Job Vacancies

Job Vacancies

Advert URL: Reed.co.uk

Position:Casual Male Support /Key Workers

Location:Croydon

Start:ASAP

Duration:Ad Hoc (As and when needed)

Salary:£9.15 per hour

Are you self-motivated, resilient and patient, with excellent communication skills?

We are expanding our team and looking for genuinely caring and hands on individuals to join our team of Support Workers.

Active & Creative Teachers is a recruitment agency recruiting on behalf of a Registered Charity who is looking for experiences Support/Key workers to work and support Afro Caribbean boys, who has Special Education Needs.

You should ideally have experience working with boys with behavioural problems and complex needs.

Responsibilities include:

  • Supporting young person
  • Writing reports
  • Writing and completing action plans
  • motivate and inspire young person
  • Help promote young person’s Social Skills
  • Devise appropriate strategies on how to help young person with behaviour issues
  • Devise plan for days out

Person Specification:

  • Strong Verbal and written communication skills
  • Mature manner
  • Organised
  • Problem solving skills
  • Non-prejudicial manner
  • Reliable
  • Committed

Essential Requirements:

  • Current DBS
  • Eligible to live and work in the UK

Qualifications Needed:– SEN Training

Please send CV ASAP

* Some of our roles require male or female employees only, where this is indicated it is a genuine occupational requirement, in accordance with the Equality Act 2010

Mentor Job Description 2016

Position: Mentors for Mighty Men of Valour (including Valour Youth and Women of Valour) Location: London

Hours: Part-time on an ad hoc basis

Duration: on going

Valour Youth (including Mighty Men of Valour and Women of Valour) are looking for mentors to work in London. Mentors MUST have a clean and current DBS.

We are looking for mentors to work and support young people of Primary/Secondary School age, who are in need of support to develop their personal, social and emotional skills, who are low school achievers or who are at risk of exclusion.

Responsibilities include:

  • Motivating and inspiring young person
  • Help strengthen young people’s self-esteem and confidence
  • Devise appropriate strategies on how to help young people with confidence etc.
  • Writing and completing action plans
  • Supporting young person well-being (emotional, psychological, physical and social needs)
  • Writing reports about the young person
  • Attending TAF, LAC and other meetings related to the mentee

Brief Person Specification:

  • Strong Verbal and written communication skills
  • Good English and Maths
  • Reliable
  • Committed
  • Mature manner
  • Organised
  • Problem solving skills
  • Non-prejudicial manner

Essential Requirements:

  • Current DBS
  • Eligible to live and work in the UK

Qualifications Needed:

Experience as a mentor would be preferable, but not essential

Valour Youth Mentor job specification  

The primary goal of a mentor is to build sustainable, trusting relationships with mentees in order to enhance their ability to start, maintain and grow their businesses.   

The role of a mentor    

Mentoring activities are undertaken through a range of channels including face to face meetings (one to one or group), telephone discussions and email exchanges.   

Mentors are required to:    

  • agree a programme of mentoring activity that best meets the needs of their mentee.  This may include classroom observation, 1:1 discussion, home visits, discussion with staff and parents, participating in activities with the mentee peer group.
  • to plan and deliver a wide range of extra-curricular activities which promote learning, good behaviour, better social skills and well-being help mentees to reflect on and learn from things that did not turn out as expected or negative learnt behavior.
  • to research, plan and deliver 1-2-1 mentoring/support sessions with identified students on a range of subjects that may be hindering individual behaviour and/or learning
  • to research, plan and deliver group sessions/workshops, if required, with identified students on a range of subjects that may be hindering their behaviour and/or learning
  • engage with mentees in various activities to engage and to build rapport with the mentee
  • engage with mentees to agree how mentoring could support their mentee
  • encourage their mentee to express and discuss their ideas, concerns and understanding of the situation facing them
  • help mentees to review their challenges and set realistic and practical options to realise their goals
  • to provide if necessary class support for named students, for part of the working week, where and when required, in liaison with school
  • refer mentees to other sources of information, advice or further support when appropriate
  • encourage mentees to take responsibility for their own decisions, plans and actions
  • present a positive image of mentoring and follow the code of practice for the organisation being represented (i.e Mighty Men of Valour)
  • to liaise with MMOV Line Manager and keeping them well informed about their students which you mentor/support
  • to ensure the MMOV Line Manager is informed immediately of any concerns in relation to the students you mentor/support
  • to ensure the MMOV Line Manager/Child Protection Officer is informed immediately of any concerns relating to safeguarding in relation to the students you mentor/support
  • to attend MMOV team and School meetings and those that are specifically in relation to the students that you mentor/support, such as pastoral support programmes or liaison with multi agencies
  • to maintain accurate records on named students which measure the impact of your intervention
  • to provide regular written reports on your work as a Mentor keeping up-to-date and accurate records of mentee contact

Valour Youth Mentor competencies    

The mentor needs to possess or develop the following competencies in order to undertake the mentoring role effectively:

Skills    

Core   

  • The difference between the role of a mentor and the role of other support professionals e.g. coach, adviser or social services
  • Knowledge and understanding behaviour and/or learning environment
  • The code of ethics/conduct for mentoring as set by the organisation being represented
  • Rules on confidentiality and data protection and how to follow them
  • The mentoring process to include the mentoring agreement/contract entered into with the mentor and mentee being represented either write or verbal.
  • The mentoring relationship and the importance of using the most effective communication methods to create a productive mentoring environment
  • Excellent communication skills to include active listening and personal presentation skills
  • Effective time management
  • Relationship building and networking
  • Personal development
  • Maintaining records and preparing written reports

Non core    

  • Risk management – Mentor and Mentee related
  • People development
  • Influencing and negotiation with mentee, parent and school

Personal behaviours    

Core   

Mentors should have the ability to:

  • Respect the mentee’s need for support, commitment and confidentiality, unless the information can cause harm to the mentee or another individual.
  • Listen and respond effectively and check understanding
  • Adapt their personal style to empathise with a whole range of mentees
  • Build and maintain rapport over sustained periods of time
  • Invite a two-way exchange of information and feedback with mentees and others, including mediation or Restorative Justice techniques.
  • Display excellent interpersonal skills to include influencing and negotiation with mentee to produce better outcomes for themselves.
  • Be emotionally resilient and be able to work in a challenging environment

Valour Youth (including MMOV and WOV)   

Person Specification
Experience Essential Desirable
Qualifications :
Relevant training for working with young people aged between 7-24 X
NVQ accreditation in a relevant subject or area X
Experience:
Experience of working with young people aged 7-24 X
Proven track record of successfully working with disaffected young people X
Experience of working in a primary/secondary school setting X
Skills / Abilities / Knowledge :
An ability to communicate effectively with students, students, parents and multi agencies X
An ability to work autonomously and as part of a team. X
Good organisation, time management, communication and interpersonal skills. X
Good research and planning skills X
Knowledge of the main aspects of the organisation of primary/secondary schools X
Knowledge of the principles involved in giving advice and guidance to young people including the place of confidentiality and sharing information X
Knowledge of the rights and responsibilities of parents X
The ability to liaise with and gain the confidence of all school staff X
A clear understanding of the factors which lead to educational disaffection in young people X
Knowledge and understanding of strategies to remove barriers to poor behaviour and/or learning in young people X
Knowledge of the range of additional support/agencies available for students X
Good ICT skills X
Knowledge of career qualification and further/higher education opportunities open to young people X
The ability to work flexibly X
The ability to find creative and imaginative solutions to problems X
The ability to produce detailed, concise evaluative reports of the programme X
Attitudes:
A commitment to and an enthusiasm for the post X
Adaptability and a professional approach to the responsibilities of the post. X
An understanding of and commitment to the equal opportunities policies of MMOV, the LA, and the School X
An eagerness to gain experience, expertise and professional development through this position. X
Other Factors:
Attendance at some evening and early morning meetings may be required. X
The successful candidate must pass the required enhanced DBS checks. X
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