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Learning Mentors Required to Support Pupils Out of Mainstream

This vacancy has now expired.

Job description

Are you interested in supporting young people who are out of mainstream school? Do you have what it takes to adapt in a rewarding environment as part of a supportive team working hard for their pupils? Have you ever thought about working in an Alternative Provision, PRU or Behaviour Unit? If so then email Gina from the Thames Valley North SEN Team with your CV and cover letter - I would love to hear from you

If you have experience or feel confident in at least 2 of the following bullet points please get in touch:

  • Outgoing and fun personality
  • Criminology
  • Youth/Community work experience
  • SEN experience
  • Residential support/care worker
  • Sports coaching
  • Team-Teach
  • Youth Offending Services
  • Supporting NEET's
  • Challenging behaviour within family
  • Mentoring
  • Teaching/Learning support Assistance
  • Pro active and hard working
  • Psychology

Our schools are looking for confident individuals who are passionate about making a difference! Please make sure you include a small cover letter telling us why you feel you would be right to work in these environments. The more information you give us the more we tell our schools about you! WE ARE HERE TO HELP and we want to help you succeed!

Teaching Personnel is committed to safeguarding and welfare of children. All candidates applying to jobs through Teaching Personnel must undertake or have undertaken an Enhanced Disclosure via DBS-Full assistance provided (AGY)

All applicants will require the appropriate qualification and training for this role. For teacher roles, we require a formally recognised teaching qualification. For Support staff our minimum requirement is GCSE English & Maths (A-C) or equivalent.

Teaching Personnel is committed to safeguarding and promoting the welfare of children. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.

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