Therapeutic Mentor
This job expired on 6 December 2021 – see similar jobs
Start date details
As soon as possible
Closing date
6 December 2021 at 12pm (midday)
Date listed
24 November 2021
Job details
Job role
- Learning support or cover supervisor
Visa sponsorship
- Visas cannot be sponsored
Working pattern
- View all Full timejobs, View all Part timejobs
- 32.5 hours per week, term time only.
Contract type
- Permanent
Full-time equivalent salary
- £17,304.87 – 18,730.44
Therapeutic Mentor job summary
32.5 hours per week, term time only.
BG8 SCP 13 – 17 (Actual salary £17,304.87 – 18,730.44)
Sky Academy is a successful, oversubscribed, Special school for students with SEMH and SLCN. We are looking for an enthusiastic and young-person centred Therapeutic Mentor. This is an exciting position within the academy providing the opportunity to make a real impact in the lives of our young people. You will be based in one of our dedicated therapy rooms. We are looking for well qualified candidates with a breadth of experience working with young people in a supportive and therapeutic role such as ELSA or Thrive practitioners (we are aware that this experience may be gained in many areas of life). Importantly we are looking for enthusiastic, resilient, highly motivated people who are passionate about working with young people to enable them the best long-term outcomes possible.
The successful candidate will make an important contribution to the continued development of pastoral support at Sky, set high expectations and provide expertise and passion in equal measures. Their practice will enable our young people to achieve the skills and qualifications that will open doors for the rest of their lives.
You will be able to demonstrate the enthusiasm and tenacity needed to work in a sometimes challenging but highly rewarding environment, alongside maintaining the highest professional standards. You may have experience of working with students in a specialised setting, or you may be looking for your first role in an SEN school - you must however be motivated to make a positive difference to our students’ learning journey and care deeply about their vocational achievement alongside their wellbeing and personal development.
Should you have any further questions about this role, or would like to visit the academy prior to application then please send an email FAO Bex Jones, Headteacher to office@sky.learnmat.uk
Job description and application form are available on the academy website: https://www.theskyacademy.co.uk/about-us/vacancies
Sky Academy is committed to Safeguarding and the welfare of its students. All staff share this commitment. The successful candidate will be subject to an Enhanced Disclosure with the Disclosure and Barring Service.
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Upload additional documents
If you need these documents in an accessible format, please contact the school.
About The Sky Academy
- School type
- Academy, ages 5 to 16
- School size
- 76 pupils enrolled
- Age range
- 5 to 16
- Ofsted report
- View Ofsted report (opens in new tab)
- Email address
- recruitment@sky.learnmat.uk
We provide an education that engages pupils and develops positive attitudes to learning, while developing key skills that they need for life beyond school. We strongly believe that teaching is a relational activity where the teacher and the students work together to solve problems using a theoretical framework based around relationships which informs policy and practice.
Through a clinical therapeutic approach to trauma, we aim to understand educational needs of the students and rectify the deficiency whether it be social, emotional, attachment or an undiagnosed educational need and stabilise the pupil so they are ready to learn. This work involves intensive engagement with families, local communities and multiple agencies.
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