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P522328 - Emotionally Based School Avoidance (EBSA) Learning Mentor

Job Summary
Contract Type:
Fixed Term
Working Pattern:
Full time
Advert Start Date:
28/07/2020
Advert End Date:
Closed for applications on 11/08/2020 23:59
Salary:
£24,799 - £26,999
Hours per week:
37
Job Category:
Education
Vacancy ID:
199135
Employment Location:
Gateshead
Post Number:
P522328 P522329
Closing date:
11 Aug
Further Information

The Education Support Service is seeking to appoint two Emotionally Based School Avoidance-Learning Mentors (EBSA-LM).

You will work as a member of the Service, and in partnership with parents/carers and families, schools/settings, and other agencies to support children and young people who are struggling to access education. You will also facilitate equality of access and provide high quality mentoring support to maintain children and young people within their educational settings or to aid the transition back into educational/alternative settings.

Main duties of the post include you working with identified children and young people in order to help overcome barriers to learning related to anxiety, as well as building confidence and resilience by facilitating access to learning and extended school activities.

You will be managing a caseload of pupils who require intervention, support and monitoring, including writing reports which identify appropriate strategies and educational advice, contributing to the plan-do-review process and planning future targets under the supervision of appropriate professionals involved with the children/young people.

You will be working in collaboration with a range of services to develop and implement specialist Learning Plans to support inclusion and to address the social, emotional and mental health needs of individual pupils, building on the work of and working in partnership with existing mental health services and projects including CYPS.

You will be planning, developing and delivering learning activities with a focus on social, emotional and mental health aspects of learning and responding to individual pupils needs following identification by appropriate professionals. Informing, developing and enhancing the practice of schools and alternative educational settings staff through training, specialist coaching and modelling and promoting specific strategies to secure the effective learning of anxious pupils.

You will be supporting the young person in their transition from home into the school/alternative setting as well as supporting the transition of pupils between key stages and across educational settings and collaborating with appropriate agencies on further education/career opportunities.

You will be establishing productive empathetic relationships with children and young people, challenge and motivate them, promote and reinforce self-esteem, build resilience, act as a role model and set high expectations.

You will be researching and developing appropriate resources in learning in personal development.

You will be working closely with parents and external agencies informed to ensure continuity of approach between home and school for children and young people.

You will be maintaining all records required by schools, settings, and the Local Authority in order to enable monitoring of quality, delivery and outcomes as well as understanding and attending appropriate training and operating accordance with safeguarding and child protection requirements.

Finally, you will be conducting, as required, any other tasks deemed appropriate to the post.

It is essential you understand the impact of social, emotional and mental health needs on learning and development and access to the curriculum, have good understanding of the principles of child development, learning processes and barriers to learning and a good understanding of special educational needs process.

You must have working knowledge of national/ curriculum and other learning programmes and strategies including Post 16 as well as a good understanding of social, emotional and mental health needs.

You must have a Meet the Higher Level Teaching Assistants Standards or equivalent qualification, a full driving license and training in relevant specialist skills.

You must have experience of working with children and young people with social, emotional and mental health needs and/or social and communication difficulties (ASD), as well as experience of working within an educational setting and the different key stages.

Experience of devising/planning and delivering successful 1-1 and small group activities in the area of SEMH and the effective use of ICT to maintain records and to support learning.

If successful you will have to apply for an enhanced Disclosure.

Please note
This job is closed for applications.