JOB SUMMARY

As a Learning Mentor at Sallygate School, you will play a vital role in supporting the social, emotional and academic development of children and young people with Social, Emotional and Mental Health (SEMH) needs. Working as part of a dedicated multidisciplinary team, you will build trusting relationships with pupils, helping them to overcome barriers to learning, develop resilience, and thrive within a safe, nurturing, and aspirational school environment.
You will provide structured mentoring support both in and outside the classroom, contribute to behaviour regulation strategies, promote positive engagement in learning, and act as a key adult for pupils requiring individualised interventions. Using trauma-informed, attachment-aware, and therapeutic approaches, you will guide pupils in managing their emotions, building self-esteem, and developing the personal and interpersonal skills needed for success in education and life.
At the heart of this role is a commitment to modelling and promoting our core values of Respect, Kindness, Resilience and Tolerance. These values shape every interaction we have with our pupils and with one another. As a Learning Mentor, you will actively demonstrate these values by showing unconditional positive regard, promoting restorative relationships, encouraging perseverance, and fostering an inclusive environment where difference is celebrated and everyone is treated with dignity.
This role requires compassion, creativity, and the ability to remain calm and consistent in challenging situations. It is ideal for someone who believes in restorative practices, co-regulation, and the power of strong, respectful relationships to transform outcomes for vulnerable learners.

SKILLS AND EXPERIENCE

We are looking for an individual who brings a blend of compassion, resilience, and practical expertise to support our pupils effectively. The ideal candidate will demonstrate the following:

ESSENTIAL SKILLS AND QUALITIES:

• An understanding of the social, emotional, and behavioural needs of children and young people, particularly those with SEMH, trauma histories, or SEND.
• Ability to build positive, trusting relationships with pupils, often in the face of challenging behaviours and emotional dysregulation.
• Experience in using de-escalation strategies, restorative approaches, and co-regulation techniques to support positive behaviour.
• Excellent communication skills – able to listen empathetically, model respectful language, and communicate clearly with both pupils and professionals.
• Highly organised, proactive and reliable, with the ability to work flexibly in a fast-paced environment.
• Committed to modelling the school’s core values of Respect, Kindness, Resilience, and Tolerance in all relationships and professional conduct.
• Confidence to work independently as well as collaboratively within a multidisciplinary team, including teachers, therapists, care staff and senior leaders.
• Ability to remain calm, emotionally available, and solution-focused in moments of stress, conflict, or crisis.

DESIRABLE EXPERIENCE

• Experience of mentoring or key-working with vulnerable young people, especially those with attachment difficulties, ACEs, or safeguarding concerns.
• Understanding of safeguarding practices and experience in identifying and responding to concerns.
• Experience supporting pupils with additional needs including ASD, ADHD, and communication difficulties.
• Experience facilitating group work, therapeutic activities, or structured play/engagement sessions.

QUALIFICATIONS

· GCSE English grade C or above
· Good numeracy skills – at least to Level 2
· HLTA Qualification or equivalent and relevant Level 3 qualification in an education setting
· 3Good ICT skills

EXPERIENCE

· Experience of effective working with young people with complex needs
· Experience of implementing strategies and work to promote equality of opportunity and fair treatment
· Experience of effective working in challenging environments

SKILLS AND ABILITIES

· Ability to be resilient, flexible and adaptable to respond to the varying requirements of the role and change plans at a moment’s notice
· Ability to exercise initiative and work independently and as part of a team
· Have a high level of communication and interpersonal skills and have the ability to communicate with disaffected young people and their families
· Ability to collaborate with others and build effective relationships
· Ability to be self-motivated and motivate others
· Ability to remain enthusiastic, calm and consistent in stressful and difficult situations, to handle difficult situations with sensitivity and confidentiality and to be non-confrontational

KNOWLEDGE

· Sound knowledge of Special Educational Needs, social, emotional and learning development and associated factors that can impact on a young person’s wellbeing
· Sound knowledge of the different ways in which children and young people can be harmed and knowledge of relevant requirements and legislation concerning Child Protection and safeguarding
· Sound knowledge of how to record and present information in an easily understandable way and understand and be clear of the differences between facts and opinion in observations

The Learning Mentor will support the personal, social and educational development of pupils who may be facing barriers to engagement. Working across the school day, the postholder will act as a consistent, caring adult, contributing to a positive, safe, and inclusive learning environment for all pupils.