Part-Time Learner Support Advocate in Chester

Part-Time Learner Support Advocate in Chester

Chester Part-Time 26300 - 29200 £ / year (est.) No working from home possible
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At a Glance

  • Tasks: Support learners in building study skills and confidence alongside teaching staff.
  • Company: Access Education Group, a friendly and supportive educational environment.
  • Benefits: Competitive salary, part-time hours, and a collaborative team atmosphere.
  • Other info: Part-time role with flexible hours and a focus on personal growth.
  • Why this job: Make a real difference in students' lives while gaining valuable experience.
  • Qualifications: Experience in education and a passion for supporting learners.

The predicted salary is between 26300 - 29200 £ per year.

Access Education Group in Chester is seeking a friendly Learner Support Assistant to join our team on a part-time, 1-year contract.

You will work with teaching staff to support learners' study skills and progress, helping remove barriers and build confidence.

The role is 26.25 hours per week with a salary of £26,300 to £29,200 per annum (FTE based on 37.5 hours).

We welcome applicants with experience in education and a collaborative, learner-centred approach.

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Part-Time Learner Support Advocate in Chester employer: Access Sport College

Access Sport College is an excellent employer that fosters a vibrant and supportive work culture, where passionate educators can thrive. Located in Houghton Regis, the college offers competitive benefits such as generous annual leave and health plans, alongside ample opportunities for professional development and growth within the educational sector. Join us to make a meaningful impact on students' lives while enjoying a fulfilling career in a dynamic environment.

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Contact Details:

Access Sport College Recruitment Team

We think you need these skills to ace Part-Time Learner Support Advocate in Chester

Learner Support
Study Skills Development
Barrier Removal
Confidence Building
Collaboration
Education Experience
Learner-Centred Approach