Client Services Advisor – Attendance in Rutland

Support Staff Scale 4, points 19‑22 inclusive. £32,766 to £34,516 pa FTE. 37 hours per week term‑time only (37 weeks pa) + 6.5 hours for the all‑staff training day = 83.67% of FTE. Actual Salary: £27,415 to £28,880 pa pro rata. Start date: September 2026 or earlier by negotiation.

Are you passionate about supporting young people to overcome barriers to learning and achieve their full potential?

Job Purpose

We are seeking a committed and compassionate Client Services Advisor (Attendance Manager) to play a key role in improving student attendance and engagement. This role is central to supporting students whose attendance is impacted by a range of factors, including anxiety, mental health needs, and complex family circumstances. Working closely with a Vice Principal and wider pastoral team, you will provide high‑quality administrative and operational support, including the monitoring and analysis of attendance and engagement data, maintaining accurate records, and coordinating meetings and reviews. You will be a key point of contact for parents and carers, working collaboratively to identify concerns, arrange meetings, and offer guidance and support to help remove barriers to regular attendance. The role also involves direct work with individual students and small groups, supporting them to develop resilience, confidence, and strategies that enable them to re‑engage successfully with learning. You will liaise with internal staff and external agencies where appropriate, ensuring timely and effective communication to support positive outcomes for students. Flexibility, empathy, a sense of humour, and the ability to communicate calmly and effectively with young people and adults are essential. The successful candidate will join a strong, supportive, and committed team who take pride in working creatively and persistently to achieve the best outcomes for all students.

Benefits

• Ongoing training and professional development
• Access to the Local Government Pension Scheme
• Staff gym and free parking
• Subsidised restaurant and complimentary lunch on training days
• Priority admission for children of staff to Catmose College
• A supportive, inclusive working environment

Team Duties

• Support the vision and ethos of the College.
• Set a good example in terms of dress, punctuality and attendance.
• All Pastoral Client Services Advisors (CSA) will undertake the key worker role for one or more students as determined by their line manager.
• CSAs will lead on one or more specialist areas including attendance, intervention, reception and medical needs, dependent on their experience and working hours.
• CSAs will lead the support for specific groups of students, for example, those offering mutual support through peer mentoring, armed services families, young carers and student council.
• CSAs are expected to work flexibly to support out of hours events such as progress and open evenings as required.
• Ensure all practice aligns with College policies, health and safety guidance and Federation procedures.
• Uphold the College’s routines for learning and uniform.
• Contribute to monitoring and evaluating the success of the College, considering the views of parents, students and staff in relation to behaviour and attitudes and learning.
• Proactively respond to issues identified in the College Transformation Plan to bring about sustained improvement.

Key Worker (All Pastoral CSAs)

• Act as a key worker for students identified through the Catmose College Behaviour Policy as requiring additional pastoral and behavioural support to prevent their conduct from negatively impacting on the learning and behaviour of others.
• Build strong, professional and trusting relationships with allocated students, acting as an advocate to support positive behaviour change and improved engagement with College life.
• Support and facilitate restorative conversations between students and staff, ensuring that issues are resolved constructively and relationships are repaired in line with restorative practice principles.
• Monitor and review daily report cards and behaviour targets, providing feedback to students and staff and intervening promptly where concerns arise.
• Impose and oversee appropriate sanctions, including catch‑up and supervised interventions, ensuring these are applied consistently and support behavioural accountability rather than punishment alone.
• Attend and support students in behaviour, pastoral and reintegration meetings, ensuring the student’s voice is represented and that agreed actions are clearly understood and followed up.
• Develop, implement and regularly review Pastoral Support Plans (PSPs) or equivalent behaviour plans, in collaboration with students, families, teaching staff and senior leaders.
• Maintain accurate and detailed records of behaviour incidents, interventions and outcomes, including monitoring behaviour logs to identify patterns, triggers and areas requiring further intervention.
• Work proactively with parents and carers, establishing effective home‑College links through regular communication, meetings and updates regarding behaviour, progress and support strategies.
• Liaise with external agencies and support services as required (e.g. behaviour support, mental health services, social care), contributing to a coordinated approach around the student.
• Lead and contribute to staff ‘spotlights’, briefings or guidance sessions relating to individual students, ensuring a consistent, informed and supportive approach is taken across teaching and support staff.
• Work closely with form tutors and the Pastoral Senior Assistant Principal to share information, review strategies and ensure that pastoral and behaviour support is aligned and effective.
• Regularly review the impact of interventions and adapt approaches as necessary to secure sustained improvements in behaviour, attendance and engagement.

Attendance (Specialist Role)

• Take a proactive role in monitoring and improving student attendance and punctuality, with a particular focus on students for whom attendance is a barrier to learning.
• Analyse attendance data and patterns to identify students at risk of persistent or severe absence, and to contribute to the identification of underlying barriers, including anxiety, mental health needs, medical issues, or family circumstances.
• Work closely with the Pastoral Lead, Intervention Team and Vice Principals to plan, implement and review targeted attendance interventions.
• Act as a key point of contact for parents and carers in relation to attendance concerns, including making telephone calls, arranging and attending meetings, and providing advice and guidance to support improved attendance.
• Maintain accurate and up‑to‑date attendance records, ensuring all interventions, communications and outcomes are logged appropriately and in line with College procedures.
• Support individual students and small groups through pastoral intervention, helping them to develop confidence, resilience and strategies to re‑engage with learning and College life.
• Liaise with external agencies and services, where appropriate, to support students and families experiencing complex barriers to regular attendance.
• Contribute to attendance reviews, readmittance meetings and pastoral meetings, ensuring that agreed actions are followed up effectively.
• Collaborate with the local authority in processing formal procedures such as penalty notices and maintain records of those students who are educated under Section 19, on reduced timetables or access alternative provision.

Medical Needs under the Safeguarding Vulnerable Groups Act 2006 it is an offence to apply for this role if you are barred from engaging in regulated activity relevant to children. This position is also ‘exempt’ from the Rehabilitation of Offenders Act 1974. All staff are responsible for ensuring safeguarding, health and safety policies and procedures are enforced in line with Federation policy and current legislation.

Person Specification – Client Services Advisor

Experience and Knowledge (Essential / Desirable)

• At least two years’ experience of working with children or young people in an educational, pastoral, health, youth or support setting.
• Supporting students who face barriers to learning, including behaviour, attendance, wellbeing, anxiety or medical needs.
• Safeguarding responsibilities and the importance of confidentiality and professional boundaries.
• Liaising with parents/carers and maintaining positive, professional relationships, including in challenging or sensitive situations.
• Keeping accurate record‑keeping and the use of data or logs to monitor student progress, behaviour or wellbeing.
• At least 5 GCSEs (C or 4+ including English and maths).
• At least two years’ experience of working in a school or college setting.
• Behaviour management approaches, restorative practice or pastoral intervention.
• Supporting children with medical needs and/or contributing to healthcare or pastoral support plans.
• Liaising with external agencies such as health services, mental health teams, social care or behaviour support services.
• Relevant qualifications or training in areas such as safeguarding, mental health, behaviour support, first aid or medical needs.

Skills (Essential / Desirable)

• Excellent communication and listening skills, with the ability to adapt style when working with students, parents, staff and external professionals.
• Ability to remain calm, compassionate and professional when responding to illness, distress, anxiety or behaviour incidents.
• Strong organisational and administrative skills, including accurate note‑taking and record management.
• Ability to triage situations effectively, make sound judgements and prioritise competing demands during a busy school day.
• Confident use of ICT systems (e.g. databases, email, spreadsheets and school information systems).
• Ability to work both independently and as part of a multi‑disciplinary team.
• Confidence in leading or contributing to meetings involving students, parents, staff or external professionals.
• Ability to analyse behaviour, attendance or intervention data to inform next steps.

Essential Personal Qualities

• Calm, empathetic and compassionate approach when supporting students and families.
• Resilient, flexible and adaptable, with the ability to manage emotionally demanding situations.
• Ability to build positive, trusting relationships with students, including those who are vulnerable or reluctant to engage.
• Professional curiosity and a solution‑focused approach to problem‑solving.
• High levels of integrity, discretion and reliability.

Essential Working Practices

• Commitment to promoting the safety, wellbeing and inclusion of all students.
• Willingness to work flexibly to support the needs of the College, including responding to urgent pastoral or medical situations.
• Commitment to the values, ethos and expectations of the College.