Family Support Worker

About this Role

Story Wood is looking for an exceptional Family Support Worker that promotes the safety, well-being and inclusion of all pupils.

The post-holder will take daily operational responsibility for safeguarding, attendance and behaviour, working closely with the Deputy Headteacher (Pastoral lead/DSL) and SENCO to ensure that every child is safe, supported and ready to learn. This role is central to building strong relationships with families, removing barriers to learning, and supporting pupils with complex needs, including those with SEND.

The post-holder will take daily operational responsibility for safeguarding, attendance and behaviour, working closely with the Deputy Headteacher (Pastoral lead/DSL) and SENCO to ensure that every child is safe, supported and ready to learn.
This role is central to building strong relationships with families, removing barriers to learning, and supporting pupils with complex needs, including those with SEND.

1. Safeguarding and Pupil Wellbeing

Serving as a Deputy Designated Safeguarding Lead (DDSL), ensuring that safeguarding systems and procedures are robust and effective.

Manage and respond to day-to-day safeguarding concerns, maintaining accurate records and following school policy.

Support the DSL and Senior Mental Health Lead in coordinating early help and intervention for pupils and families in need.

Work collaboratively with outside agencies (e.g. Social Care, Early Help, CAMHS, Police) to secure the best outcomes for pupils.

Provide emotional support and guidance for pupils, modelling restorative and trauma-informed approaches.

2. Attendance and Family Engagement

Lead on improving attendance and punctuality through effective monitoring, analysis and communication with families.

Carry out home visits where necessary to engage with parents and carers, addressing barriers to regular attendance.

Work with the Deputy Headteacher and admin staff to develop and implement attendance improvement strategies.

Celebrate good attendance and promote positive attitudes towards school.

3. Behaviour and Inclusion

Support staff in implementing the school’s Behaviour and Expectations Policy, ensuring a consistent and positive approach Provide direct support for pupils with behavioural and emotional needs, particularly those with complex circumstances.

Lead or contribute to individual behaviour plans, risk assessments and reintegration programmes.

Promote restorative practices and support staff in managing challenging behaviour constructively.

Planning and running structured lunchtime Nurture Groups and afternoon mentoring sessions (group and 1:1) focused on emotional regulation, self-esteem, trauma recovery, and social skills.

4. Support for SEND and Inclusion

Work closely with the SENCO to ensure that pupils with SEND or additional needs receive appropriate support.

Assist with coordinating interventions, monitoring provision and communicating with families of pupils with SEND.

Contribute to review meetings and liaise with external professionals involved in SEND support.

Support teachers and support staff in developing inclusive classroom strategies that meet pupils’ diverse needs.

In the event of staff changes, the post-holder may be required to take on temporary SENCO, class teacher responsibilities, with guidance and professional development provided by the school.

5. Professional Conduct and Collaboration

Uphold the highest standards of professionalism, confidentiality and integrity.

Build positive and trusting relationships with pupils, families and colleagues.

Work collaboratively with the Deputy Headteacher, SENCO, DSLs and other leaders to drive school improvement in inclusion and pastoral care.

Contribute to staff training and professional development in areas of safeguarding, behaviour and inclusion.

Represent the school at external meetings, panels and multi-agency forums when required.

• Is genuinely passionate about improving life outcomes for vulnerable children and hard-to-reach families in a community-centered primary school.
• Is highly proactive, self-motivated, and comfortable working directly with both children in school and parents in the community.
• Has proven experience in delivering direct pupil interventions (such as Nurture Groups or 1:1 emotional regulation mentoring).
• Understands Early Help frameworks, safeguarding systems, and multi-agency working.
• Can balance high compassion with high expectations, holding parents accountable while offering practical, relational support.
• Demonstrates exceptional professional integrity, resilience, and organisational skills.
• Is eager to engage in continuous professional development and committed to applying evidence-informed research and strategies to support families, remove barriers to learning, and nurture pupil well-being.