ASHLAWN SCHOOL

Note: These are broad descriptions of the types of duties/activities expected at this level, for illustrative purposes. They are not intended to provide an exhaustive list of duties.

POST TITLE: Learning Mentor

POST LEVEL:Scale H

35 hours per wk, term time only plus4teacher training days

BROAD DESCRIPTION:

The role will work in a multi-agency / multi-professional context to contribute to raising standards of attainment, achievement, improve attendance, reduce exclusions and maintain good standards of behaviour.

The focus of the role is to provide a complementary service to that provided by teachers and pastoral staff, in order to address the needs of pupils who need help and support to overcome barriers to learning, both inside and outside school,to achieve their full potential. Part of this role will involve the supervision of students internally excluded from, or otherwise not working to, a normal timetable.

RESPONSIBILITY FOR OTHERS: The post has some impact on the well-being of individuals or groups (i.e. physical, mental, social, health and safety).

RESPONSIBILITY FOR STAFF: The post supervises, delegates, checks work, instructs and trains a limited number of staff.

RESPONSIBILITY FOR FINANCE: The post has no (or limited) direct responsibility for financial resources other than occasional handling small amounts of cash, processing cheques, invoices etc.

RESPONSIBILITY FOR PHYSICAL RESOURCES: The post has some direct responsibility for physical resources, involving the careful, accurate, confidential and secure handling and processing of information.

JOB PURPOSE:

  • To support the learning and inclusion of pupils across the curriculum and ability range, both within the classroom, in the Inclusion Room and through a range of planned interventions
  • To take considerable responsibility for the development and delivery of the Communication Awareness Programme for students in Key Stage 3 and for Supported Study in Key Stage 4
  • To raise achievement through the delivery of appropriate intervention which highlights effective learning techniques and strategies

REPORTING TO:

  • Head of Learning Development Department/SENCo and Deputy Head

RESPONSIBLE FOR:

  • Planning and implementing effective strategies for use with students in all key stagesto ensure that class and coursework is completed to an appropriate standard
  • Close liaison with class teachers and pastoral teams to ensure that effective support is provided, both in and out of the classroom
  • Developing high quality systems for recording and monitoring the learning of students with EBD in all key stages
  • Developing a range of learning and behaviour techniques and strategies to use in small groups and with individuals to support their studies
  • Creating and preparing resources, organising and deliveringlunchtime and before/after school intervention sessions as appropriate
  • The successful running of the Inclusion Room to ensure students make best use of time to complete tasks set prior to returning to mainstream classes
  • Modelling effective practice and contributing to planning and delivery of INSET to TAs and teachers, under the guidance of LDD teachers
  • The coaching and performance review of up to 3 other teaching assistants
  • Leading and attending Common Assessment Framework meetings for students as required

KEY RESULTS AREAS:

  • High quality records and systems in place relating to pupil progress
  • Effective systems established for liaison with colleagues
  • Positive outcomes in relation to pupil progress as a measured result of support provided
  • High quality revision activities and learning strategies written into schemes of learning
  • High quality teaching and learning interventions which are pupil focussed and personalised to individuals

KEY TASKS:

  • To prepare and deliver high quality CAP and Supported Study lessons, leading to effective outcomes for students
  • To work within whole classes, with small groups and individuals to promote effective learning and raise expectations
  • To work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these
  • To devise appropriate learning and revision activities for use with students across the ability range in order to raise achievement
  • To liaise with class teachers in order to provide appropriate and effective intervention, supporting students’ access to learning
  • To implement agreed learning activities within the Inclusion Room, adjusting as appropriate to student needs
  • To act as a ‘Key Worker’ to identified students, setting and reviewing targets to enable them to reach their potential
  • To communicate effectively with parents, teachers, students and outside agencies through the mentoring system and other sources
  • To challenge and motivate students, promoting and developing self-esteem
  • To establish lunchtime and before/after school sessions to deliver additional intervention to selected students
  • To prepare, collate and maintain appropriate records, providing accurate feedback and reports as required
  • To report back to student and appropriate member of staff regarding progress in the Inclusion Room
  • To attend and participate in meetings as appropriate
  • To participate in, and deliver, training and other learning activities as required, sourcing examples of best practice
  • To comply with policies and procedures relating to child protection, health and safety, confidentiality and data protection, reporting all concerns to an appropriate person

TIME LIMITED TASKS:

  • These will be agreed from time to time as appropriate with the Head Teacher, Deputy Head or the Head of the Learning Development Department. Such tasks will be associated with the development of, rather than the maintenance of, the school and its processes and systems
QUALIFICATIONS/TRAINING:
  • Educated to at least GCSE level (or equivalent)
  • Have a minimum of English and Maths at grade A*-C (or equivalent)

The following is desirable but training will be given:

  • Degree level education
  • Training in behaviour management
  • Mentoring qualification
  • Have undertaken CAF (Common Assessment Framework) training
  • Have undertaken child protection training
SKILLS AND EXPERIENCE:
  • Experience of working with young people in a relevant professional environment (education, youth, health, social work) or a willingness to learn
  • Evidence of understanding young people’s emotional and educational needs
  • Evidence of knowledge and understanding of youth culture
  • Experience of working in an education setting is desirable but not essential
  • A knowledge ofsuccessful implementation of behaviour management strategies
  • Experience of working on own initiative and making decisions
  • Willingness to undertake further training and deliver training to others
PERSONAL ATTRIBUTES:
  • Ability to work effectively as a member of a team
  • Ability to establish productive working relationships and act as a role model for students
  • Ability to use ICT for recording, monitoring and reporting
  • Excellent communication (written and verbal) and interpersonal skills
  • Excellent attendance, punctuality and time management
  • Ability to take responsibility and work with autonomy within set boundaries
  • Able to operate in a calm, measured way under pressure
  • An understanding of and ability to negotiate targets
  • Can gain and can demonstrate confidence and credibility when working with a wide range of young people, their families, teaching staff, senior managers and other professionals
  • Understands the importance of partnership working with parents / other agencies