory guidance and local authority expectations, promoting a consistent approach to attendance across the provision.

xv. Provide guidance to staff on attendance procedures and expectations.

xvi. Evaluate the effectiveness of attendance strategies and interventions, recommending improvements based on data analysis and best practice.

xvii. Stay informed through CPD on national and local developments in attendance and Post-16 SEND provisions.

f. Behaviour Support

i. Assist the Behaviour Lead in reviewing and updating Behaviour policies, procedures and practices ensuring they reflect statutory guidance.

ii. Develop and oversee individual behaviour support plans, risk assessments and intervention strategies tailored to students with SLD, PMLD and complex SEND.

iii. Support the 6-monthly review of Positive Behaviour Support (PBS) plans.

iv. Support staff in implementing consistent approaches to behaviour management, including de-escalation and regulation strategies.

v. Work directly with students where required, to model best practice and support complex cases.

vi. Liaise with the Positive Behaviour Support (PBS) Practitioner and Team Teach Trainers to review and implement appropriate strategies following direct observations.

vii. Contribute to students’ (EHCP) Annual Reviews and person-centred planning processes.

viii. Liaise with external professionals such as educational psychologists, therapists, social workers, and health professionals.

ix. Work collaboratively with families and carers to ensure consistency of approach.

x. Monitor, record, and analyse behaviour data [Behaviour Smart] to inform practice and reporting.

xi. Maintain accurate records of incidents, interventions, and outcomes following the School’s policies and protocols [Behaviour Smart and CPOMS].

xii. Provide reports to leadership and Trustees and contribute to quality assurance processes.

xiii. Ensure all behaviour practices are underpinned by safeguarding principles.

xiv. Promote dignity, respect, and the rights of all students at all times.

xv. Ensure appropriate use of any restrictive practices are in line with policy and legal guidance.

xvi. Promote and contribute to Post Incidental Learning for individuals across the Post-16 provision.

xvii. Ensure where appropriate, individual Deprivation of Liberty Safeguards (DOL(s)) Orders are adhered to.

g. Guidance, Training and Awareness

i. Support the DSL in delivering safeguarding training for all staff.

ii. Provide advice to staff on recognising and reporting safeguarding concerns.

iii. Support new or less experienced staff in understanding safeguarding procedures and their responsibilities.

iv. Assist in ensuring staff are confident in working with students with communication difficulties or high-support needs in a pastoral context.

v. Ensure all staff are kept up-to-date with best practices, statutory guidance and local safeguarding trends/ concerns.

vi. Promote safeguarding information, training and awareness with parents and carers to reduce risk including updates on local trends/ concerns.

vii. Ensure compliance with all statutory requirements regarding safeguarding, SEND, and post-16 education.

h. Partnership and Transdisciplinary Working

i. Support the DSL in liaising with external agencies, including social services, local safeguarding boards, healthcare providers, and Police Forces.

ii. Attend safeguarding meetings or multi-agency forums as required, contributing to planning and risk management.

iii. Act as a point of contact for families on safeguarding, behaviour, attendance and wellbeing matters, providing guidance and reassurance.

iv. Attend regular social care update meetings for both children’s and adult services.

v. Attend relevant multi-agency meetings linked to behaviour, attendance, wellbeing or safeguarding.

vi. Develop strong professional relationships with external professionals and specialists including: social care, health professionals, SALT, psychologists, mental health professionals, local authorities and therapists.

i. Compliance and Continuous Professional Development

i. The postholder will be expected to take responsibility for their own continuous professional development (CPD) and the ongoing development of their area of responsibility. This includes actively engaging in relevant training and development opportunities to maintain and enhance professional knowledge and practice.

ii. The postholder may be required to attend training sessions, meetings, or professional development activities that take place outside of normal school working hours, in line with the needs of the role and the provision.

iii. Maintain a strong CPD record to ensure you remain up-to-date with changes in safeguarding legislation, guidance, local trends and best practices.

iv. Ensure all pastoral practices comply with GDPR and other data protection requirements.

v. Maintain personal safeguarding training and professional development, including DSL-level competencies as needed.

j. Additional Duties

i. The postholder is responsible for carrying out tasks and duties as directed by their line manager in a timely, accurate, and professional manner. This includes adhering to instructions, meeting agreed deadlines, and maintaining clear and effective communication to ensure priorities are understood and work is completed to the required standard.

ii. In line with the dynamic nature of the education sector, the postholder may also be required to undertake such other duties as reasonably requested by their line manager. This includes but is not limited to administrative tasks, booking meetings, liaising with external professionals, following up on actions from meetings, and completing documentation.

iii. Supervise students during periods of unstructured recreation before, during and after school when required.

iv. Attend Post-16 enrichment activities and events when required including residential trips and Prom.

3. Key Skills & Experience

a. Experience working with young people with complex SEND aged 16–19.

b. Strong understanding of pastoral care, mental health and wellbeing in an educational context.

c. Strong understanding of personalised learning, EHCPs and the Preparing for Adulthood pathways.

d. Experience supporting behaviour and emotional regulation – Positive Behaviour Support and Team Teach approaches, or equivalent.

e. Excellent interpersonal and communication skills, particularly with families and multi-agency teams.

f. Ability to lead, support and influence staff practice.

g. Understanding of the barriers to attendance for students with SLD, PMLD and complex SEND.

h. Experience of analysis data and producing reports.

i. Knowledge of safeguarding legislation, guidance and best practice.

j. Experience using CPOMS and Behaviour Smart or similar safeguarding and behaviour record-keeping systems.

4. Person Specification

a. Essential

i. Experience as a Designated Safeguarding Lead (DSL) or Deputy Designated Safeguarding Lead (DDSL)

ii. Experience supporting students with SLD, PMLD and complex SEND needs.

iii. Knowledge of Post-16 Preparing for Adulthood pathways.

iv. Knowledge of safeguarding legislation, behaviour regulations, mental health guidance, Keeping Children Safe in Education (KCSIE) and SEND Code of Practice.

v. Excellent communication and relationship-building skills with the ability to work transdisciplinary with staff, families and external agencies effectively.

vi. Ability to coordinate and influence pastoral practice across teams.

vii. Experience using safeguarding and behaviour record-keeping systems.

viii. Strong understanding of the vulnerabilities of students with SLD, PMLD and complex SEND.

ix. Understanding of the barriers to attendance for students with SLD, PMLD and complex SEND.

x. Experience of analysing data, producing reports, creating case studies and reporting findings to senior leadership and other relevant external professionals including Ofsted.

xi. A strong commitment to safeguarding, inclusion, and learner-centred practice is essential.

b. Desirable

i. Current DSL qualification or equivalent safeguarding training.

ii. Experience supporting students with SLD, PMLD and complex SEND needs.

iii. Understanding of mental health issues in students with SLD, PMLD or complex SEND.

iv. Experience delivering whole-school and phase-based training.

v. Knowledge of AAC, total communication and/or therapeutic approaches.

vi. Training in positive behaviour support, team teach, trauma-informed practice or mental health.

vii. Experience of working in a pastoral role in a school.

viii. Experience using CPOMS and Behaviour Smart record-keeping systems.