Student Management Support Staff |School |Lorong 7 Toa Payoh |Part Time

A. Student Supervision and Regulation Support 1. Manage primary school students serving recess suspension and/or out-of-classroom suspension during stipulated hours, ensuring a safe and structured environment for students. 2. Provide socio-emotional support during curriculum hours for students who are unable to integrate back into class, require time to regulate their emotions, or need support due to absence, suspension or other student management concerns. 3. Support students’ reintegration back into class where appropriate, in consultation with the Student Development Team, Form Teachers and other relevant school personnel. B. Student Engagement, Mentoring and Intervention 4. Provide targeted intervention, mentoring and support for identified students with social, emotional, behavioural and/or additional needs through regular check-ins, prolonged engagement, monitoring and collaboration with the Student Development Team and teachers. 5. Build positive relationships with identified students over a sustained period and contribute to their holistic development, character growth and positive school experience. 6. Plan and conduct customised intervention programmes during school hours, including pull-out sessions aligned to students’ needs and the school’s character development efforts. These may include, but are not limited to: • Mentoring programmes • Engagement programmes • Social-emotional learning programmes • Self-regulation and conflict resolution programmes • Restorative practices or relationship-repair sessions C. Student Management, Restorative Practices and Mediation 7. Support student management cases, including peer conflict, bullying-related concerns, repeated behavioural issues and serious offences, through student engagement, fact-finding, documentation and follow-up, where appropriate. 8. Facilitate or support restorative conversations, mediation sessions and relationship-repair processes for primary school students, under the guidance of the HOD Student Management and/or Student Development Team. 9. Equip students with practical strategies to improve self- regulation, conflict resolution, help-seeking behaviour, positive peer interaction and responsible conduct, in line with the school’s Growth Mindset approach. D. Development of Social-Emotional, Executive Functioning and Learning Skills 10. Develop students’ social-emotional competencies, including self- awareness, emotional regulation, empathy, responsible decision- making and respect for others 11. Strengthen students’ executive functioning skills, including organisation, task initiation, goal-setting, time management, problem-solving and perseverance. 12. Develop students’ social and communication skills to support positive peer relationships, collaborative learning and respectful interaction with others. E. Observation, Documentation and Reporting 14. Observe, identify and document the key needs of students, including behavioural, social-emotional, peer relationship, engagement and learning-related concerns via weekly updates. 15. Report relevant cases, observations and concerns to the Student Development Team and School Leaders for further intervention and support where necessary. 16. Maintain proper documentation of student engagement, intervention, follow-up actions, progress monitoring and programme outcomes, while ensuring confidentiality of student- related information. 17. Provide weekly feedback to the Student Development Team on students’ needs, programme experiences, progress, concerns and recommended follow-up actions, so that the school can better support the students. F. Parent Engagement and Home-School Collaboration 18. Build positive relationships between the school, students and families to strengthen home-school collaboration. 19. Support parent communication and follow-up for selected cases where appropriate, under the guidance of the HOD Student Management and/or Student Development Team. G. Programme Review and Improvement 20. Support preventive and developmental programmes related to student behaviour, peer relationships, social-emotional learning, restorative practices, school values and positive student conduct. 21. Conduct a review of the engagement and intervention programmes at the end of each term and recommend improvements for future implementation. H. Professional Conduct and Other Duties 22. Conduct oneself professionally in all interactions with students, parents and school personnel, and work closely with the S…