Education Project Leader Jobs
Reports to: Head of Inclusive Leadership Course
Start date: ASAP or mid-August 2024
Location: London / Hybrid - minimum 3 days per week in office (The Difference’s office in
Bethnal Green). Willingness to travel for programme delivery across Nottingham, Manchester,
Newcastle 3 days per half term.
Contract: Permanent, full time/flexible working considered
Salary: £55k - £65k per annum (+6% employer pension contribution and sector-leading parental
leave policy shared with all applicants)
Closing Date for Applications: Sunday 21st April 23:59
Person Specification
The Difference are seeking an outstanding school leader to take on the role of Programme Lead
through an exciting period of growth and development, with a particular focus on developing
our People and Practice work. The successful candidate will be instrumental in the delivery of
our various programmes, actively engaging in its implementation and engaging with valuable
insights for continuous improvement. This role offers a distinct chance to make a significant
impact on The Difference's overarching strategic goals. As the Programme Lead, you'll have the
opportunity to shape our programmes, ensuring they align with our mission and vision. Your
contributions will not only drive tangible outcomes but will also shape the future direction of
our organisation. You will have the opportunity to make a significant impact on the outcome of
children who experience vulnerability and disadvantage by working closely with school leaders
to develop school practice and systems.
You will have real ownership over your area of work, be happiest in a flexible and ambitious
environment, and enjoy testing out new ideas. You will have experience in professional
development design, delivery, project management and supporting school staff and leaders
through professional coaching.
Essential knowledge, experience and skills
● Demonstrated Alignment with The Difference’s values. A history of actions and decisions that
align with The Difference's values, showcasing a personal commitment to the mission of
improving life outcomes for vulnerable children
● Credibility as a proven school leader of inclusion as a Trust middle leader, Headteacher, Deputy
or Assistant Headteacher in a Primary or Secondary setting in contexts of high disadvantage and
vulnerability
● A record of impact for children experiencing vulnerability including designing and delivering
work that led to reduced harmful behaviours, repeat suspension or persistent absence
● A record of empowering work with children and families
● Evidence of designing and delivering impactful professional development, high quality
learning sessions, fostering sustained staff development and contributing to a culture of
continuous learning
● Understanding of Relational Practice within Education: A track record of utilising or implementing practice aligned with the relational approaches to deliver improved student
outcomes.
● Aiming high and holding people accountable through visionary leadership: Ability to
articulate an ambitious vision, inspiring and motivating others to meet high standards. A proven
ability to hold individuals accountable for their contributions.
● Flexibility and a willingness to travel, including overnight stays, particularly within London,and
across the North East, North West, and Yorkshire & Humber. A likely travel pattern of 2-3 days
travel per fortnight
Desired knowledge, experience and skills
● Stakeholder management & relationship-building: Proven experience in managing
relationships with various stakeholders, including navigating HR processes, demonstrating
effective stakeholder engagement skills. Experience of sales and a business to business sales
process would be advantageous.
● Adaptability: Track record of prioritising and creating clarity in ambiguous, challenging, or
fast-paced situations. Experience in working directly with colleagues, implementing strategies
such as coaching and structured reflection to establish clear and effective plans.
● Research Engagement: Engagement with research and evidence-based strategies for school
improvement. Demonstrable quantifiable impact using evidence-informed approaches.
● Contextual Awareness: Varied experience in different schools, showcasing an understanding of
how contextual factors impact schools and teachers, and an awareness of the wider educational
landscape.
● Teaching Qualification: Possession of Qualified Teacher Status, demonstrating the foundational
qualification for the role.
Why Work for The Difference?
Schooling isn’t working for the children who need it most. Every week in England 109 children –
equivalent to three full classrooms – are permanently excluded. This is just the tip of the
iceberg. Since the pandemic, school suspensions have risen significantly, as has persistent
absenteeism. 1 in 5 children are missing more than 10% of their time in school. Children who
are excluded or persistently absent are much more likely to already be experiencing
vulnerability or disadvantage. They are more likely to live in poverty, have additional learning
needs, suffer mental health challenges, or experience a lack of safety outside school. Certain
ethnicities are also disproportionately affected, notably Gypsy Roma Traveller and black
Caribbean children.
Exclusion and high rates of absence can have a dramatic effect on life chances. These young
people are more likely to drop out of education or employment, become vulnerable to
long-term mental ill health, or be at risk of criminal exploitation. The Difference believes that
children and young people deserve better and that the education system has to change.
Our Organisation
The Difference is a young education charity, founded to change the story on lost learning. By
2030, we want rates of exclusion and absence to be falling nationally and for schools to be better
equipped to support all children, including those who may be vulnerable.
The Difference was born out of a year of research into school exclusions with think-tank IPPR.
This research identified a lack of inclusion expertise in schools and proposed a new leadership
development programme to fill this gap. In 2018, Difference founder Kiran hired the team who
took this idea from concept to reality, beginning work with our first schools.
The Difference is now a 22-strong team delivering multiple school leadership programmes,
alongside a growing research and policy arm. The team is supported by our Youth Advisory
Board, made up of young people who have experienced exclusion and who provide their
expertise and insights on how school inclusion work should be done. This work is needed more
than ever. Effects of COVID-19, coupled with the spiralling cost of living, have substantially
increased levels of vulnerability. Schools serving excluded pupils face under-funding. The
Difference has had excellent early impact but there is work ahead to scale this impact through
our programmes, share learning with schools and policy-makers, and grow our capacity to
lower exclusions across England.
The Task Ahead: Programme Lead
In 2019 The Difference launched their programmes working with 22 school leaders in
London. Since then we have worked with 447 school leaders nationally. We want to continue
to scale our programmes and reach more school leaders to help shape their schools practice
and systems to improve pupil wellbeing, safety and belonging. We intend to further develop
our programmes to improve inclusion in schools and successfully changing the story for
students currently struggling in school.
Key tasks for this role include:
● Deliver The Difference’s Inclusive Leadership Course to senior leaders from a
range of school settings. This takes place in venues across the country including
but not limited to the North East, North West, and the Midlands. Confidence
and passion to deliver the course to the high standards required.
● In-school support for The DIfference’s School Partnership (DSP). Delivering
across a variety of schools including mainstream secondary, mainstream
primary and Alternative Provision settings. Supporting the implementation of
key themes and content from The Difference’s Inclusive Leadership Course.
● Working closely with The Differences Research, Impact & Influencing team
members to capture case studies, research and impact metrics that demonstrate
the impact of the Difference’s programmatic work.
● Input to the evolution and development of the Difference’s programmatic offer
using insight from delivery and feedback from programme participants
● Working closely with the The Difference’s Partnership and Sales team to
support the reach and impact of the programmatic work.
Our Values
● High Expectations - We are ambitious for excellence from young people, colleagues and
ourselves. We don’t believe in writing off someone’s potential because of their identity or
experience of crisis.
● Strong Relationships - We prioritise genuine relationships over transactional interactions,
and know that this requires deliberate relational practice. We see colleagues and partners as
people first and their roles second; and know this greater trust allows us to take more risks,
gain more feedback and have greater impact.
● Internalised Locus of Control - We work hard to reframe difficult situations to discover
what we have within our power in terms of solutions. We take it upon ourselves to walk
towards challenges and can take a high level of ownership and agency in our work/
● Pragmatism - We believe leadership means recognising current limitations and striving for
improvements within and beyond them. We develop consensus and chart new ways
forward, challenging false and extreme positions like “zero exclusions” or “no excuses”.
● Scientific approach - We take a diagnostic approach to unpicking causes of problems. We
are loud and proud of our failures, recognising failing fast and often is key to finding the
best solutions. We test solutions and are willing to use data and feedback to make
adjustments and choose new directions.
● Not Squeamish about Structural Inequality - We believe patterns of inequality can and
should be disrupted. We strive to be clear-eyed about these inequalities, and both the
individual practice and system-changes required to address them. We push ourselves to
overcome awkwardness in talking about this; and begin by acknowledging our own biases
and blind spots.
● Asset-based - We work hard to avoid deficit thinking and aim to start with what’s strong, not
what’s wrong. We are careful not to frame our colleagues and stakeholders - particularly
young people and families – as victims but instead to recognise their agency.
● Wise selves - To both enjoy work and do their best, we want to make decisions and work
with others in our “wise” - or regulated - selves. We also want to bring our compassionate
self to those we work with, externally and internally, to support one another through
challenging times.
How To Apply
To apply, please complete all sections of the application form by midnight on Sunday 21st April.
First round interviews will be held during the week beginning 6th May, over video call.
Please indicate if you would not be available to attend an interview during this week.
If successful in this stage, second round interviews (including a task to be completed the same
day) will take place on the week beginning 13th May, at our office in Bethnal Green.
We are committed to building a diverse team and strongly encourage applications from
under-represented groups in the charity sector such as people from black, Asian and minority
ethnic backgrounds, LGBTQ+ people, people with disabilities, people with experience in the
care system, non-graduates and first-in-family graduates.
As part of our commitment to fairer recruitment, all applications will be assessed with names
and any protected characteristics redacted.
The client requests no contact from agencies or media sales.
This key role presents an excellent opportunity to see projects through from conception to completion and to play a part in shaping how we work and what we do. You will have responsibility for day-to-day operation of UCISA, including technical Infrastructure and systems used to deliver UCISA’s services to our members. You will deputise on operational matters for the CEO and represent and advocate for UCISA alongside other management team colleagues.
You will be reporting directly to and working closely with UCISA’s CEO and have opportunities to develop your own skills in running an organisation in an innovative and agile way. Ultimately, you’ll ensure our operations run smoothly and that people are productive.
The role sits within the Management Team and the post holder will deputise for the CEO alongside management colleagues.
Summary of key Terms and Conditions
Contract: Permanent Full time, Oxford based, hybrid
Hours per week: 37.5, Monday-Friday with some flexibility to support UCISA events and participate in team days
Salary: £55,000-£65,000 per year (depending on candidate experience and skill set)
Leave: 30 days annual leave & 8 Bank Holidays
Pension: Defined Contribution scheme (6.7% employer contribution, voluntary employee contribution 0-6.7%)
Reporting to: CEO
To apply for this role please follow the instructions provided. The closing date for this role is 10:00 (10am) 26 April 2024. Interviews will take place on Friday 31 May 2024 at the UCISA office in Oxford and will include relevant skills tests.
Please ensure that your CV addresses the personal specification criteria in the job description document. Your supporting statement must be no longer than 2 x A4 pages
The client requests no contact from agencies or media sales.
Summary
- To design and implement a suite of training programmes and professional learning networks for FLOURISH young leaders in education settings (primary, secondary and FE), who will be equipped to play a core leadership role in the outworking of the FLOURISH network of worshipping communities in schools/FE colleges
- To work collaboratively with a range of stakeholders (e.g. internally - Church of England Foundation for Education Leadership, Growing Faith Foundation, Archbishops' Young Leaders Award, and externally - a range of parachurch and leadership development organisations) to embed these FLOURISH programmes in the life of schools, colleges and dioceses
- To ensure a strong link between FLOURISH and the Archbishops' Young Leaders Award in the further development of its engagement with primary and secondary schools
- To work collaboratively with colleagues within Education Team (including the Archbishop's Young Leaders Award and Growing Faith Foundation teams) and across the national church to support the effective implementation of proposals to hear the voice and children and young people at a range of governance bodies
- To create and publish a range of media showcasing and highlighting the voice of children and young people, informing wider thinking of strategic leaders
- To positively impact the faith development of young people involved through effective strategies for leadership development
- To support the Head of Growing Faith Foundation and Head of Archbishops' Young Leaders Award in building and sustaining effective partnerships with a range of external organisations
- To work with diocese education teams to support their work in developing young leaders, creating national synergies and opportunities to showcase effective practice
- Outstanding track record of impact of leadership development in relation to adults and/or children/young people
- Ability to design effective research-led approaches to programme design
- Engaging presentation and facilitation skills with large and small groups, both virtually and face to face
- Ability to communicate effectively with a wide range of stakeholders - including written reports, high-profile events, and online presentations
- Successful leadership experience within the education, church, charity or youth work sector
- Experience of designing and delivering effective leadership development course content (in relation to adults and/or children/young people)
- Leadership of a wider team of professional development facilitators/coaches
- Clear understanding of educational landscape, and the relationship between education institutions, churches and households
- Secure understanding of the Church of England Vision for Education and its outworking in schools
- Clear understanding of the work of the Growing Faith Foundation to date
- Degree level qualifications or equivalent professional qualifications in a related field
- Personally committed to and passionate about changing the culture of the Church of England Innovative, creative and responsive to feedback
- Commitment to excellence and a pride in assuring quality and consistency across a wide team of facilitators
- Systematic and strong evidence of successful project implementation
- Ability to work independently, a motivated 'self starter'
- Postgraduate qualifications in a related field
- Specialist theology, leadership and/or coaching qualifications
- Effective delivery of online/blended learning experiences using a range of technology
- Coaching skills and training
- Experience of working at a regional, diocesan or national level
- Involvement in the work of early Growing Faith/ 'Faith at Home' work at a school, college, Diocese of parish context
- Commitment to deepening your own theological understanding and furthering your own spiritual development
- Experience of embedding the Church of England Vision of Education within a school or systems leadership context
- Experience managing projects with significant numbers of stakeholders
- We strive for excellence
- We collaborate
- We act with integrity
- We show compassion
- We respect others
Education Programmes and Partnerships Lead
The organisation has received an exciting round of funding that is allowing it to offer training and resources for free to schools in Bradford.
We are looking for a creative and driven individual who is passionate about the power of stories to improve children’s wellbeing and has a good understanding of children’s wellbeing and literacy.
Position: Education Lead
Location: Remote (frequent travel to support schools in Bradford)
Hours: Full time (possibility to negotiate a flexible contract such as 4 day a week role or term-time working)
Salary: £33,500 - £40,000 per annum pro rata dependent on experience
Contract: Fixed Term Contract, with possibility of extension
Benefits: 5% pension contribution, 27 days holiday (rising by 1 day per year of employment) plus bank holidays.
Closing Date: 22nd April 2024
Interview Date: End of April/ Start of May
The Role
You will be joining a social enterprise that provides teachers with training and resources so they can use popular, diverse and engaging stories to teach children skills that will help improve their wellbeing whilst enhancing their literacy.
This is a small organisation, so we are looking for someone who is excited about the job description, but who is also interested in learning more about all aspects of running a social enterprise and keen to support the strategy and growth beyond their job role.
Key responsibilities include:
Story Project Training and School Partnerships
· Effectively represent and promote the organisation to school leaders, teachers and other stakeholders.
· Ensure a smooth initial launch of the Project in every school.
· Organise and conduct training for schools.
· Through regular visits to and network meetings with schools, provide on-going embedded professional learning and support to teachers throughout the year as needed.
· Proactively monitor school’s adherence/fidelity to the organisations model, taking proactive action to resolve problems that arise.
· As a new school year approaches, secure commitments from returning schools and find and target new schools to join the programme
Story Project Programme Development
· Oversee the curriculum, making sure resources are up to date.
· Make changes to the curriculum and resources based on feedback from schools.
· Oversee the creation of new resources on topics that can further support children’s wellbeing.
About You
You will be passionate about all aspects of running a social enterprise and keen to support the strategy and growth beyond your own job. You will have experience of providing engaging and impactful training sessions, with a creative approach to planning resources. A highly motivated individual with excellent interpersonal and organisational skills, you will have a proven track record of leading projects in education or a related field and experience of building effective relationships and stakeholder management.
You will also have/be:
· Strength in both written and verbal communication
· Proven ability to work independently
· Self-starter and quick learner
· Ability to adapt and embrace a changing environment
· Ability to drive and access to a car for work purposes
You will be asked to submit your CV (maximum 2 A4 sides) and a covering letter to (maximum 1 side of A4) which should detail:
· Your experience related to the job description.
· Your relevant experience and why you’re interested in this role at this point in your career.
· Your ability to be resilient when things are not going the way you thought, including clear examples of past experiences.
· Tell us about how our organisational mission is in line with your values.
As a social enterprise that values and celebrates people's diversity and champions opportunities for all young people, the organisation are keen to receive applications from people who have experienced disadvantage and from those who are of Black, Asian and Minority Ethnic communities who are currently underrepresented in the organisation.
All post holders are subject to a satisfactory enhanced Disclosure and Barring Service disclosure. Copies of the Safeguarding Policy and Safer Recruitment Policy are available on request.
You may also have experience in areas such as Education Lead, Education Project Manager, Story Project Manager, Story Project Lead, School Partnerships Lead, School Partnerships Officer, Story, Story Telling, Story Project, Education Project, Education Programme, Training, Trainer, Teacher, Teaching Assistant, Primary Teacher, School Teacher, EYF, Early Years, Nursery, Nursery Nurse.
PLEASE NOTE: This role is being advertised by NFP People on behalf of the organisation.
Role Title: Team Leader, Youth Worker
Based at: The Vine Centre, Parsonage Road, Bradford, BD4 8PL (includes travelling to other local sites)
Commitment: Full time post 30 hours per week
Salary: £21,060-24,569.60 actual, plus 5% Pension Contribution
(£26,325-£30,712 full-time equivalent)
Overall responsibility:
Helping children and young people reach their full potential and encourage them to contribute to society in order to build their own skills and employability. Encourage young people to develop skills and confidence through fun activities. Supervise volunteers in running sessions as well as leading sessions where required. HAVE FUN, be creative and think outside the box.
The Team Leader will be required to possess appropriate IT skills in order that all activity plans are uploaded to our online staff portal and data from activities and sessions are updated onto our online organisation database on a regular basis.
The client requests no contact from agencies or media sales.
BACKGROUND
Over the past 90 years, the International Rescue Committee (IRC) has developed unparalleled expertise in responding to emergencies and helping uprooted communities to rebuild. Founded in 1933 at the request of Albert Einstein, the IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war or disaster. The IRC is on the ground in more than 40 countries, providing emergency relief, relocating refugees and rebuilding lives in the wake of disaster.
The IRC is committed to a culture of bold leadership, innovation in all aspects of our work, creative partnerships and, most crucially, accountability to those we serve. The IRC is a tireless advocate for the most vulnerable.
IRC UK
IRC UK is part of the IRC global network, which has its global headquarters in New York. Our team in the UK works to raise the profile, deliver policy, and practice change, and increase funding to help restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Since 2021, IRC UK has also provided integration services directly to refugees in England, a programme that is rapidly growing.
IRC Education Programming UK
IRC has been delivering education programmes in the UK since May 2022. This consists of the Healing Classrooms Programme (and its various iterations) and the Healing Spaces programme. The Healing Classrooms programme delivers trauma-informed training to schools and teachers to help them better support refugee and asylum-seeking students. The Healing Spaces programme is similar but provides training to volunteers and staff that support refugee and asylum-seeking youth outside of school settings.
The Purpose of the Role
Key Working Relationships:
The position reports to the Education Manager, UK. The position supervises the Education Officer. The Senior Education Officer also works closely with and receives technical guidance from RAI education technical units and the senior integration officer, as well as the grant management team.
Key Accountabilities
Programme design and delivery
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Lead Healing Classrooms design processes that ensure programmes are aligned to IRC’s Outcomes to Evidence framework, evidence-based, and appropriate to context to maximize impact.
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Lead on the delivery of all Healing Classrooms programmes, including in-person and online.
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Take an innovative and leading role in creating resources and webpage updates.
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Continue to improve and adapt the Healing Classrooms programme to meet the needs of schools, councils, and educators in the UK.
Coordination and management
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Manage the Healing Classrooms Education Officer.
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Meet regularly with staff, and partners to assess progress toward objectives, discuss issues and assist in finding solutions to identified challenges.
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Update the education manager regularly on progress.
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Analyse data emerging from the education program and ensure that this analysis informs programming.
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Engage effectively with IRC staff (comms, procurement etc.) to ensure effective delivery and promotion of the programme.
External Relations
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Develop effective working relationships with key partners – including NGOs
and civil society, public authorities at the national and local levels and education institutions.
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Identify and develop strategic partnerships with UK partners for education programming
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Support in the development of new business opportunities to allow the portfolio to grow and develop;
PERSON SPECIFICATION
Essential
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Progressively responsible relevant work experience, esp. in the implementation of education projects in support of asylum seekers, refugees, and migrants
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Solid understanding of the UK education system and challenges for students with immigrant backgrounds.
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Experience teaching in a UK school is preferred but not essential.
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Professional written and oral communication skills in English
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Experience crafting non-traditional, innovative programming and creating suitable
organisational structures; strong proposal writing skills.
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Proven diplomatic and networking skills: the ability to effectively handle a variety of internal and external relationships including with education sector leaders and government staff;
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Ability to respond to multiple priorities promptly, producing high-quality outcomes.
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Ability to travel occasionally to the service delivery area.
You must have the right to work in the UK. We will be closing this advertisement early if we get high turn out for this role. Salary for this role is £43,400 per annum pro rota , 6 month contract, possibility to a extension. Full time.
The application deadline for this role is 4th of April 2024.
IRC UK strives to be an equal opportunities employer. IRC-UK is committed to equality of opportunity and to non-discrimination for all job applicants and employees, and we seek to ensure diversity inour workforceregardless ofgender, race, religious beliefs, nationality, ethnic/national origin, sexual orientation, age, marital status or disability.
IRC UK welcomes applications from all candidates, including underrepresented groups and refugees who have the right to work in the UK.
IRC UK will ensure that individuals with disabilities are provided reasonable adjustments to participate in the job application and/or interview process, and for essential job functions if appointed to a role. Please contact us if you may need such adjustments.
Using Anonymous Recruitment
This organisation is using Anonymous Recruitment to reduce bias in the first stages of the hiring process. Our system keeps your personal information hidden until the recruiter contacts you.
We are seeking a dynamic and proactive individual to join our Digital & QA team as a Digital Project Manager. This role will primarily be responsible for project managing the development of Ygam’s new website from concept to handover in addition to some of Ygam’s other planned digital projects.
The ideal candidate will have a demonstrated track record of successfully managing digital projects, from initial briefing to final implementation and review, with a thorough understanding of agile methodologies, values and procedures. Excellent communication and interpersonal skills are essential, as you'll be engaging with internal and external stakeholders throughout the project lifecycle. You should be accurate, organised and able to manage multiple projects concurrently. While you should be capable of working independently, you should also excel in a team environment, fostering collaboration and driving towards shared goals.
Duties will include but not be limited to:
- Lead the process to procure external developers for the online portal and manage the relationship with the appointed developer.
- Maintain the project plan, monitoring progress and ensuring milestones are met.
- Manage relationship with appointed developer.
- Engage and consult with internal and external stakeholders, enabling scoping exercises to capture all required functionality and specifications, and developing risk logs, to ensure the website meets user requirements.
- Anticipate potential issues and dependencies, highlight project risks and develop proactive mitigation plans.
- Manage web development budget.
- Operate within agreed timescales.
- Be collaborative, efficient, analytical with great diligence, ensuring consistent improvement in the quality of our outputs.
- Additional digital projects as identified in line with Ygam Strategy including Safer Gambling training development, working with internal and external stakeholders.
The client requests no contact from agencies or media sales.
Using Anonymous Recruitment
This organisation is using Anonymous Recruitment to reduce bias in the first stages of the hiring process. Our system keeps your personal information hidden until the recruiter contacts you.
Are you passionate about reading? Do you believe that reading can bring magic and opportunity? Can you help us to bring the joy of reading for pleasure into the homes of children in some of London’s most disadvantaged areas? If you answered yes to these questions, then we may have the perfect opportunity for you!
We are looking for three Project Leaders, well organised, with bags of energy and a sense of fun to join our team.
A Project Leader to coordinate two reading projects in London (Kensington & Chelsea).
A Project Leader to coordinate three reading projects in London (Hammersmith & Fulham).
A Project Leader to coordinate two reading projects in London (Camden and Lambeth).
You will manage the delivery element of the role from a base within the local community (where we keep a book stock and all equipment needed) from about 4.00-7.00pm. You will also from time to time be reading with and visiting families yourself, so you must be capable of lifting boxes, carrying rucksacks and pulling trolleys of books, walking around the estate and up and down stairs. Administration will be done at home/office.
You will need to have outstanding interpersonal skills to build relationships with both our dedicated volunteers and the local community. You will inspire a love of reading in the children we visit and be a friendly face for their parents/carers, providing support and information where needed. You will be confident, practical and able to think on your feet.
Application Instructions
Candidates should submit a cover letter with their CV explaining why they think they are a good fit for the role. Candidates should clearly state which role they are applying for. If candidates would like to be considered for either role, please state this on the application.
Closing date: 2nd April 2024 at 9am.
Interviews dates: 10th/11th April 2024, in person at our London Victoria office.
*Previous applicants within the last 6 months need not reapply.
Candidates should submit a cover letter with their CV explaining why they think they are a good fit for the role
The client requests no contact from agencies or media sales.
We’re an award-winning charity that runs local learning centres in the heart of communities where the young people we support live. Our centres provide an innovative education programme which includes practical learning support and motivational and confidence-building activities for children and young people aged 7-18. Our aim is to inspire students from the least advantaged neighbourhoods to broaden their horizons and achieve their full potential. We are currently recruiting Centre Leaders for several of our IntoUniversity learning centres.
As a Centre Leader, you will have responsibility for running your IntoUniversity centre, including managing your team, planning and delivering the programme, liaising with external stakeholders and meeting IntoUniversity’s targets for delivery. A substantial element of this role is delivering our education programme to children and young people aged 7-18, so you will need to have a genuine passion and enthusiasm for working with young people, including leading a class of 30 from the front, working with small teams of children and providing one-to-one support.
We are currently recruiting for Centre Leaders in the following locations:
- Clacton-on-Sea
- Leicester
- Middlesbrough (brand new centre)
As a charity with social mobility as its core objective, IntoUniversity is wholly committed to equality of opportunity. We work with children and young people from a diverse range of backgrounds, and we believe that our staff team should be similarly diverse and representative.
The more inclusive we are, the better our work will be, and we recognise that we have much more to do in this regard. We are committed to building a culture where students, staff and volunteers are valued for the unique people they are. We therefore encourage applications from candidates from as wide a range as possible of ethnic, cultural and social backgrounds. In particular, we actively and warmly welcome applications from Black, Asian and minority ethnic candidates, male candidates and candidates with a disability as they are currently under-represented within IntoUniversity.
If you believe that all young people deserve the chance to develop their talents regardless of their background and want to play a part in helping them succeed, then we would be delighted to hear from you.
Working hours
Full time
Monday: 9:30am – 6:00pm
Tuesday: 9am – 5:30pm
ednesday: 9am – 5:30pm
Thursday: 9:30am – 6:00pm
Friday: 9am – 5:30pm
(Some additional weekend & unsocial hours will be required)
Salary
£33,800 per annum (with pay review increase for 2024/2025 academic year)
Annual leave
33 days (inc bank & public holidays) + 3 closure days (two in December and one in July) + additional length of service entitlement (one day per year of service, up to 5 days)
Staff benefits
- Employer pension contributions of 6% (and up to 8% after two years)
- Employee Assistance Programme
- Life Assurance
- Staff in FOCUS – rewards, competitions and prizes across the year
- Interest-free new starter loans of up to £1,000
- Year round ‘early finish’ Fridays at 4.30pm
- Summer working hours
- Cycle to Work Scheme
- Corporate eyecare scheme
The client requests no contact from agencies or media sales.
About the role
This is a vital role supporting the Workforce Development team through the effective coordination of activities associated with a number of initiatives carried out within WorldSkills UK, including the completion of an award-winning pilot programme supporting education institutions to mainstream excellence into the delivery of technical education.
You will be working with a highly motivated and engaging team in a fast-paced environment, coordinating activities, managing resources, engaging with internal and external stakeholders, monitoring progress and evaluating impact. You will be confident in liaising with senior and middle managers in an educational environment and will be proficient in Microsoft Word, Excel, PowerPoint, Teams and digital software such as Zoom. You will have excellent attention to detail, alongside planning and organisational skills to support the programme of events which will be delivered both digitally and in person across 2024-26.
Role purpose
The Project Coordinator will proactively support the programming, coordination and management of a number of projects within the WorldSkills UK portfolio, including the WorldSkills UK Centre of Excellence and Network for Innovation as well as the International Skills Partnership initiatives. The successful applicant will work with the Senior Workforce Development Manager in supporting a team of High-Performance Skills Coaches based across the UK.
The post holder will demonstrate excellent organisational, operational and process management skills; have experience of working within a similar setting and be able to communicate well and provide strong and efficient administration to support the ambition and priorities of the programmes.
Key tasks and responsibilities
1. Programme coordination:
• Acting as the secretariat for the internal Centre of Excellence project team and external steering groups; preparing reports, papers, minutes and actions for monthly and quarterly meetings.
• Contributing to the planning of activities/tasks in accordance with the agreed project plan to ensure delivery on time and to budget, raising purchase orders and tracking spend against forecast.
• Coordinating the programme ensuring all deviations from targets (time, money, people, etc.) are identified and addressed at the earliest possible stage.
• Producing requirement specifications in line with WorldSkills UK’s procurement strategies for all outsourced activity.
• Effectively coordinating resources (including agencies, suppliers, contractors) so that all project elements are delivered to acceptable standards on time, to budget and meet the required specification(s)/objective(s).
2. Coordination of members and compliance:
• Effectively liaising with programme participants, responding to enquiries regarding programme content, scheduling or other.
• Liaising with programme facilitators, trainers, speakers and external personnel as necessary.
• Providing logistical management of people and training activity; workshops, masterclasses, and other learning activities.
• Issuing of updates regarding membership, enrolment and engagement including management of Memorandums of Understanding and distribution of associated membership assets.
3. Data Management:
• Collecting, collating and maintaining detailed, accurate and up-to-date records of participants, evaluation and outcomes from WorldSkills UK programmes, whilst maintaining GDPR compliance.
• Preparing reports for monitoring, evaluation and presentations for the project team, the Steering Group and funders as necessary.
• Working alongside the Planning, Grant Management and Impact team to report and track performance and progress.
• Working in partnership with the Planning, Grant Management and Impact team share insights and analysis to feed into the research and programme evaluation.
4. Supporting evaluation and impact:
• Providing updates for inclusion in review activity such as project dashboards for internal and external stakeholders and monthly progress updates against the organisational annual plan.
• Working with the Planning, Grant Management and Impact team to collate and record outputs from evaluation activities for cross programme events.
5. International Partners:
• Acting as secretariat for the International Skills Partnership programme, scheduling engagements, acting as point of contact, preparing reports, papers, minutes and actions for periodic meetings.
• Supporting in the coordination of projects associated to bi-lateral partnerships.
6. General
In addition to the key tasks and responsibilities set out above, all employees at this level are expected to:
• Contribute to the successful delivery of WorldSkills UK’s strategic priorities and annual business objectives.
• Promote and comply with WorldSkills UK’s Employee Handbook and the policies contained therein with particular reference to those related to Health and Safety and on equity, diversity and inclusion.
• Carry out any other duty as may be reasonably assigned that is consistent with the nature of the job and its level of responsibility. Any significant changes will be made in consultation with the post holder acknowledging experience, education and ability.
Person specification
Key: [E] Essential / [D] Desirable.
Qualifications and experience:
• Qualifications and/or experience appropriate to the requirements of the job [E].
• Experience of working in an administrative or coordination capacity [E].
• Experience of working in a digital and office environment [E].
• Experience of working with people in external organisations and at different levels of seniority [E].
• Experience of project support and delivery [D].
Knowledge and skills:
• Ability to organise meetings and events, including in person and digitally [E].
• Ability to accurately record and extract data and information on spreadsheets and databases, with good attention to detail [E].
• Ability to liaise effectively with a range of stakeholders at all levels [E].
• Ability to provide diary management and coordination across multiple departments and organisations [E].
• Ability to use and learn a range of digital tools for online events, including Microsoft Teams, Zoom, Goto Webinar, Vimeo etc. [E].
• Strong knowledge of administrative procedures such as sharing and recording files, developing spreadsheets and responding to business enquiries [E].
• Strong and accurate written and oral communication skills [E].
• Strong knowledge of coordination skills in an office environment, including working remotely [E].
• Proficient with Microsoft Word, Excel, PowerPoint, Outlook and the internet [E].
Personal qualities and attributes:
• Very reliable and with a high level of probity [E].
• Able to work to own initiative with broad direction [E].
• Possess a strong work ethic and desire to achieve results [E].
• Flexible in working methods and ideas [E].
• Excellent team player and collaborative approach to work [E].
• Enthusiastic and able to motivate others [E].
• Respect for diversity and inclusion with practical ideas for their implementation within the scope of the post [E].
Special circumstances:
• Prepared occasionally to work outside normal hours [E].
• Prepared occasionally to travel within the United Kingdom [E].
• Able occasionally to spend time away from home [E].
This role is office based (as above) but with flexible hybrid working. It is expected the postholder will attend the office at least once or twice a week.
Full time working hours are a minimum of 35 hours per week, normal working hours are 09:00 to 17:00 Monday to Friday although we pride ourselves on having a flexible approach to our working practices and service delivery and are happy to discuss flexible working options, including part time, with suitable candidates.
25 days’ annual leave [which will increase by one additional day for each completed year of service up to a maximum of 30 days] plus public and bank holidays.
12-month FTC (Maternity Cover)
The British Academy – the UK’s national body for the humanities and social sciences - is seeking a Deputy Head of International to join our international department, providing key leadership in the delivery and management of high-quality performance across a range of the Academy’s international special projects including the Researchers at Risk Fellowships and a new training and development programme.
The role
The Deputy Head of International (Special Projects) will work closely with the Head of International and the three other Deputy Heads of International in the delivery of the Team’s strategic goals and mitigating the risks faced in delivering the Academy’s international programmes and activities. The role will also include engaging with external partners, stakeholders, funded researchers and representing the Academy externally.
You will lead a small team across a range of programmes and have excellent planning, financial, communication, organisational, and time management skills, providing support and advice to colleagues and senior leadership.
The British Academy’s international team promotes and supports international collaboration and mobility, develops and maintains links with sister academies, international organisations and other partners overseas, and leverages the expertise of Fellows and award-holders to further the Academy’s reach, impact and influence internationally.
The Academy’s international programmes are multi-year endeavours which entail a wide array of activities: from providing research funding to talented individuals in the UK and overseas, to informing international policy and public debates, to using the Academy’s convening power to showcase the value of international and interdisciplinary collaborations for addressing today’s global challenges and ensuring that the UK maintains its place as a world-leader in the social sciences and humanities.
About the Academy
The British Academy is the UK’s national body for the humanities and social sciences, established by Royal Charter in 1902. We mobilise these disciplines to understand the world and shape a brighter future. Today’s complex challenges can only be resolved by deepening our insight into people, culture, and societies. With a Fellowship of around 1,400 leading national and international academics, the Academy invests in researchers and projects across the UK and overseas; engages the public with fresh thinking and debates; and brings together scholars, government, business, and civil society to influence policy.
The Academy currently has five directorates: Communications & Marketing; Development; Policy; Research; and Resources, plus a small Governance & Fellowship Team. We have increased staffing in the last 12 months and expect to continue to grow this year.
Working at the Academy
Our senior management team have worked with staff to foster a culture of collaboration, respect, and empathy, in which all contributions are recognised as we work towards our common goals. Our people strategy and working practices focus on building strengths and sharing insights, with learning & development, wellbeing, and equality, diversity & inclusion at the centre of how we operate as an organisation. Investing in our staff and encouraging a healthy work/life balance is central to our success, as we move forward and continue to grow.
Terms and conditions
The British Academy is based at 10-11, Carlton House Terrace, St James Park, London, SW1 – a Grade 1 listed building. We offer a competitive benefits package including a 35-hour working week, with hours and location worked flexibly under our hybrid-working policy; 34 days’ annual leave plus Bank Holidays; a subsidised restaurant and an excellent occupational pension.
How to apply
We welcome applications from people of all backgrounds, in line with our commitment to create a diverse and inclusive working environment, promote equal opportunity, and address under-representation. We will make reasonable adjustments to support disabled job applicants and offer an interview to those meeting the minimum selection criteria.
To apply, and to see the full job description and our workplace values, please follow the Apply link to access the Applied recruitment platform.
Please contact the HR team if you have any questions.
Applications must be received no later than 12:00 noon on Monday 8 April 2024
Do you have proven experience of day-to-day staff and service management, including casework support and supervision? Then join Shelter as a Team Leader and you could soon be playing an important role at the heart of our Birmingham Hub.
About Shelter
A home is a fundamental human need, as essential as education or healthcare. Yet millions of people across Britain struggle on a daily basis with homelessness, bad housing conditions, soaring rents, discrimination and the threat of eviction. So, we are striving for change, with individuals, in communities, across society, and leading the way to a safe home. We need ambitious people who are passionate about our cause to join us at this exciting time. This is your chance to play a part in the fundamental change we are striving to achieve.
At Shelter we are united by our purpose to defend the right to a safe home. Our enemy is the social injustice at the core of the escalating housing emergency. We believe that to win that fight, we must be representative of the people we are here to help and those who support our movement for change. In all our people decisions, we take pride in being inclusive, fair, equitable and transparent.
We have committed to combat racism both within and outside Shelter and welcome you on our journey to becoming a truly anti-racist organisation.
About the team
Our Birmingham hub specialises in providing housing advice and homelessness work, with a particular focus on families and people experiencing multiple disadvantage. We work in partnership with a range of organisations to improve the underlying systems that prevent people from living securely in suitable, safe, affordable accommodation.
About the role
The role of Team Leader is essential to the day-to-day management of the Hub and, in particular, the delivery of front-line services, contracts and projects. We’ll rely on you to lead and supervise the staff and volunteer team that delivers specialist advocacy, empowerment, advice, and systems change within their local community. Supporting the Hub’s strategic lead and management team to deliver our strategy locally will be important too, as will planning and supervising casework, monitoring the effectiveness of our services and helping to promote them. Put simply, you’ll do all you can to ensure we provide an excellent quality service that meets the needs of those who need our help and that everyone has access to a safe and affordable home.
We are happy to talk about flexible working, personal growth, and to promote a workplace where you can be yourself and achieve success based only on your merit.
About you
To succeed, you’ll need experience of working with people facing exclusion and disadvantage and in a multi-disciplinary context with partners, community groups and other agencies. A good understanding of housing law is essential, while experience of debt advice, support services and delivery of advice in a community setting would be useful. The communication skills it takes to line manage others and promote effective working relationships, with external agencies, people with lived experience and internally across Shelter, are key. Last but not least, you must be proficient in the use of a range of IT tools to carry out your work, including case management systems, Microsoft applications, internet and email.
Benefits
We offer a wide range of benefits, including 30 days of annual leave (pro rata), enhanced family friendly policies, pension and interest free travel loans. Our employees also have access to a tenancy deposit loan, payroll giving, cycle to work scheme and an employee assistance programme.
Home is everything. We exist to defend the right to a safe home. Join us in ending the devastating impact the housing emergency has on people and our communities.
Safeguarding is everyone's business. Shelter is committed to protecting the health, wellbeing and human rights of those we support, and enabling them to live free from harm, abuse and neglect. All our staff will be expected to observe professional standards of behaviour and conduct their work in line with our Safeguarding Policies.
The client requests no contact from agencies or media sales.
Using Anonymous Recruitment
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Actively Interviewing
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Are you looking for a new challenge to develop your skills and make a difference through creating expansive educational events for members and managing conference events?
About AMOSSHE
AMOSSHE is a not-for-profit professional membership association for Student Services in higher education. Our members support students in fulfilling their academic potential and making the most of university life. We inform and support Student Services leaders by sharing good practice and enhancing professional development.
You would be joining the organisation at an exciting time where we are finishing our current strategy and planning for the future.
Role description
As the Events and Partnerships Officer you’ll be responsible for developing and managing AMOSSHE’s events portfolio and building strategic partnerships. Your responsibilities will include:
1. Event planning and execution:
o Organising in-person conferences, online events and webinars.
o Collaborating with external partners to ensure successful event delivery.
o Managing logistics, budgets, and participant engagement.
2. Partnership development:
o Identifying and cultivating relationships with key stakeholders, including universities, speakers, and industry partners.
o Exploring sponsorship opportunities and securing funding for AMOSSHE events.
o Coordinating collaborative initiatives with partner organisations.
Qualifications and skills
We’re looking for candidates who have:
- Experience in event management, preferably within the higher education sector.
- Strong organisational and project management skills.
- Excellent communication and negotiation abilities.
- A proactive and collaborative approach to building partnerships.
Since its creation in 1987 Education for Health has been providing education and training to Healthcare Professionals. We provide a range of Higher Education courses from Certificate to a full master’s programme along with a growing range of Essentials, Refreshers and webinars across a range of long term conditions.
During the pandemic we created a new model of delivery – an interactive blended online learning model (IBOL), enabling people to access their learning at a time and a pace that suits them. This is supplemented by live interactive webinars and recorded lectures.
This is a pivotal time for the charity; the pandemic had an adverse impact on our income as weary healthcare professionals had no time or energy to devote to training. However, it provided us with an ideal opportunity to refresh our products using state of the art authoring tools and develop a new Learning Management System (LMS). The result was an ambitious automation programme, organisational restructure and functional realignment.
We also used the time to review our market and create new products. By bringing together sales, marketing, communications and customer focus into one directorate, we believe it will create a better coherence to enable us to achieve our ambitious plans. We have started the new financial year on a good footing with a plan in place to grow income from £1.5million to £1.8million this financial year, with similar growth each year to 2025. We are confident there is considerable potential to raise the profile of the charity to maximise impact and growth by extending our customer base geographically and widening our reach through strategic partnerships, campaigns, and working with more opinion leaders.
As a member of the Executive Team, the Director of Finance and Organisational Performance will use their experience, ideas, and knowledge of finance and organisational performance to lead Education for Health’s Finance, Systems, Information, Data and People functions to fulfil our business plan, supporting healthcare professionals to improve health outcomes.
For more information please download the Info Packs.
For an informal discussion, please email us.
Closing date: 8th April 2024
Interviews will take place on in our offices in Wellesbourne, Warwickshire on 16th April 2024
Reports to: Director of Research, Impact and Influence
Start date: ASAP
Location: London or Flexible Working (remote with weekly travel to London)
Contract: FT or 0.8FTE, Permanent
Salary: £50-57k per annum, skills and experience dependent (+6% employer pension contribution and sector-leading parental leave policy shared with all applicants)
Closing Date for Applications: Sunday 21st April 23:59
Person Specification
The Difference is looking for someone who can lead the team’s impact function as the charity goes through a really exciting period of growth and development. You will refine our monitoring and evaluation work in order to drive continuous improvement across the charity, and to shape future programme design. You’ll feed into the development of new tools for use by schools to better understand and respond to their own inclusion data. You’ll also play a key role in helping The Difference and its partner schools to understand the mechanisms for change in our programmes, and identify what supports and hinders change. Our programmes work with schools as they become more inclusive, support all of their students to succeed, and reduce the amount of learning lost to exclusions and absence.
You will have real ownership over your area of work, be happiest in a flexible and ambitious environment, and enjoy testing out new ideas. You will have experience in working on programme evaluation, impact measurement or applied research, and will combine strong data and project-management skills.
Essential knowledge, experience and skills
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Experience of designing and carrying out both formative and summative evaluation understanding how to appropriately design, collect and analyse quantitative and qualitative data.
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Organisation & project management skills, demonstrable through past work whether this was delivering a project independently or coordinating a team. You feel confident planning multiple workstreams, working to timelines and juggling deadlines.
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Strategic communication – Confident in organising ideas and information to highlight the more salient and strategically significant elements, with internal and external audiences. Experienced in communicating with stakeholders from different backgrounds, from CEOs to service-users or young people.
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Experience in contributing to organisational change processes - working with senior leadership to utilise insights from programme evaluation to support the evolution of programme design and using evaluation to identify areas for continuous improvement.
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Values – A career (or voluntary experiences) which evidence shared values with The Difference - see these values below - plus a personal commitment to our mission to improve life outcomes for vulnerable young people.
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Self-directed – Evidenced capacity to take high levels of ownership in your work and over your own development, proactively diagnosing skills and information gaps, and making use of others’ expertise.
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Agile & solutions-focused – Ability to thrive in a fast-paced start-up environment, comfortable with making decisions in ambiguous contexts and casting a critical eye on systems, processes and practice.
Desired knowledge, experience and skills
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Knowledge of the education sector and school data systems.
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Experience in the start-up or small charity sector. An ability to thrive in the flexible, fast-paced and sometimes ambiguous context of start-up.
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Quantitative data analysis skills. Experience using software to analyse large datasets (e.g. R, SPSS, Stata), and ability to interpret results, plus confidence in using Excel and other programmes to present this.
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Insight through work or life into school experiences of over-excluded young people, including young people with experience of the care system, of mental ill health, of special educational needs, or racism.
Why Work for The Difference?
Schooling isn’t working for the children who need it most. Every week in England 109 children – equivalent to three full classrooms – are permanently excluded. This is just the tip of the iceberg. Since the pandemic, school suspensions have risen significantly, as has persistent absenteeism. 1 in 5 children are missing more than 10% of their time in school. Children who are excluded or persistently absent are much more likely to already be experiencing vulnerability or disadvantage. They are more likely to live in poverty, have additional learning needs, suffer mental health challenges, or experience a lack of safety outside school. Certain ethnicities are also disproportionately affected, notably Gypsy Roma Traveller and black Caribbean children.
Exclusion and high rates of absence can have a dramatic effect on life chances. These young people are more likely to drop out of education or employment, become vulnerable to long-term mental ill health, or be at risk of criminal exploitation. The Difference believes that children and young people deserve better and that the education system has to change.
Our Organisation
The Difference is a young education charity, founded to change the story on lost learning. By 2030, we want rates of exclusion and absence to be falling nationally and for schools to be better equipped to support all children, including those who may be vulnerable.
The Difference was born out of a year of research into school exclusions with think-tank IPPR. This research identified a lack of inclusion expertise in schools and proposed a new leadership development programme to fill this gap. In 2018, Difference founder Kiran hired the team who took this idea from concept to reality, beginning work with our first schools.
The Difference is now a 22-strong team delivering multiple school leadership programmes, alongside a growing research and policy arm. The team is supported by our Youth Advisory Board, made up of young people who have experienced exclusion and who provide their expertise and insights on how school inclusion work should be done. This work is needed more than ever. Effects of COVID-19, coupled with the spiralling cost of living, have substantially increased levels of vulnerability. Schools serving excluded pupils face under-funding. The Difference has had excellent early impact but there is work ahead to capture this, share learning with schools and policy-makers, and grow our capacity to lower exclusions across England.
The Task Ahead: Head of Impact
In 2022, The Difference established a Research, Impact and Influencing Directorate, indicating the growing importance of this work to our mission. We’re doing more to understand (and evidence) how school leaders who take part in our programmes are driving impactful inclusion in their schools. And we intend to use this to have a national impact on how schools are measured and driven to put pupil wellbeing, safety and belonging at the heart of their work. Improving our understanding of the impact of inclusion is key to successfully changing the story for students currently struggling in schools.
Key Tasks for this role include:
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Strengthen our monitoring, evaluation and impact systems: using methods that are both qualitative (interviews, case-studies, roundtables) and quantitative (staff and student surveys, school data tracking), and collating and analysing the data collected to diagnose successes, challenges and opportunities within our work streams.
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Act as an internal consultant with the team: bringing stakeholder feedback together in clear presentations for other staff members and acting as a “critical friend” during delivery and strategy planning. Identify insights that point to continuous improvement of our programmes and work with Programme Team to utilise insights.
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Develop our qualitative framework to better track and measure whole-school inclusion. This framework will aim not just to support improved work for children in our schools, but to define what good looks like in the sector.
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Progress our ambition to make inclusion more tangibly measurable: plan user-research with school partners to identify inclusion data needs and use these findings to develop impact tools that collate exclusion, attendance and demographic data. Work with others in the sector using innovative methods to measure inclusion through national datasets.
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Expand our work on measuring school inclusion through student experience of safety, wellbeing and belonging. Grow the reach of our current survey tools and collaborating with others in the sector doing innovative work on student voice and inclusion.
Our Values
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High Expectations - We are ambitious for excellence from young people, colleagues and ourselves. We don’t believe in writing off someone’s potential because of their identity or experience of crisis.
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Strong Relationships - We prioritise genuine relationships over transactional interactions, and know that this requires deliberate relational practice. We see colleagues and partners as people first and their roles second; and know this greater trust allows us to take more risks, gain more feedback and have greater impact.
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Internalised Locus of Control - We work hard to reframe difficult situations to discover what we have within our power in terms of solutions. We take it upon ourselves to walk towards challenges and can take a high level of ownership and agency in our work.
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Pragmatism - We believe leadership means recognising current limitations and striving for improvements within and beyond them. We develop consensus and chart new ways forward, challenging false and extreme positions like “zero exclusions” or “no excuses”.
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Scientific approach - We take a diagnostic approach to unpicking causes of problems. We are loud and proud of our failures, recognising failing fast and often is key to finding the best solutions. We test solutions and are willing to use data and feedback to make adjustments and choose new directions.
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Not Squeamish about Structural Inequality - We believe patterns of inequality can and should be disrupted. We strive to be clear-eyed about these inequalities, and both the individual practice and system-changes required to address them. We push ourselves to overcome awkwardness in talking about this; and begin by acknowledging our own biases and blind spots.
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Asset-based - We work hard to avoid deficit thinking and aim to start with what’s strong, not what’s wrong. We are careful not to frame our colleagues and stakeholders - particularly young people and families – as victims but instead to recognise their agency.
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Wise selves - To both enjoy work and do their best, we want to make decisions and work with others in our “wise” - or regulated - selves. We also want to bring our compassionate self to those we work with, externally and internally, to support one another through challenging times.
How To Apply
To apply, please complete all sections of the application form by midnight on Sunday 21st April.
First round interviews will be held during the week beginning 13th May, over video call.
Please indicate if you would not be available to attend an interview during this week.
If successful in this stage, second round interviews (including a task to be completed the same day) will take place on the week beginning 20th May, at our office in Bethnal Green.
We are committed to building a diverse team and strongly encourage applications from under-represented groups in the charity sector such as people from black, Asian and minority ethnic backgrounds, LGBTQ+ people, people with disabilities, people with experience in the care system, non-graduates and first-in-family graduates.
As part of our commitment to fairer recruitment, all applications will be assessed with names and any protected characteristics redacted.
The client requests no contact from agencies or media sales.