ACM is a specialist music education provider with approximately 2,200 students on a range of FE and HE programmes in Music Performance, Creative Artist, Production, Technical Services and Business. Our creative and dynamic environment blends academic excellence and professionalism alongside leading-edge industry thinking and business innovation.

ROLE PURPOSE:

The Wellbeing Coordinator’s primary duties will be carried out in collaboration with staff across the Integrated Services Team in ACM’s approach to student wellbeing and mental health support, continuation, and satisfaction. The purpose of this role is to provide high-quality wellbeing support to ACM’s students by acting as the triage point between general and primary support, and specialist support from ACM’s internal Coaches and Counsellors. This role is key part of the integrated services department as it ensures that ACM students who are vulnerable due to a difficulty with their mental health receive the support they need.

MAIN RESPONSIBILITIES

• Provide high-quality customer service through receiving and responding to student support requests in a timely manner (via all means of communication);
• Schedule and deliver triage appointments with students to ascertain any needs for counselling or coaching;
• Maintain support connections with students awaiting targeted and specialist support;
• Liaise with Integrated Services and Education staff to coordinate support across all stakeholders to provide the most comprehensive support for the students;
• Act as a member of the Risk Intervention Committee;
• Monitor, in collaboration with the Risk Intervention Committee, the data containing student risk indicators to identify opportunities for intervention via targeted and specialist services;
• Attend open days to support prospective students and advise them on the wellbeing and mental health support available at ACM.
• To hold the position of Deputy Designated Safeguarding Lead (DDSL) providing support for children and adults at risk within education and making referrals to the appropriate authorities.
• To continue to establish community links with local police neighbourhood teams, local council initiatives, NHS and local GP surgeries.
• Serve as an escalation point for academic staff to flag students at risk following their own interventions;
• Advise other staff on early intervention strategies