Learning Mentor in Cambridge

• To provide a complementaryservice to that provided by teachers and pastoral staff in order toaddress the needs of

pupils, who need help and support to overcome barriersto learning, both inside and outside school, to achieve

their full potential.

• To contribute to raisingstandards of attainment, improving attendance, reducing exclusions andmaintaining good standards of behaviour.
• To offer support to childrenand families as part of early intervention (targeted support), acting asLead Professional where appropriate.

Specificresponsibilities:

• Working closely with parents, pupils, the SENDCo andclass teachers, identify specific pupil needs and strategies to supportthem
• Communicate with and engage parents/carers, externalpractitioners and support agencies to achieve positive outcomes for pupils
• Work directly with pupils in a mentoring capacity. Identifying strategies forself-regulation, celebrating their achievements and championing them toother adults including teachers and parents
• Providing support to attend school regularly and on-time,support for homework, reading and other work necessary to keep up with thedemands of school

AREAS OF RESPONSIBILITY AND KEY TASKS SPECIFIC TO THEROLE

• Develop positive one to one mentoring relationshipswith pupils identified as needing support.
• Work collaboratively with teachers, pastoral staff,SENCO, Family Support Services and other external agencies to identifypupils with barriers to learning and at risk of disaffection in order toensure that these receive support.
• Devise, implement and evaluate individual pupilaction plans for pupils identified as needing support, working withteachers and other staff.
• Establish and maintain home/school liaison with thefamilies and carers of pupils receiving support in order to keep theminformed about pupil needs and progress, and to secure positive family andcarer involvement and support.
• Establish good relations and work closely with otheragencies who may also be involved in supporting a targeted pupil - e.g.Behaviour Support, Educational Psychologists, CCT and Voluntary Helpers -so that the needs of the pupil concerned are met in a focused andintegrated way.
• Develop a full understanding and knowledge of therange of agencies and activities, which can provide support to vulnerablepupils.
• Act as Deputy Designated Safeguarding Lead,supporting the Headteacher in their role as DSL.
• Provide support for pupils within and outside schoolhours, e.g. supporting children attend breakfast club or providing afterschool activities that support mental health and well-being
• Act as Lead Professional for families working with TargetedSupport at a level suitable for school and attend meetings regarding LACand Child Protection when appropriate

Promotethe efficient and effective transfer of pupil information at points of transitionand support pupils during transition in line with policy and practice.

• Encourage positive attitudes to pupils receivingsupport and a shared understanding of their needs within the school.
• Liaise and meet regularly with the SENCo to reportand discuss progress on specific children and families, taking specificaction as agreed
• Attend appropriate CPD and support whole stafftraining to ensure best practice across the school
• Meet regularly with the Designated Lead forSafeguarding to discuss circumstances that may impact on children’s ability to fully access school life and consider future actions to supportindividuals and families.
• To support pupils’ integration during identified pressurepoint, e.g. lunchtimes
• Contribute to professional reports for externalagencies and school leaders, where appropriate

PROFESSIONAL CHARACTERISTICS

In fulfilling the requirements of thepost, the Learning Mentor will demonstrate essential professionalcharacteristics, and in particular will:

• Build and maintain positive and professionalrelationships with pupils, treating all children consistently, withrespect and consideration
• Be positive, friendly, understanding andapproachable at all times
• Work collaboratively with colleagues, and build andmaintain positive, professional relationships
• Promote positive behaviour patterns, raiseself-esteem and improve independent working in pupils to assist theireducation and growth

• Supportthe physical, mental and emotional wellbeing of pupils
• Promoteand support inclusion for all children, including pupils with SEN, EAL andthose with a physical disability
• Supportlearners in identifying issues which are creating barriers to learning and helps them in beginning to address these barriers
• Helpdevelop pupils’ confidence and self-esteem through listening to them anddevising/identifying appropriate programmes of support
• Communicatewith the SLT, class teachers and parents regarding the support in place forpupils and its effectiveness

• Through discussion with classteachers, parents and the SENDCo, as well as through observation and closeinteraction with identified pupils, develop a deep understand of specificand individual traits, tendencies and behaviours that prevent those pupilsfrom fully and positively engaging in their learning
• Develop specific,tailored, medium and short term support plans for pupils, which addresstheir specific needs
• Support pupils in theclassroom, playground, 1:1 setting or small group
• Analyse information froma range of sources to enable tailoring of support strategies to furthersupport pupils’ wellbeing
• Complete Early Help Assessment applications

#J-18808-Ljbffr