Christs School

Curriculum Support Learning Mentor: Job Profile & Person Specification

Mission Statement As a Church of England school our mission is to be one where each individual is valued and respected. We meet the needs of all our learners by offering them every opportunity to learn and develop in order to fulfill their God-given potential. We will celebrate our skills, talents and successes within a community founded upon Christian values.
Accountable to: Accountable for: Curriculum Support Team Leader Individual pupil progress

Key Responsibilities of the Curriculum Support Team: The Curriculum Support Team (CST) provide a complementary service to teachers and other staff, addressing the needs of pupils who require assistance in overcoming barriers to learning in order to achieve their full potential. Specifically this means the CST will: focus on closing the attainment gap for pupils on Free School Meals assist in identifying those pupils most in need of support support vulnerable pupils (e.g CLA) to achieve their potential support targeted pupils to achieve 5A*-C including English and Maths support targeted pupils to develop independent learning skills, for example by organising supervised homework sessions analyse literacy (including spelling) levels and run appropriate literacy intervention programmes analyse numeracy levels and run appropriate numeracy intervention programmes run internal exclusions discuss appropriate behaviour for learning strategies with pupils and provide personalised emotional and behavioural support with the aim of reducing the number of internal and fixed term exclusions track and monitor those pupils who come to the department, for whatever reason, in order to review impact and to suggest appropriate follow up strategies once the pupils return to lessons liaise with families and other agencies as appropriate The CST work with pupils on a one-to-one basis or in small or large groups.

Typical work activities for the Curriculum Support Team: Identifying pupils who require support: liaise with school staff to identify pupils who would benefit from additional support analyse targeted pupils literacy and numeracy levels assess underlying reasons for lack of progress and/or disengagement and compile a comprehensive profile that takes into account social, emotional and educational needs Organising intervention programmes for pupils who require support: help pupils who are underperforming in their subjects on a one-to-one basis or in small groups outside the classroom; plan individual and group intervention programmes that provide a range of strategies to motivate, challenge and encourage further learning listen to and help pupils resolve a range of issues that are creating barriers to learning; help with transition activities for pupils moving into KS3, 4 or 5. contribute to processes and procedures for improving attendance

Curriculum Support Department

April 2013

Christs School
Curriculum Support Learning Mentor: Job Profile & Person Specification Organising Internal Exclusions (IE): oversee the running of IEs ensuring pupils are isolated from peers during social times ensure the pupils in IE complete an appropriate amount of work as directed by their teachers discuss the reason for the IE with the pupil and identify strategies for avoiding future sanctions complete a report on the pupils conduct and progress in IE and forward to relevant staff for further action as appropriate Tracking and monitoring pupil progress review the progress of each identified pupil on a half termly basis draw up agreed action plans (CS2 & IE2) with pupils, identifying strategies for further improvement monitor the attendance and punctuality of the pupils who come to the CS department maintain accurate records of work for each identified pupil Working in partnerships promote inclusion, equality, participation and the rights of children and young people and participate in decisions that affect their lives liaise with the established systems within the school in order to facilitate access to specialist support services for pupils with barriers to learning network with the Learning Support Department, and other teachers and assist in the referral of pupils to appropriate professionals ensure the role of the CST is clearly understood by staff, parents and relevant agencies and produce materials to support their understanding as appropriate develop and maintain appropriate contact with the families of the pupils who have identified needs as appropriate contribute to the safeguarding and protection of the targeted pupils provide regular feedback to relevant staff, professionals and parents. As directed, provide clear evidence and reports to inform common assessment framework and child protection cases

Specific responsibilities for the Learning Mentor: Co-ordinate the analysis of pupils literacy and numeracy levels , working with the SEN Department. Working with the Heads of English and Maths, contribute to raising literacy and numeracy levels across the school. Maintain accurate records of literacy and numeracy interventions and provide an analysis of progress and impact on a termly basis. Contribute to reports for the Senior Leadership Team and Governors as required. Ensure other staff in school, parents and outside agencies as appropriate, are kept fully informed of the progress targeted pupils make in their literacy and numeracy levels, as well as particular strategies to be employed for further improvement. Create and maintain the department databases for monitoring the progress of all pupils who come into the CSD, with particular regard for pupils on Free School Meals. Work closely with Y10 & Y11 controlled assessment planning. Have high expectations of literacy and numeracy standards.

Maintaining Professional Competencies operate within agreed legal, ethical and professional boundaries when working with children and young people and those involved with them. ensure own professional competence remains sufficient to provide effective support. Keep informed of relevant legislation attend training and professional development sessions. Contribute to the identification and sharing of good practice between individuals to enhance provision
Curriculum Support Department April 2013

Christs School
Curriculum Support Learning Mentor: Job Profile & Person Specification meet regularly with the designated line manager to discuss case load of identified pupils and other LM activities, make use of advice and supervision to develop competencies.

Supporting the School maintain confidentiality of information in line with the schools policies and procedures support school evaluation by providing evidence demonstrating the impact of the interventions on pupil progress complete the administrative duties relevant to the role, including planning, record keeping, data base maintenance and report writing undertake other duties, appropriate to the post, as may be required from time to time work within and encourage the schools Equal Opportunity Policy and contribute to diversity policies and programmes in relation to discriminatory behaviour Comply with Schools Health and Safety Policy. Maintain personal security and safety, and be alert to the security of others

Curriculum Support Department

April 2013

Christs School
Curriculum Support Learning Mentor: Job Profile & Person Specification

Person Specification
1. Qualifications: a. GCSEs (A-C) / including English and Mathematics b. A good degree (desirable) c. A relevant postgraduate qualification (desirable) 2. Experience: Recent experience of working with children and young people and taken a keen interest in supporting learning, welfare and achievements in either a paid or voluntary capacity in educational, youth or social care context. 3. Knowledge and understanding: - The ability to contribute to a shared strategic vision for the school - Use of data and performance management for benchmarking and setting targets for improvement - A commitment to personalised learning - Use of new technologies in learning and teaching as well as management and administration - An understanding of, and a commitment to, maintaining staff morale and welfare of individuals and groups of staff - An awareness of current legislation and local issues - The ability to generate new ideas and developments that benefit pupils; and to see these ideas through to fruition - The ability to engage with a holistic view of pupils - The ability to establish effective mentoring relationships that motivate change and personal growth - A sound knowledge of social, emotional and learning development. Understands the contribution family, caring and social networks make to development. - An understanding of what transition means and how to support pupils through changes in their lives - An understanding of why pupils might behave in unexpected ways. The ability to identify and analyse the underlying issues that may lead to underachievement and barriers to learning and participation - Knows strategies for establishing and developing effective one-to-one mentoring and other supportive relationships with pupils - The ability to use good listening and counselling skills while keeping the mentoring relationship structured and focused; the ability to give constructive feed back - Values and respects the views and perceptions of pupils and knows how to respond appropriately to what they are communicating - Can plan and innovate individual and group programmes to support skills for learning, positive behavior and social and emotional development - Is imaginative in developing alternative strategies to motivate and raise self esteem; can change attitudes and horizons by offering new perspectives - An understanding of the different ways in which pupils can be harmed; knowledge of relevant legislation concerning Safeguarding - The ability to liaise sensitively with parents and carers from a wide range of ethnic, cultural and social backgrounds; values their role in pupils learning and knows how to raise concerns in appropriate ways - Good interpersonal skills for networking. The ability to collaborate with others and build effective relationships with a wide range of professionals and organisations - The ability to handle difficult situations with sensitivity and confidentiality and to be non confrontational - The ability to exercise initiative and work independently - The ability to manage the different components of the role e.g pupil caseload, delivering a programme of interventions, liaising with staff and parents and multi-agency working
Curriculum Support Department April 2013

Christs School
Curriculum Support Learning Mentor: Job Profile & Person Specification High level of communication skills. Knows how to record and present information in an easily understandable way. Understands the difference between observation, facts and opinion. The ability to organise effective systems for referral, planning and review, able to prioritise and to manage time effectively; competent ICT skills Committed to extending own professional competence and knowledge The ability to reflect critically on own work and contribution to the school An understanding and awareness of equal opportunities, experience of strategies to promote equality of opportunity and a commitment to work within the schools Equal Opportunities Policy Qualities: The ability to work under pressure The ability to be flexible and adapt to change Approachable to pupils, staff, parents and other professionals A willingness to contribute to the wider life of the school

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Curriculum Support Department

April 2013