Achievement Mentor
| Posting date: | 27 September 2024 |
|---|---|
| Salary: | Not specified |
| Additional salary information: | Actual Salary ME8 £17,180 - £17,718 |
| Hours: | Part time |
| Closing date: | 18 October 2024 |
| Location: | London, Greater London, SW19 7HB |
| Remote working: | On-site only |
| Company: | eTeach UK Limited |
| Job type: | Permanent |
| Job reference: | 1445093 |
Summary
We are looking for a candidate who can share our mission to ‘educate successful women of the future’ and who are fully committed to girls' education. The Achievement Mentor role in school, is part of our vision as a leading school in attachment aware and trauma informed practice. You will be working with the Assistant Headteacher for Behaviour for Learning and will be part of a small team called The Bridge [a learning centre] and supporting Heads of Year with their pastoral work. You may have a degree in psychology, or sociology and/ or experience of working with young adults in education settings. Your previous experience might include social care, youth work, mentoring, higher level teaching assistants or work with vulnerable young people. You will enjoy and thrive in our high achieving, happy and successful school, recently inspected as outstanding.
Job Purpose:
To promote a positive, optimistic attitude to learning and achievement within the school, with students, parents/carers and the wider community. To work as part of a team with referred students to remove and address barriers to their learning through the Ricards Bridge programme/workshops. Plan and implement bespoke reflective behaviour modification tasks with support from the inclusion team, pastoral team and behaviour leads. To work with students, parents/carers and colleagues to identify the barriers to learning for referred students and raise their standards of attainment and progress especially in English and Mathematics. To build positive, professional relationships and links with referred students’ parents/carers and maintain regular contact with them to promote good attendance and punctuality, as well as support parents/carers in their attendance at interviews/meetings. To draw up and implement personalised and agreed support programmes and Action Plans for referred students, including setting personal, educational and behaviour targets To work with students in a variety of ways to provide support to achieve their targets. This may include individual support sessions and group work
Providing extra curricular activities at lunchtimes or after school. To monitor and track referred students’ progress through attendance, engagement, behaviour and attainment on a regular basis, taking rapid action to provide support if difficulties become apparent. To carry out focussed time-limited or one-off interventions with tutor groups or groups of students, such as: transition sessions, mediation, restorative justice, anti-bullying sessions, learning activities relating to need
To promote a positive, optimistic attitude to learning and achievement within the school, with students, parents/carers and the wider community. To work as part of a team with referred students to remove and address barriers to their learning through the Ricards Bridge programme/workshops. Plan and implement bespoke reflective behaviour modification tasks with support from the inclusion team, pastoral team and behaviour leads. To work with students, parents/carers and colleagues to identify the barriers to learning for referred students and raise their standards of attainment and progress especially in English and Mathematics. To build positive, professional relationships and links with referred students’ parents/carers and maintain regular contact with them to promote good attendance and punctuality, as well as support parents/carers in their attendance at interviews/meetings. To draw up and implement personalised and agreed support programmes and Action Plans for referred students, including setting personal, educational and behaviour targets To work with students in a variety of ways to provide support to achieve their targets. This may include individual support sessions and group work
Providing extra curricular activities at lunchtimes or after school. To monitor and track referred students’ progress through attendance, engagement, behaviour and attainment on a regular basis, taking rapid action to provide support if difficulties become apparent. To carry out focussed time-limited or one-off interventions with tutor groups or groups of students, such as: transition sessions, mediation, restorative justice, anti-bullying sessions, learning activities relating to need