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Therapeutic Success Coach – Springboard (SEND)

Get to know us as an organisation and make sure we are the right fit for your career development.

Please complete your application below, and we will promptly begin the recruitment process.

SALARY: £24,000-£27,000

JOB TYPE: Full time, permanent

HOURS: 37 

LOCATION: Watford and occasional visits to other group sites

 

JOB PURPOSE:

We are looking for an outstanding Success Coach who is motivated and committed to the success of their students. If you can bring teaching to life in a way that engages, inspires and leads to high achievement, then you will be successful here at NHC.

You’ll be based at the college’s specialist Springboard provision (SEND) in Watford, which was graded outstanding by Ofsted in November 2017. The Springboard programme is delivered at two self-contained centres, with one team in Watford and another at Letchworth.

Springboard is a full-time personalised therapeutic learning programme for young people, aged 16-24, who require additional support before progressing to a mainstream course or employment. Many of our students have a diagnosis or traits of high-functioning Autistic Spectrum Condition and the associated emotional, behavioural and mental health needs.

Our aim is to prepare our students for adulthood by equipping them with a range of independent living and employability skills, in order to access higher-level programmes or employment. For further information, please refer to the Springboard page on the NHC website.

MORE THAN JUST A SALARY

  • Contributory pension scheme
  • For a full outline of benefits, click here

 

PERSON SPECIFICATION

Essential:

  • Experience delivering training sessions to young people
  • Experience supporting students with SEND, emotional and behavioural needs
  • L2 Literacy and numeracy or GCSE Maths and English at Grade C/4 or above.
  • Advice & Guidance qualification or experience in a relevant field

Desirable:

  • IT Qualification
  • A teaching or training qualification

SKILLS AND COMPETENCIES

  • Competent at providing exceptional customer service
  • Enthusiastic approach to all aspects of work
  • Organisational skills – ability to think logically, work under pressure and meet deadlines
  • Ability to manage conflict and deal with difficult situations, referring effectively.
  • Ability to lead or work in a team and develop supportive partnerships internally and externally for the benefit of young people
  • Outgoing hands-on approach with practical solutions and common sense.
  • Creative and adaptable.
  • Able to use initiative and work with minimum supervision.
  • Professional and approachable with the ability to form sound and professional relationships with young people and teaching staff

KNOWLEDGE AND EXPERIENCE

  • Recent experience in an FE/School/Training environment supporting students with welfare issues
  • Experience in dealing with the general public/external agencies
  • Experience in working with young people
  • Experience in delivering presentations or group sessions
  • Knowledge and experience with Microsoft Office applications
  • Knowledge of Safeguarding, Equality and Diversity within an FE context
  • An understanding of key issues relating to learner welfare support and changes in the FE environment
  • Information Retrieval

ROLES AND RESPONSIBILITIES

Main Duties

  • Deliver and support consistently good or better workshop and coaching sessions, incorporating an effective range of learning methods that enable outstanding learning outcomes for students.
  • Deliver one-to-one mentoring sessions to support students with emotional and behavioural needs to reduce the impact on attendance, achievement and retention of students.
  • Ensure all areas of student welfare, both educational and personal are exceptional;
  • Assist students with the transition into College, including the application, admissions, enrolment and entry guidance processes and then with their chosen progression route, including the preparation of references.
  • Support students to develop longer term goals that promote appropriate destination outcomes linked to either employment or future study.
  • Support students to reflect on and evaluate their progress, negotiating personalised short term targets and tracking and reviewing progress against these.
  • Develop a positive working relationship with students, particularly in respect of their conduct and behaviour.
  • Take the lead on work experience, coordinating placements, preparing students for the workplace and supporting independence access to employer engagement activities.
  • Provide Information, Advice and Guidance support to students on all aspects of student life, progression and employment outcomes.
  • To undertake such other duties as may be reasonably requested by the line manager, or any more senior manager.
  • Comply with all aspects of the SEND Reforms including the monitoring of Education, Health and Care Plan (EHCP) targets and contribute to the EHCP annual review process.

 

Duties and responsibilities

Welfare interventions

  • To be a first contact with impartial support for students with welfare needs including complex emotional issues.
  • To maintain records of all student interventions in accordance with departmental procedures
  • To consult on all high-risk cases and refer to the line manager as appropriate
  • To work with the Springboard team to ensure strategies are implemented for the team to protect their own emotional wellbeing
  • To promote staff & student health & well-being initiatives
  • Develop awareness campaigns

 

Promotion and Communication of Service

  • Embed services within specified curriculum areas and liaise with them on all issues of support and resource needs.
  • Conduct inductions and workshops to promote health and wellbeing topics, careers, financial information etc. and how these are supported by the service.
  • Attend cross-college and curriculum meetings to consult on and promote all aspects of the service.
  • Lead various cross-college awareness and themed events as part of the team calendar of provision
  • Provide information to prospective students at open evenings/days including some Saturdays.

 

Interagency working

  • To create working links with appropriate external services and agencies to support and enhance the work of the area
  • To liaise with external agencies on behalf of students as part of the referral process
  • Support cross-college counselling provision where appropriate
  • Support mental health initiatives and share understanding with the Springboard team
  • Engage with cross-college and community activities

TO APPLY

     


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    SAFER RECRUITMENT STATEMENT

    The Hart Learning Group is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff to share this commitment. Successful applicants will be required to undertake a Disclosure and Barring Service (DBS) check, as our posts are exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020. It is also an offence to apply for a role if you have been barred from working with children, young people and vulnerable adults. If you have been shortlisted for a role and are within the guidelines of KCSIE, an online search will be carried out to identify any incidents or issues that have happened and are publicly available online. If any incidents or issues are identified, the Group might want to explore these with you at the interview. As part of the recruitment process, you will need to provide proof of their right to work in the UK.

    Details of our Safeguarding policy can be found in this link – Safeguarding and Child Protection Policy

    To view our fair recruitment forms, please click here for equality and diversity declaration.

    Please note these vacancies may close at any time once sufficient applications have been received. Early submission of your application is therefore encouraged.

    Stonewall College Champion logo

    “There is a great culture at NHC and the team is wonderfully helpful and supportive. I feel valued here. I also feel like I find myself in the classroom, and that I can pass my knowledge on to my students and know that I can make an impact on their lives.”

    Hafssa Izma - Child Development Studies and Health & Social Care Tutor