Student Support Mentor |Cashew Rd

Role Purpose

The Student Support Mentor plays a key role within the Student Support Department in supporting students with learning, behavioural and socio-emotional needs. This work is done in close partnership with School Leaders and the Student Well-Being and Support Team.

Key Responsibilities

1. Manage the school's after-school drop-in centre daily, including:

• Planning and running structured and informal activities
• Building rapport with students who frequent the centre
• Maintaining a safe, inclusive and welcoming environment
• Documenting students’ movement and assets in the centre

1. Design and deliver a twice-weekly skills-based programme for a class of about 20 students at each time, including:

• Selecting and planning a skill or activity suited to students' interests and profiles
• Preparing engaging, hands-on lessons appropriate to students' readiness levels
• Tracking student participation and progress, and refining the programme over time
• Examples of such a programme include sports activities, crafts, music, digital media (e.g. video editing, photography), and board or strategy games

1. Assist in the planning and the execution of the weekly Life Skills lessons.

• Working with the Life Skills Team to plan weekly lessons across the three strands (life skills, social-emotional learning, and Outdoor Education), preparing materials and equipment and adapting content to students' learning and behavioural needs.
• Co-facilitating lessons alongside teachers, guiding and supervising students through practical and outdoor activities while ensuring safety and active participation.

1. Provide individual and small-group mentoring to identified students with learning, behavioural, or socio-emotional needs, including:

• Building trusting relationships through regular one-to-one and small-group check-ins
• Working with the Student Support Department and Year Head Team to identify students who would benefit from mentoring
• Setting simple goals with students and monitoring and documenting their progress and wellbeing
• Escalating concerns to the relevant personnel where deeper support is needed