Job summary

Join Our Team: Support Neurodiverse Children in Their Transition to Secondary School!

Are you passionate about making a difference in the lives of neurodiverse children? We invite you to join our innovative two-year pilot study aimed at supporting Year 6 students as they transition to Year 7 and begin their secondary school journey.

About Mental Health Support Teams (MHSTs)

MHSTs are a new service designed to support children and young people with mild to moderate mental health and emotional wellbeing difficulties within educational settings. Our multidisciplinary team includes Children and Young People's Mental Health Practitioners and Education Mental Health Practitioners.

MHSTs Aim to:

Support Children and Young People:Provide evidence-based interventions for mild to moderate mental health problems.Enhance School Mental Health:Assist schools in developing a comprehensive approach to mental health.Offer Timely Advice:Provide guidance to school staff and liaise with other services to ensure children and young people receive the right support and remain in education.

Join us in this rewarding role and be part of a team dedicated to making a positive impact on the lives of neurodiverse children and their families. Apply now to be a catalyst for change!

Main duties of the job

Main Duties of the Neurodevelopmental Transition Support Worker

Work with Schools:Collaborate with primary and secondary schools in South Essex to support children and young people (CYP) transitioning from Year 6 to Year 7.

Support Identified CYP:Assist CYP known to South Essex SET CAMHS and community paediatrics who present with neurodevelopmental conditions and need tailored transition plans.

Address Transition Challenges:Provide targeted support for CYP facing challenges related to change and transition due to neurodevelopmental presentations.

Create Pupil Plans:Develop comprehensive plans addressing emotional, social, sensory, and communication needs to support CYP moving between schools.

Deliver Individual and Group Sessions:Conduct sessions to support the young person, their families, and the new school setting, ensuring a smooth transition.

Train and Develop School Staff:Provide training and development for teaching staff to support CYP with neurodevelopmental presentations.

Join us in this rewarding role and be part of a team dedicated to making a positive impact on the lives of neurodiverse children and their families. Apply now to be a catalyst for change!

About us

Probationary Period

This position includes a probationary period. Internal applicants are exempt from this, unless they are currently undergoing a probationary period or are bank staff members.

Starting with NELFT

At NELFT, we prioritize a warm welcome and thorough induction for all new starters. New employees will join the Trust on the first Monday of each month and participate in a comprehensive induction program lasting up to two weeks. This program includes mandatory training, systems training, and equipment allocation.

During the induction, new starters will have the opportunity to meet the executive team and senior managers, and attend various drop-in sessions focused on engagement, health and wellbeing, and key processes. The induction takes place at our head office in Rainham, Essex.

Watch our welcome video:

Job description

Job responsibilities

About the Role

We are excited to expand our clinical service within South East Essex MHST by appointing aNeurodevelopmental School Transition Support Worker. This role focuses on supporting children and young people (CYP) in Year 6 as they move into Year 7.

Key Responsibilities:

Collaborate with Schools:Work with identified primary and secondary schools in Chelmsford to support CYP during their transition.Support Identified CYP:Assist CYP known to South East Essex SET CAMHS and community paediatrics who present with neurodevelopmental conditions and need a tailored pupil plan.Address Transition Challenges:Provide targeted support for CYP facing specific challenges related to change and transition.Develop Pupil Plans:Create comprehensive plans that include strategies for emotional, social, sensory, and communication needs.Conduct Sessions:Deliver individual and group sessions to support the young person, their families, and the new school setting.Train School Staff:Work closely with teaching staff to provide training and development on supporting neurodiverse students.

Qualifications:

Educational Background:A graduate degree in a relevant field (, psychology, teaching).Postgraduate Training:Completed postgraduate mental health training (, CYP-IAPT).Preferred Experience:Experience in Child and Adolescent Mental Health Services (CAMHS) or educational settings, and registration with a professional or regulatory body (, HCPC, NMC, BABCP). Additional training in neurodevelopmental or developmental fields is desirable.

Additional Responsibilities

Supporting Children & Young People:

Provide personalized one-on-one support to CYP facing neurodevelopmental challenges. Engage in whole-class and group activities to foster a supportive learning environment. Offer dedicated assistance during Transition Week for a smooth start to secondary school.

Supporting School Staff:

Deliver training sessions for teachers, school staff, and senior leaders, including Designated Mental Health Leads (DMHL).

Supporting Parents & Carers:

Host parent support sessions and coffee mornings to build a strong community network. Provide guidance and connect families with multi-agency resources.

Integrated Approach:

Collaborate with SET CAMHS, HCRG, and specialist agencies like Community Paediatrics to create effective care pathways. Foster strong partnerships between primary and secondary schools.

Preferred Experience

Experience in supporting and developing strategies for CYP and their families in relation to neurodevelopmental presentations or the transition process is advantageous.

Certificates of Sponsorship

Although we are a registered sponsor organisation, we are unable to offer sponsorship for all job roles. Please check your eligibility under the UKVI points based system.

Use of AI

Applications for this role should be written by the applicant. If artificial intelligence (AI) programmes are used then the application may be rejected due to this document being an important part of the assessment process. This does not prevent applicants seeking appropriate support with applications should they need to for the purposes of any declared disability.

Person Specification

Qualification

Essential

Successful completion of a graduate training ( nursing, social work, occupational therapy, psychology, EMHP, CWP). The applicant must have 2 years post qualification experience in an equivalent role Successful completion of a post graduate mental health course

Desirable

To be eligible for registration as a full member of the appropriate professional body ( HCPC, NMC) where appropriate To have completed formal CBT training ( CYP-IAPT)

Experience

Essential

Experience running therapy groups and/or training events Experience of working with YP with social emotional / sensory / social needs Experience of working within school settings and or CAMHS clinical settings

Desirable

Experience of working with YP who have neurodevelopmental presentations Ability to confidently liaise with a variety of professional (Educational settings, Social Care, Charities etc...)

Knowledge

Essential

High level of knowledge of the theory and practice of whole school approaches to emotional wellbeing and mental health. High level knowledge of the theory and practice of psychological interventions including low-intensity CBT interventions.

Desirable

Ability to chair team meetings, undertake delegated management tasks and support the CYPMHS Service