Learning Mentor

Learning Mentor Required from September 2026

Part time 25 Hours a Week Term time only – 8.15am – 1.15pm

Fixed Term – until 31/8/2027

Salary Grade E point 13-19 (£29,064-£32,061 FTE per annum) £16,890.80- £18,632.54 (Actual)

Ravensdale Junior School is seeking to appoint a dedicated, resilient and caring professional to provide support and guidance to our pupils to ensure they reach their full potential. The role will require you to support us in addressing the needs of identified children in school to overcome their barriers to learning and developing their potential, both inside and outside of the classroom, effecting positive behavioural change through intervention.

You would be joining a team of committed and supportive professionals and the school can offer lots of opportunity to develop and enhance your skills through training and support. This is a fixed term role due to our SEND needs. We warmly welcome applications from those who are passionate about making a real difference to the lives of children and thrive on challenging themselves and others to keep on improving. Our working relationships are positive, supportive and forward looking.

Overall Purpose of Post

• To provide support and guidance to children, young people and those engaged with them, by removing barriers to learning in order to promote effective participation, enhance individual learning, raise aspirations and achieve their full potential.

To improve the behaviour of individual children, where this is an issue, by:

• Developing and using strategies, including restrictive physical intervention, to manage and support pupils with SEBD.
• Working alongside teachers and support staff to promote the effective use of behaviour management strategies.
• Working alongside parents in helping them to support the work of the school in improving individual children's behaviour and ensuring that there are effective lines of communication operating between school and home.
• Working directly with individuals or groups to raise self‑esteem and confidence of pupils with a view to improving their personal and social skills.
• Monitoring progress in improving behaviour and maintaining improvements once made.
• Running break time intervention to support identified children, including lunchtimes and liaising with Mid‑day Supervisors.
• Working alongside school leaders to monitor and track patterns and trends in behaviour across the whole school.

To improve the attendance of individual children, where this is an issue, by:

• Monitoring all class registers on a daily basis and provide support to the school office in identifying the reasons for absence.
• Working alongside school leaders to identify patterns and trends in individual children’s and whole-school attendance.
• Working alongside external agencies in support of improving individual children’s attendance, including Education Welfare Officers, Elective Home Education and social care professionals.
• Working alongside school leaders to develop initiatives to improve attendance across the whole school.
• Conducting daily ‘late gates’ to reinforce the school’s high expectations for punctuality.
• Conducting home visits, in line with school and Trust policies, to individual children with persistent or continued, unexplained absence.
• Working alongside all parents, but particularly those children who are persistently absent, in helping them to support the work of the school in improving individual children's attendance and ensuring that there are effective lines of communication operating between school and home.

To support the well‑being of individual children, where this is an issue, by:

• Working alongside teachers and support staff, as well as using school data, to identify individuals in need of support with their well‑being.
• Mentoring on a 1:1 basis and supporting work with small groups of pupils across the age range, monitoring this provision and assessing its impact.
• Working alongside senior leaders and the curriculum leader for RHE/PSHE to develop and implement initiatives to support and raise the profile of children’s well‑being.

To support learning at school and encourage links between home and school by:

• Developing and implementing programmes of support—for example, soft starts to the day, targeted breakfast club.
• Maintaining contact with pupils who are given fixed‑term exclusions and support their reintegration.

To support children who are experiencing barriers to learning by:

• Attending and contributing to school-based conferences (IE Team Around the School) as required.
• Helping school and parents/carers to agree strategies that are mutually supportive of the child's improvement.
• Assisting in two‑way communication between home and school to ensure positive family support and involvement.
• Working alongside the Safeguarding colleagues to review and monitor need, support and progress.

General

• Work in a professional manner and with integrity and maintain confidentiality of records and information.
• Maintain up to date knowledge in line with national changes and legislation as appropriate to the role.
• Be aware of and comply with all Trust policies including in particular Health and Safety and Safeguarding.
• Participate in the Trust Appraisal process and undertake training and professional development as required.
• Adhere to all internal and external deadlines.
• Contribute to the overall aims and ethos of Transform Trust.
• Establish constructive relationships with colleagues, other schools within the Trust and outside agencies.

You will:

• Be able to identify barriers to learning for individual children and provide them with a range of strategies for overcoming these barriers.
• Work effectively with a range of partners including class teachers, SENCOs and senior leaders in order to address the needs of individual children.
• Be aware and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to the appropriate person.
• Be able to work with children displaying challenging behaviour, be a first responder in supporting their de‑escalation and reintegration.

In return we offer:

• A collaborative and supportive team of talented professionals.
• A commitment to professional development opportunities in order to enhance your ability to develop and improve provision.
• The opportunity to make a real difference to the lives of vulnerable children.
• Motivated, friendly and hardworking children.
• A welcoming community and a highly motivated, professional staff team that are driven towards continuously raising standards.
• Excellent professional development opportunities through an extensive range of network groups and other Transform Trust initiatives.
• Calm and purposeful learning environments.
• Excellent partnerships between pupils, staff, parents, governors and community.
• A forward‑thinking approach to teaching and learning throughout the school.
• Career opportunities as part of a successful Multi Academy Trust.

Visits to our school are warmly welcomed, please contact the school office to arrange an appointment.

How to apply

Equality and diversity matters to us. If you think you’d be suited to one of our roles we’d love to hear from you regardless of age, disability status, ethnicity, gender, religion or sexuality. We are a Disability Confident Committed Employer and as such anyone who is registered disabled and meets the essential person specification criteria will be shortlisted for interview.

Please complete the online application form which you will find on the Transform Trust website Transform Trust. Please ensure that you follow the instructions within the application form and ensure that there are no gaps in your education or employment history that are not accounted for. Any questions or queries should be directed to Wendy Evans at Ravensdale Junior School, Devonshire Drive Mickleover Derby DE3 9EY Email: w.evans@ravensdalej.derby.sch.uk Telephone: 01332 512373

Closing date for applications: Monday 22nd June 2026 at 09:00am

Interviews will be held on: To be confirmed