School Psychologist (f / m / d)

Contract: Part-Time (16 working hours per week, 2 days per week). Start Date: 1st August 2026 - 31st July 2028 (limited initially). Reporting to: Head of Student Support / Director.

YOUR QUALIFICATION

Essential:

• Master’s or Doctoral degree in School/Educational Psychology.
• Current registration/licensure
• Demonstrated experience working within an MTSS framework.
• Proficiency in administering and interpreting psycho-educational assessments (cognitive, academic, behavioral).
• Unwavering commitment to Child Protection and Safeguarding protocols.

Desirable:

• Experience in a K-12 (whole school) setting.
• Experience supporting neurodiverse students (Autism, ADHD, SLD) using a strengths-based approach.

YOUR RESPONSIBILITIES INCLUDE THE FOLLOWING ACTIVITIES

We are seeking a qualified and empathetic School Psychologist to join our multidisciplinary team. This is a crucial role responsible for driving evidence-based psychological practice across the whole school. You will work within a Multi‑Tiered System of Supports (MTSS) framework. Your focus will be on capacity building—working collaboratively with teachers and families—to create environments where students thrive.

1. MTSS Implementation & Systems Support (Tier 1)

• Provide professional development for staff on topics such as trauma‑informed practice, neurodiversity, and inclusive classroom strategies.
• Promote universal screening practices to identify students at risk early.

2. Targeted Consultation & Intervention (Tier 2 & 3)

• Participate actively in Student Support Team meetings to guide data-based decision‑making.
• Conduct psycho‑educational assessments and observations for students with complex learning or behavioural needs to inform Individual Education Plans.
• Provide expert consultation to teachers regarding classroom accommodations and modifications.

3. Safeguarding & Child Protection

• Act as a key advisor on Safeguarding: Work strictly within our Child Protection Policy to identify, report, and manage risks to student safety.
• Support the development of safety plans for students exhibiting self‑harm or high‑risk behaviours.

4. Family & Community Partnership

• Act as a bridge between the school and families, translating complex psychological concepts into accessible, actionable support strategies.
• Liaise with external specialists (pediatricians, psychiatrists, OTs) to ensure a cohesive network of support around the child.

YOUR PEOPLE AND CULTURE CONTACTS FOR FURTHER QUESTIONS: