Advisory Teacher - Early Years; Local Impact Teams

JOB DESCRIPTION

REPORTS TO:

Local Impact Team Manager

RESPONSIBLE FOR:
Delivering the Programme of Offer within Local Impact Teams

The Early Years Advisory Teacher will work as part of a regional, multi‑disciplinary and trans‑disciplinary team within the Education Authority to support the delivery of the EA Local IMPACT teams. The role includes providing advisory support and training to staff in early years settings and delivering tailored programmes to children who require more intensive support, including direct support to parents and carers.

The teacher will develop effective partnerships with parents and relevant professionals and work across traditional role boundaries to promote a coordinated and efficient service.

• Contribute to the development and coordination of EA Local IMPACT teams.

• Contribute to the development and delivery of a training programme for early years educational professionals to promote capacity building.
• Liaise with staff in EA services and other agencies to maximise quality and consistency of training for professionals supporting children with special educational needs.
• Promote and develop effective partnerships with parents by contributing to the development of training and information sessions.
• Contribute to the establishment of regional cluster groups and support individual groups.
• Contribute to the development and delivery of the EA Local IMPACT teams action plan.
• Supervise and line‑manage Assistants and intervention officers.
• Support the development of local impact teams such that all staff acknowledge accountability for service success.
• Contribute to quality monitoring and evaluation of the EA Local IMPACT Teams to promote positive outcomes for service users.

• Collaborate with staff in early years settings and parents to assess, intervene and monitor progress for children supported by the Local Impact Teams.
• Deliver a range of interventions appropriate to the child’s needs.
• Maintain a key role for children requiring specific support, including implementing individualised home or setting‑based support programmes.
• Support transition of children with SEN into pre‑school settings and year 1.
• Maintain reports of involvement, assessment and progress for each child receiving advice and support.

• Liaise with parents to encourage involvement and provide advice on how to support their child at home.
• Facilitate parent support groups and training.
• Encourage liaison between home and early years settings to maximise consistency of effective strategies.

• Serve as a link role for early years settings, establishing key relationships and facilitating efficient use of service resources.
• Provide training for early years setting professionals in supporting children with SEN.
• Advise staff on educational implications of SEN and use of support strategies and resources, including assistive technology where appropriate.
• Assist staff in preparing Individual Education Plans and personal learning plans for children with SEN.
• Work with staff to develop practical strategies and interventions that can be promoted to child and parent as the primary educator.
• Encourage a coordinated approach to the special educational needs of children with complex needs.
• Advise on reasonable adjustments to promote effective inclusion of children with SEN in accordance with the Special Educational Needs and Disability Order 2005.
• Identify models of good practice for sharing across settings.

• Provide written educational advice for pupils with SEN under the Education and Libraries (NI) Order 1986.
• Contribute to annual reviews of statements of special educational needs as required.
• Liaise with other services and agencies, including the Educational Psychology Service and other statutory and voluntary agencies.
• Participate in multidisciplinary meetings regarding the special educational needs of individual children.
• Promote a coordinated approach to assessment and identification of pupils' special educational needs.

• Provide information,…