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This organisation is scheduling interviews as the applications come in. Don’t miss your opportunity, apply now!
We are looking for a dynamic person who is: values led, committed and compassionate, enjoys working in a busy environment; can bring inspiration, motivation and organisational development and wants to make a positive difference to people’s lives.
The successful candidate will have proven experience as a PA or similar role; will have exceptional organisational and multi tasking abilities; strong communication and interpersonal skills; be discrete and confidential in handling sensitive information; will have the ability to work in a busy environment and to manage conflicting priorities and be proficient in Microsoft Office Suit.
Following the retirement of the existing post holder, this is a fantastic opportunity for a dynamic individual to work at a high level across the executive team whilst managing the day to day running of the office which is the cog at the centre of the wheel.
In this key role you will provide PA support to the Director of the Charity and secretarial support to the Head of Finance and Resources and the Board of Trustees. Please see the Recruitment Brochure which includes our Job Description and Person Specification for further details. If you are as excited by the prospect as we are, please download our application form or for further information please download the recruitment brochure. We look forward to receiving your application.
What We Can Offer You:
- Competitive salary
- Car allowance
- 31 days annual holiday plus bank holidays (full time equivalent)
- Additional 3 days annual leave after 5 years of service
- Comprehensive Induction Programme with ongoing learning and development
- Career progression opportunities
- Regular supervision
- Regular performance and development meetings to support your ongoing development
- Investors in People and Mindful Employer
- Group Personal Pension Scheme
- Healthcare Cash Plan
- Life Insurance Cover
- Sickness Pay
- Cycle to Work Scheme
- Employee Referral Bonus Scheme
Catholic Care is an Equal Opportunities employer. We provide services to people of all faiths and none and also employ people of all faiths and none.
Diocese of Chester
Safeguarding Administrator – Service Delivery
Full Time – 35 hours per week, including some evenings and weekends
Salary: £24,780 - £25,415, depending upon skills and experience
The Diocese of Chester is seeking to recruit an experienced administrator to support the Safeguarding Service Delivery Manager in the delivery of training, safeguarding dashboard delivery and developing Parish Safeguarding Officers support network.
The successful candidate will have proven administrative competence, excellent interpersonal and organisational skills. They will be able to work independently in handling a diverse workload and in keeping to deadlines.
You will be based at Church House, Daresbury Business Park, Daresbury WA4 4GE with the option to work up to 40% at home.
The job description, person specification and application form can be downloaded below or from the Diocesan website - address in copy of advertisement below.
Completed application forms should be returned to Mrs E A Geddes, Diocesan Director of Human Resources, preferably by email (please see copy of the advertisment below or the diocesan website) or by post to Church House, 5500 Daresbury Park, Warrington, WA4 4GE.
Closing date: 7th April 2024
Interviews: 19th April 2024
The client requests no contact from agencies or media sales.
Are you passionate about driving meaningful change through operational excellence?
The University of Warwick is seeking a talented Department Coordinator to join their dedicated and collaborative Alumni and Supporter Engagement team.
Job Title: Department Coordinator
Reports to: Deputy Director of Development (Alumni and Supporter Engagement)
Location: University of Warwick, Coventry, UK
Salary: £25,138 to £28,759
Contract Type: Permanent
Hours: Full-time, flexible for the right candidate, with hybrid working (2-3 days in the office)
Benefits: Generous pension scheme, 26 days annual leave, excellent maternity and paternity leave, access to the Employee Assistance Programme (EAP), dental cash plans, comprehensive medical insurance, eye care provisions, discounted gym campus membership, hire bike schemes, and additional employee discounts.
About the University of Warwick:
It is a vibrant and globally recognised research institution, consistently ranked among the top universities in the UK and worldwide. Their stunning campus, nestled on the outskirts of Coventry, is a vibrant mix of cultures, ideas, and innovation. They are committed to excellence in teaching, research, and engagement and take pride in their reputation for pushing boundaries and making a real-world impact.
About the role:
As the key operational support and personal assistant to the Deputy Director of Development, you'll play a vital role in ensuring the smooth functioning of operations. Your responsibilities will encompass a wide range of tasks, from assisting with human resources and office administration to contributing to strategic planning efforts.
Role Highlights will include:
- Provide dedicated support as a PA to the Deputy Director of Development.
- Organise meetings, agendas, and presentations.
- Facilitate and coordinate personnel processes including recruitment and onboarding.
- Coordinate planning processes, risk assessments and departmental submissions.
- Function as secretary where required for department groups.
- Provide support and guidance to other team administrators.
- Coordinate training sessions and meetings as needed.
- May include handling office budgets and expenses.
- Act as coordinator for office space and resources, including Health and Safety assessments.
About you:
You will be able to demonstrate a successful track record in a similar role. You will bring adept administrative skills, strong organisational abilities, attention to detail, and problem-solving capabilities. You will have exceptional interpersonal skills, confidentiality, ability to work dynamic environment and embody a proactive team spirit. In addition, you will acquire strong IT proficiency and commitment to ownership and delivery, which will make you well-positioned to excel in a collaborative and dynamic environment. Most importantly, you will be a positive advocate for the core values of the Alumni and Supporter Engagement Team: Making a difference, Collaboration, Solution-focused mindset, and Passion for learning.
Why this role?
Joining the University of Warwick means more than just a job; it's an opportunity to thrive in a culture that prioritises growth, support, and collaboration. Their friendly, flexible, and kind office environment empowers everyone to excel, fostering continuous growth and innovation. As part of their dynamic and inclusive community, your contributions will be valued, and your professional and personal growth will be supported every step of the way.
If you are ready to make a meaningful contribution and thrive in a vibrant team, we would love to hear from you.
To find out more about this role, please get in touch with Priya Vencatasawmy to receive further information and check out the team's Recruitment Website at Recruitment in Development and Alumni Engagement to see behind the scenes in DAE.
Closing Date: 17th of April 2024
First Stage Interview: 24th of April 2024
Second Stage Interview: 26th of April 2024
Charity People actively advocates for equality, diversity, and inclusion. We match candidates' skills and experiences with charity needs, irrespective of age, disability (including hidden disabilities), gender, gender identity or gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, or sexual orientation. Our commitment to diversity drives outstanding outcomes for the charities we collaborate with.
An exciting opportunity has arisen for a Specialist Teaching Assistant to join our Education Team. This role will require the successful candidate to support an integrated and holistic approach to education, health and care, work under the direct supervision of an allocated teacher / senior specialist teaching assistant, support access to learning and provide general support to the teacher in the management of pupils in learning opportunities and to assist the teacher in providing relevant support for pupils with severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and complex therapeutic, medical and health needs.
You will be a natural and enthusiastic leader able to provide challenge and support to a high performing team.
Role Requirements
STL1 – Provide support for Learning Activities set by Classteacher & Senior Specialist Teaching Assistant
- To support learning activities for individual, groups or whole classes of pupils, leading activities under the direction of the teacher or Senior Teaching Assistant supporting the teacher in their delivery of lessons.
- To demonstrate our School Ethos and Pupil Charter throughout the School day.
- Holistically integrate education, health and care needs.
- Evaluate and record procedures for learning activities.
- To know individual learning targets for each pupil in the group(s) and take specific action to enable individual pupil goals be achieved.
- To attend to the general care, maintenance and storage of classroom equipment.
STL 2 – Support Children’s Development
- Observe pupils, sharing observational findings, contribute to the implementation of activities to support development.
- Actively contribute towards record-keeping particularly in respect of pupil learning, therapeutic interventions, behaviour management, child protection and any other specific programme set up for individual pupils by the teacher / Senior Specialist Teaching Assistant / Therapist.
STL 3 – Help to keep Children Safe
- Undertake annual safeguarding training.
- Adhere to the school’s Safeguarding and Child Protection procedures and policies. Recording incidents pertaining to pupil safety, including for illness, accidents and incidents, accepting that Safeguarding is everyone’s responsibility and that ‘it could happen here’.
- Read relevant documentation / mandatory reads in relation to Keeping Children Safe In Education.
- Report any signs and indicators of possible abuse, being sensitive to the child/young person and circumstances, Identifying, report and record changes in behaviour and physical signs.
- Be aware of and follow plans, risk assessments and record keeping pertaining to individual pupils, including care plans, health care plans, feeding plans, moving and handling and behaviour management plans, actively engaging in relevant training and competencies offered to ensure that you are able to support in keeping all pupils in the class safe.
- Ensure safe transport for all pupils in the class for off site visits.
STL 4 – Contribute to Positive Relationships
- Interact with and respond positively and professionally, to pupils and adults, including colleagues, other professionals and parents/ carers at all times.
- Work collaboratively as part of a class and wider School and organisational team.
- Actively support change where it is required to improve the teaching, learning and meeting of our pupils needs.
STL 5 – Provide Effective Support for your Colleagues
- Work effectively as a team member, being aware of and providing support to colleagues when needed.
- Embrace training and competencies to ensure that all staff in a class team are able to support each other.
- Complete all ‘Universal level training’.
STL 6 / STL 39 – Support Literacy and Numeracy Activities, Communication and Interaction Needs
- Support the delivery of appropriate communication, language and literacy as well as the learning targets related to cognition to individuals, small groups and whole classes of pupils, providing accurate support and feedback to the teacher and pupils.
STL 7 / STL 8 – Support and use Information Communication Technology (ICT) for Teaching and Learning
- Prepare commonly used ICT for use in lessons and be aware of and be able to use hardware and software commonly used in the school.
- Be aware of individual pupil’s specific needs as assessed by teachers and therapists and apply relevant recommendations.
- Support the delivery of lessons including ICT to individuals, small groups and whole classes of pupils.
STL 9 – Observe and Report of Pupil Performance
- Against intended learning targets be able to observe and complete assessments with teaching support.
- Support the classteacher in providing evidence (observational notes, photographs, videos) presenting in the appropriate format to assist the evaluation of evidence relating to the pupils’ stage of development.
- Be able to clearly explain and answer questions / justify your evidence of pupil performance to the teacher.
- Observe school policies and procedures for confidentiality of information about pupils.
STL 10 – Support Children’s Play and Learning
- To promote and support age-appropriate play for pupils.
- To supervise and actively encourage play and leisure activities during playtimes taking an active role in the organisation of play, leisure and recreational activities.
STL 11 – Contribute to supporting Bilingual / Multilingual Pupils
- When applicable be aware of the first language of pupils and their parents.
STL 12 / STL 38 – Support a Child with Disabilities or Special Educational Needs and Their Families
- Be confident in each of the pupils needs in the classroom and the relevant strategies that are required to support them.
- See the pupil as a ‘whole’ and integrate their education, health and care needs throughout their day.
- Support pupils with communication and interaction, cognition and learning, behaviour, emotional and social development needs and pupils sensory and/or physical needs.
STL 13 – Contribute to Moving and Handling Individuals
- Follow agreed Moving and Handling plans as prescribed by therapists undertaking relevant training and competencies prior to do any of the below:
- Carry out moves and changes of position taking account of the individual’s needs, preferences and their advice on the most appropriate methods and equipment.
- Use moving and handling methods appropriate to the individual’s condition, your personal handling limits and the equipment available.
- Move and change individual’s positions in ways which minimise pain, discomfort and friction and maximise the individual’s independence, self-respect and dignity.
- Observe, record and immediately report any significant changes in the individual’s condition when you are moving them.
- Record details of methods of moving and handling which the individual finds acceptable according to legal and organisational requirements.
- Undertake therapeutic programmes that have been developed by physio and occupational therapists.
STL 14 – Support Individuals during Therapy Sessions
- Receive relevant training from therapists and then implement training and competencies throughout the pupils’ day.
- Be able to articulate the purpose of programmes and ensure their delivery in an integrated way.
- Work with individuals to identify the effectiveness of the therapy sessions on their health and social well-being.
- Check observations with appropriate people and against agreed outcomes.
- Identify any issues or problems in relation to the therapy sessions and work with individuals, key people and others to identify and agree changes to the therapy sessions.
- Record and report on therapy sessions within confidentiality agreements and according to legal and organisational requirements.
STL 16 – Provide Displays
- To produce and maintain displays in accordance with the school’s Display Policy.
- To ensure that Information Governance and Confidentiality is applied to any information that you are privy to.
STL 19 / STL 37 / STL 41 – Promote Positive Behaviour
- Highlight and praise positive aspects of pupils’ behaviour appropriate to the individual.
- Recognise patterns and triggers which may lead to inappropriate behavioural responses and take appropriate action to pre-empt problems.
- Encourage the team to support pupils consistently and regularly review their own behaviours to model intended outcomes.
- Provide feedback to relevant people on progress made by any pupils with a behaviour support plan in line with the school’s Behaviour Policy.
- Implement individual pupil behaviour management programmes if required.
STL 31 – Prepare and Maintain the Learning Environment
- Prepare the learning environment to meet the needs of individual pupils.
- Support the teacher in the preparation of resources needed for lessons by gathering and appropriately positioning them for access.
- To ensure that pupils are in the right place at the right time in the right clothing with the appropriate equipment in the correct position.
STL 40 – Support Pupils with Cognition and Learning Needs
- Implement agreed strategies to support pupils with cognition and learning difficulties to learn.
- Sequence and structure learning environment and experiences ensuring adequate time.
- Consistently apply visual, auditory, object and tactile cues.
- Provide an appropriate level of assistance to enable the pupil to experience a sense of achievement, maintain self-esteem and self-confidence and encourage self-help skills.
- Listen carefully to the pupil and positively encourage him/her to communicate his/her needs and ideas.
STL 42 – Support Pupils with Sensory and/or Physical Needs
- Obtain accurate and up-to-date information about: a the nature and level of the pupil’s sensory and/or physical needs and apply to the pupil’s learning needs, planned learning tasks and activities.
- With support adapt the layout of the learning environment and the equipment used to enable the pupil with sensory and/or physical needs to access and maximise learning opportunities.
- Encourage the pupil to actively participate in learning tasks and activities consistent with his/her developmental level, physical abilities and any medical conditions.
- Ensure that any specialist equipment is used appropriately to maintain the pupil’s comfort and maximise his/her participation in learning tasks and activities.
- Give appropriate assistance to enable the pupil to experience a sense of achievement and encourage independence.
- Positively reinforce the pupil’s efforts to participate in learning tasks and activities.
STL 43 – Assist in the Administration of Medication
- Apply standard precautions for infection control and other relevant health and safety measures.
- Report any discrepancies or omissions you might find to the person in control of the administration and to relevant staff as appropriate.
- Be aware of School procedures.
- Contribute to administering and record keeping of medication to individuals in the appropriate manner, using the correct techniques according to the care plan if signed off as competent in doing so.
- Ensure the security of medications throughout the process and ensure all medication is stored in the correct safe place when administration is complete.
STL 4 – Meet their Personal Support Needs
- Attend to pupils’ personal care needs as and when necessary ensuring care and dignity at all times.
- Assist with the organisation of refreshments and mealtimes, feeding individual pupils where necessary including feeding by gastric tube after receiving the necessary training.
- Support pupils in the water and assist with swimming and or hydrotherapy programmes.
PDR – Take part in School Staff Development Procedures
- Take part in a performance management programme and work towards specific pupil progress and professional development targets.
- Take part in a staff induction programme, and pursue other training opportunities as agreed with the line manager.
- Take part in staff development days, class team meetings, departmental meetings, whole staff meetings and other occasional meetings held in usual working hours.
- To support students and volunteers who work within the classroom from time to time.
- The roles and responsibilities in this job description can be reviewed at any time in order to better meet the needs of pupils.
- All of our Support Assistants will be expected to work with a range of pupils in their class and maybe requested to work with others across the School.
The right candidate will have experience of working in a complex environment, across a large and diverse workforce, you will be exceptionally organised with a high-level of attention to detail. You will naturally possess excellent inter-personal skills, and an ability to consult and positively engage with key stakeholders across the organisation.
With experience of working in a complex environment, across a large and diverse workforce, you will be exceptionally organised with a high-level of attention to detail. You will naturally possess excellent inter-personal skills, and an ability to consult and positively engage with key stakeholders across the organisation.
Terms and Conditions
PLEASE NOTE: The Children's Trust Application Form MUST be completed and submitted, for your application to be considered. As part of the shortlisting process, gaps in employment will be examined and further explored during the interview process.
Strictly no agencies, please.
As we often receive high levels of applicants for our roles, we regret that we will only be able to contact those applicants who are shortlisted for interviews. Therefore, if you have not heard from us within 2 weeks of the closing date, please assume you have not been shortlisted for an interview on this occasion.
About Us
The Children’s Trust is the UK’s leading charity for children with acquired brain injury, providing expert rehabilitation, education, therapy, and care at our national specialist centre in Tadworth, and to children and their families across the UK, via our Brain Injury Community Service.
Boasting a beautiful 24-acre site in Surrey, we are located just outside of London, close to the M25 (accessible via Junction 8, A217 to Tadworth) and easily accessible via National Rail, by way of: Clapham Junction, Sutton, and Epsom.
Staff Benefits
The work we do is highly rewarding, and in addition to an attractive salary, we offer a valuable range of benefits, including, adoption pay, time off for fertility treatment, enhanced paternity leave, paid carers leave, time out days for those experiencing menopause symptoms, time off for gender reassignment.
We also offer additional annual leave days for those with long service, with entitlements ranging from 35 to 41 days (including bank holidays) depending on your length of service.
Other benefits include free on-site parking; a staff shuttle service from Epsom and Sutton train stations to Tadworth Court, subsidised cafeteria, on-site staff accommodation (subject to availability), the ability to retain your NHS pension (where applicable) or the opportunity to join an alternative scheme, and the opportunity to develop your career in a supportive and collaborative environment.
Rehabilitation of Offenders
Many roles at The Children’s Trust are exempt from the provisions of Section 4 (2) of the Rehabilitation of Offenders Act 1974, by virtue of the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013 and 2020) and as such, are subject to an Enhanced DBS check. Successful applicants will be required to complete an Enhanced Disclosure & Barring Service (DBS) check, which will disclose all unspent convictions and adult cautions and any spent convictions or adult cautions that would not be protected. The exceptions to this are our retail roles within The Children’s Trust shops, which are subject to Basic DBS checks which will disclose unspent convictions or adult cautions.
Equal Opportunity Employer
To help us achieve our ambition to give children and young people with brain injury and neurodisability the opportunity to live the best life possible, we want to accurately reflect the UK’s diverse population. We want equity, diversity, and inclusion to be at the heart of everything we do, and our people, services, and culture to reflect the diverse needs of all. Through our diversity and inclusion strategy, we have made a commitment to increase the diversity of our charity and create an inclusive culture. We have networks across the organisation working to ensure that these aims are met - including an LGBTQIA2S+ group, Ethnic Diversity Group, and Spark – our broad EDI group. Read more about our EDI work here. We welcome applications from all who share our ambition regardless of background. We will strive to ensure that any reasonable adjustments are made in respect of interview and working arrangements.
Online Searches
In accordance with statutory safeguarding and child protection guidance, online searches will be conducted for shortlisted candidates before interview. The online searches will be conducted by a person who is independent of the interview and selection process and will focus on relevant information returned via searches of the candidate’s name (and variations thereof). Social media searches will be limited to professional platforms such as LinkedIn. Any concerns relating to suitability for work with children and young people will be forwarded to the interview panel, for discussion during the interview.
The client requests no contact from agencies or media sales.