Wellington College Education (China)

• Provide one-to-one counselling, group counselling, and check-in sessions to pupils of all ages in a safe and supportive environment.
• Deliver preventive intervention by spotting early signs of emotional or mental health struggles.
• Conduct crisis risk assessment and intervention for severe emotional distress, suicidal ideation etc. prioritising safety and wellbeing.
• Offer alternative support (acting as a social worker/coach) for pupils unwilling to engage in traditional counselling, ensuring they remain cared for.
• Be visible and approachable to pupils and staff, actively reducing barriers to accessing counselling services.

• Target and prioritise interventions for SEN students, ensuring appropriate intensity of intervention and monitor their progress and attainment
• Review new student records for additional learning needs concerns.
• Administer informal screening and assessments for identifying learning needs.  
• Perform classroom observation when required to identify and observe students with additional needs.  
• Provide in-class and/or withdrawal support for referred student(s) with additional needs. 
• Provide curriculum development support for staff to support students who require Tier 2 intervention.
• Devise and implement individual education plans (IEPs) and facilitate support for students at Tier 3 level.   
• Assist with modification of classroom accommodation where appropriate.  
• Provide and/or facilitate examination assistance for students with exam access arrangements.  

• Establish strong and effective working partnerships with the families of their students.
• Value the knowledge parents have of their children and how the sharing of this information can aid in the overall educational development of each student.
• Use the avenues supported by the school to ensure open and informative communication and information exchange with parents.
• Participate in multi-stakeholder meetings when further support or referral is needed.
• Assist parents better understand their child’s experience, development, and resolve any concerns. 
• Coordinate external referrals to approved support services and healthcare providers as needed to support students requiring intensive support and liaise with external providers and specialists from outside agencies while maintaining confidentiality.

• Maintain professional knowledge and recognise its importance for improving practice.
• Understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and legislation to inform professional judgement
• Be guided by the values, aspirations, policies and procedures of the school
• Remain open and receptive to adaption and innovation; constantly seeking to remain current and effective as professional educators
• Actively seek ways to share knowledge with other educators both within and beyond the school and welcome the opportunity to learn with and from others.

• Apply professional knowledge and experience to promote student welfare.
• Use appropriate pedagogy, assessment techniques, reporting procedures, teaching and learning strategies and technology when supporting and responding to students.
• Refine professional practice through ongoing dialogue, and the ability to critically reflect on personal growth and the progression of others.
• Work closely with the Pastoral Team and Safeguarding Team to ensure coordinated pupil support.
• Complete required counselling and learning support records, reports, and related documentation, both manual and electronic, in accordance with school procedures and deadlines stated.
• Share relevant information under clearly defined confidentiality exceptions when in the pupil’s best interest.
• Proactively provide progress updates to line manager.

• Support each other in collective and individual learning.
• Converse, cooperate and work productively together to help each other.
• Strive to do quality work in all areas.
• Take up the challenge to continue to grow professionally through reflection, action planning and implementation of new strategies and approaches.
• Ensure the delivery or facilitation of mental health curriculum as required by the government.
• Develop professional development programmes on learning support for all staff, using external resources if required.  

• Willingly participate in the many and varied activities that strengthen the sense of community and provide students with a broad educational experience.

• Willingly participate in parent workshops, parent/teacher conferences and other community events.
• Actively support the pastoral and cultural dimensions of the school.

PARTICIPATION IN CO-CURRICULAR (CCA) PROGRAM

OTHER DUTIES