Student Support Mentor |Cashew Rd

Role Purpose

The Student Support Mentor plays a key role within the Student Support

Department in supporting students with learning, behavioural and socio-

emotional needs. This work is done in close partnership with School Leaders

and the Student Well-Being and Support Team.

Key Responsibilities

1. Manage the school's after-school drop-in centre daily, including:

o Planning and running structured and informal activities

o Building rapport with students who frequent the centre

o Maintaining a safe, inclusive and welcoming environment

o Documenting students’ movement and assets in the centre

2. Design and deliver a twice-weekly skills-based programme for a class of

about 20 students at each time, including:

o Selecting and planning a skill or activity suited to students' interests

and profiles

o Preparing engaging, hands-on lessons appropriate to students'

readiness levels

o Tracking student participation and progress, and refining the

programme over time

o Examples of such a programme include sports activities, crafts,

music, digital media (e.g. video editing, photography), and board or

strategy games

3. Assist in the planning and the execution of the weekly Life Skills lessons.

o Working with the Life Skills Team to plan weekly lessons across the

three strands (life skills, social-emotional learning, and Outdoor

Education), preparing materials and equipment and adapting content

to students' learning and behavioural needs.

o Co-facilitating lessons alongside teachers, guiding and supervising

students through practical and outdoor activities while ensuring safety

and active participation.

4. Provide individual and small-group mentoring to identified students with

learning, behavioural, or socio-emotional needs, including:

o Building trusting relationships through regular one-to-one and small-

group check-ins

o Working with the Student Support Department and Year Head Team

to identify students who would benefit from mentoring

o Setting simple goals with students and monitoring and documenting

their progress and wellbeing

o Escalating concerns to the relevant personnel where deeper support

is needed