Momentum Project Mentor

This is a unique opportunity to build meaningful relationships with young people, provide early intervention, and work alongside schools, families, and partner agencies to ensure that every child has the opportunity to succeed in mainstream education. This is a fixed term role until 31 August 2027.

About the Momentum Project

The Momentum Project has been developed to provide early, targeted support for children who are at risk of disengaging from mainstream education. Our aim is simple but powerful: to intervene early, strengthen support around the child, and prevent difficulties escalating to the point where a young person reaches crisis. Through the Momentum team, we provide structured mentoring and intervention support for pupils who may be experiencing barriers such as behavioural challenges, emotional needs, low engagement with learning, or difficulties outside of school. By building strong, trusting relationships with young people, mentors help them develop the confidence, resilience, and strategies needed to successfully access and sustain their education.

A key feature of the Momentum Project is its multi‑agency approach. The team works closely with schools, families, and external partners to create a coordinated network of support around each child. By bringing together education professionals, pastoral teams, and specialist services, we aim to ensure that the right support is in place at the right time. Ultimately, the Momentum Project is about maintaining children’s connection to mainstream education, helping them overcome barriers early, and ensuring that difficulties do not escalate to the point where more intensive or crisis‑level intervention is required.

Location: Milton Keynes (various Momentum sites across the Quadrant)

Role Overview

As a Mentor within the Momentum Team, you will work directly with young people to provide consistent support, guidance, and targeted interventions. You will build strong relationships with pupils, help them navigate challenges that may be impacting their education, and support them to develop the skills and behaviours needed to thrive in school. You will also work closely with school staff, families, and external partners to ensure a joined‑up approach to supporting each young person, contributing to a wider strategy focused on early intervention, inclusion, and keeping children successfully engaged in mainstream education.

The Role:

• Deliver targeted intervention sessions rooted in trauma‑informed practice.
• Support the educational, personal and social development of students.
• Build strong, trusting relationships to help pupils understand and regulate behaviour.
• Implement strategies from the IAS and BAS frameworks.
• Work alongside multi‑agency professionals as part of Tier 2 support.
• Ensure the safety, wellbeing and positive engagement of all learners.
• Help schools identify emerging needs early and implement effective interventions.

Personal Qualities:

• Positive, calm and adaptable.
• Able to empathise and understand complex needs.
• Confident working independently and within a supportive team.
• Motivated to make a long‑term difference to young people’s lives.

Why Join the Momentum Team?

• A welcoming, positive environment where wellbeing is prioritised.
• High‑quality, bespoke CPD including trauma‑informed training.
• Opportunities to grow your career across the Trust.
• Be part of a pioneering early‑intervention project shaping outcomes across Milton Keynes.
• Small intervention groups and creative, flexible approaches to engagement.

Impact of Your Work:

• Reduce school exclusions and emergency placements.
• Improve attendance, wellbeing and academic outcomes.
• Strengthen multi‑agency working and early identification of need.
• Help build a trauma‑informed culture across Milton Keynes.

Safeguarding: Stephenson (MK) Trust is an Equal Opportunities employer and is committed to safeguarding and promoting the welfare of children and young people. All staff are expected to share this commitment. An enhanced DBS check is required.