Senior Support Worker Willboag Ltd Empowering Lives with Compassion, Purpose, and Resilience

Senior Support Worker – Vacancy REF: WILLBOAGLTD001

Salary: £28275-£36192 per annum (plus on‑call as required)

Service type: Children and Adult Social Care

Shift pattern: Rota based – 37.5 hours per week (Mon – Fri)

Reports To: Registered Manager

Job Description

Main Job Function

To work as part of a team of staff to:

• Provide support to enable service users with a learning disability, mental health, Autism and other complex needs to participate in vocational, recreational, educational and social programmes on and off site, both in a group and on a one‑to‑one basis.
• Support people to travel to and from community activities and the day service, picking them up from home where necessary and escorting, driving, or using public transport.
• Act in a keyworker role; assess, plan, implement and evaluate activities undertaken with service users within a person‑centred planning framework, enabling service users to develop life skills.
• Keep appropriate records according to laid‑down procedures.
• Support individuals with personal care.
• Work on a rota‑based system, including day and night shifts with sleep‑in when necessary.
• Support with the line management of staff.

Duties and Responsibilities

Managerial

• Support Team Leader with operation of the service and maintenance of user satisfaction.
• Ensure that risk and need assessment and support planning protocols are in place and continue.
• Authorise expenditure.
• Ensure that staff supervision arrangements are maintained.
• Conduct team meetings.
• Monitor KPI performance.
• Take remedial action to address any issues affecting performance.
• Complete performance workbooks and other monitoring tools.
• Effective rota management.

Service User Support

• Ensure good practice in the care and development of adults with learning disabilities or Autism, promoting positive attitudes regarding race, gender, sexuality, disability, age, religion and culture.
• Address users’ preferences and support them to overcome difficulties with community facilities, including access, prejudice and anxieties.
• Understand and support Autism‑specific needs, behavioural issues, communication needs and other specialist support needs to maximise independence and reduce distress.
• Ensure that users (and their belongings) are treated with respect.
• Support people with all aspects of personal care, including meal times, intimate care, use of hoists, and other duties to maintain personal hygiene.
• Support general and specialist health needs, including administering medication using specialist techniques and supporting people to emergency and planned health appointments.
• Act as a key worker for individuals, taking part in and organising individual reviews and other meetings, writing reports on users’ daily activities.
• Support people to develop Person‑Centred Plans reflecting their aspirations and identify areas for progression.
• Complete and update support plans and risk assessments; plan, implement, monitor and evaluate service programmes, both on‑site and off‑site, in group and one‑to‑one settings.
• Apply strategies to support and alleviate challenging behaviours.
• Use appropriate communication methods with service users and colleagues.
• Include service users in decision‑making, encouraging expressed wishes, informed choice, and supporting where they cannot yet make choices.
• Liaise with family, care managers, health staff, voluntary sector staff and other agencies concerning users, supporting communication books that record daily activities.
• Creatively use community resources and facilities, offering diverse activities, new experiences, learning, employment and leisure opportunities.
• Support users with travelling, using organisational vehicles, public transport, and meeting them at home when needed.
• Follow national and local safeguarding procedures such as pan‑London safeguarding, No Secrets procedure, and whistle‑blowing procedures.

Team Work

• Participate in staff meetings, contributing ideas and sharing responsibilities such as note‑taking and chairing meetings.
• Contribute to service development, pursuing specific areas of interest according to user and service needs.
• Support colleagues in difficult or potentially difficult workplace situations.
• Cover colleagues across all service areas, responding flexibly to situations.

General

• Work flexibly with variable hours; weekend and evening work may be required; overtime may be required.
• Handle petty cash in accordance with policies.
• Ensure smooth running of the centre so the timetable is carried out consistently.
• Assist and support visitors and volunteers to have a positive experience.
• Undertake other duties commensurate with the grade of the post.

Additional

• Use and assist others with information technology systems efficiently.
• Achieve agreed service outcomes, outputs, and personal appraisal targets, as agreed by the line manager.
• Undertake training and participate constructively in meetings, supervision, seminars and events to improve communication and post development.
• Demonstrate commitment to the Organisation’s core values: public service, quality, equality and empowerment.
• Ensure services are provided in accordance with the Organisation’s commitment to high‑quality service provision.
• Carry out duties in compliance with the Data Protection Act and disclosure of personal information.
• Perform duties according to the Organisation’s Health and Safety Policy and relevant legislation; report health and safety concerns to the designated officer.
• Act within the framework of the Organisation’s Dignity for All Policy (Equal Opportunities Policy).

Person Specification

Service type: Permanent/FT/PT/Bank – Section: Adult and Children Service – Job title: Senior Support Worker

Requirements

• E1: Experience in health/social services or similar setting, working with learning disabilities, mental health, Autism and complex needs, including implementation of activities for individuals and groups.
• E2: Experience working with people from different racial backgrounds and cultures.
• E3: Academic/vocational/educational qualification e.g., NVQ 2/3, QCF Level 5, DipSW or willingness to work toward relevant qualifications.
• E4: Experience carrying out person‑centred planning for people with learning disabilities and Autism.
• E5: Ability to promote physical, emotional, intellectual and social well‑being of people with learning disabilities and Autism, understanding the impact of disability and barriers to accessing day opportunities.
• E6: Ability to creatively and imaginatively support people with engaging activities, planning, writing and running one‑to‑one and group activities, in a person‑centred manner, accounting for Autism needs.
• E7: Ability to support people to develop Person‑Centred Plans reflecting aspirations, preferences, choices, religious and cultural identity.
• E8: Ability to meet identified needs of individuals in mainstream community settings, including employment or education, ensuring maximum independence.
• E9: Ability to develop and complete support plans and risk assessments.
• E10: Ability to communicate and relate effectively with users, carers, other professionals and colleagues, promoting a high‑quality service.
• E11: Ability to work as part of small and larger staff groups, respecting decisions, being flexible to respond to emergencies and covering colleagues.
• E12: Ability to undertake key‑working role; monitor user involvement, write reports, and present in reviews/meetings.
• E13: Understanding and implementing safeguarding procedures to protect service users from harm.
• E14: Proficiency in computer packages such as Word, Outlook, Excel to monitor progress and produce reports.
• E15: Ability to act within Health and Safety requirements, including safe medication handling.
• E16: Commitment to the Organisation’s Dignity for All policy.

Special Requirements

• Enhanced satisfactory clearance from the Disclosure and Barring Service (Enhanced DBS) is required.
• Ability to line‑manage staff.

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