Whole School Approach Practitioner
At a glance
- Band
- Band 4
- Contract
- Fixed-term
- Pattern
- Full-time
- Posted
- 02/09/2026
- Closes
- 16/09/2026
Sponsorship verdict
This advert explicitly states that sponsorship is not offered.
The source advert contains explicit wording ruling out sponsorship for this specific role. Consider other live roles at the same band from sponsorship-friendly trusts.
Role summary
This role involves coordinating whole school approach activities and resources within the North Durham Piece of Mind Team, focusing on prevention and early intervention for young people's mental health. The practitioner will support schools in developing and implementing mental health and wellbeing policies, delivering training, and providing advice to education staff. The team also offers low-intensity cognitive-behavioural therapy interventions. This specific post will primarily focus on the whole school approach function.
Essential criteria
- NVQ3, HNC/NND or equivalent qualification relevant to health, education or business administration
- Key skills in literacy and numeracy level 2 or O level / GCSE in Maths and English grade C or above
- Experience of working in an education setting supporting children and young people
- Evidence of continuous professional development relevant to health or education
- Comprehensive knowledge of Microsoft Office applications (Word, PowerPoint, Excel and Outlook) and other applications as required
- Experience of working in partnership with schools, health and other stakeholders, across and between organisations including external partners and service users
- High quality verbal and written communication skills with ability to communicate effectively to a wide range of people
- Ability to adapt approach according to audience/stakeholder to achieve effective outcomes
- Ability to promote positive approaches to diversity providing guidance and challenge as required
- Be aware of, and work within safeguarding policies
Desirable criteria
- Experience of working in a multi-disciplinary team
- Ability to motivate and negotiate effectively
- Understanding of programme / project working, principles and tools
- Experience of using audit and assessment, creating and delivering action plans
- Ability to deliver service including making decisions when dealing with constant and conflicting demands on time
- Knowledge and understanding of mental health disorders in children and young people, and their impact on both the client group and their families/carers
- Knowledge and understanding of education settings and systems including whole school approach
- Knowledge of the national Mental Health Support Team programme and associated drivers
- Qualifications and Experience
- NVQ3, HNC/NND or equivalent qualification relevant to health, education or business administration
- Key skills in literacy and numeracy level 2 or O level / GCSE in Maths and English grade C or above
- Experience of working in an education setting supporting children and young people
- Evidence of continuous professional development relevant to health or education
- Comprehensive knowledge of Microsoft Office applications (Word, PowerPoint, Excel and Outlook) and other applications as required
- Experience of working in partnership with schools, health and other stakeholders, across and between organisations including external partners and service users
- High quality verbal and written communication skills with ability to communicate effectively to a wide range of people
- Ability to adapt approach according to audience/stakeholder to achieve effective outcomes
- Ability to promote positive approaches to diversity providing guidance and challenge as required
- Be aware of, and work within safeguarding policies
- Experience of working in a multi-disciplinary team
- Ability to motivate and negotiate effectively
- Understanding of programme / project working, principles and tools
- Experience of using audit and assessment, creating and delivering action plans
- Ability to deliver service including making decisions when dealing with constant and conflicting demands on time
- Knowledge and understanding of mental health disorders in children and young people, and their impact on both the client group and their families/carers
- Knowledge and understanding of education settings and systems including whole school approach
- Knowledge of the national Mental Health Support Team programme and associated drivers
Useful to know
Agenda for Change 2024/25 pays Band 4 at £26,530 – £29,114 a year, across England.
This advert: £28,392 – £31,157 — outside the standard scale; check for HCAS/London weighting.
Posted 5d ago · Closes in 10d
Plenty of time to prepare a strong application.
Full advert · preview
Tees Esk and Wear Valleys NHS Foundation Trust
Whole School Approach Practitioner
The closing date is 16 September 2026
Job summary
Would you like to be part of an exciting and innovative service working with young people with an ethos of prevention and early intervention?
We are looking to recruit an enthusiastic Whole School Approach Practitioner for our North Durham Piece of Mind Team. The successful post holder will coordinate whole school approach activities and resources.
You must have the Right to Work in the UK in order to be successfully appointed to this role. Please note, this role does not meet the required eligibility criteria for sponsorship under the Skilled Worker visa and therefore the Trust is unable to offer sponsorship for this particular role.
Main duties of the job
The Piece of Mind Team deliver evidence-based early interventions for children and young people, working across both educational settings and healthcare sectors in England. We currently have 3 Piece of Mind teams across Durham, which are embedded within education settings
The Wellbeing in Mind team has 3 functions:
1. Support the development of a whole school (or college) approach (WSA) to wellbeing. This can include, but is not limited to, supporting sites to develop and implement mental health and wellbeing policies, development of resources, supporting campaigns and
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