Educational Assistant 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.
COLLEGE
37.5 HOURS PER WEEK
40 WEEKS PER YEAR
£21,710 – £22,614 PER ANNUM
What you’ll be doing
- Support learners aged 19 - 25 with complex needs and Epilepsy, providing development opportunities that extends their academic skills and abilities
- Ensuring a safe and inclusive learning environment, promoting independence in all aspects of learning, leisure and life
- Contribute to the individual learning plans of young people, ensuring progress and achievements in all learning experiences and opportunities are recorded
- Occasionally supporting learners with personal care and administering medication (full training will be provided)
- Promoting high standards of welfare, self-care and independent living skills
About you
We are looking for someone with excellent verbal and written communication skills, along with patience and understanding to work with learners in a manner which gives them maximum choice and independence. You will have previous experience working with learners with learning disabilities, ideally within a classroom setting. We do ask that you have good literacy and numeracy skills to at least Level 2 (or equivalent) in GCSE Maths & English. A relevant qualification is essential for our Level 2 Learning Support Assistant position e.g. RQF/NVQ Level 2 in Teaching/Learning.
What we can offer
- A supportive and collaborative working environment
- Term-time only role - Monday to Friday each week, 40 weeks per year
- Career progression and training opportunities to help with professional development
- Recommend a friend payment of up to £500! (T&Cs apply)
- Based at our beautiful countryside location in Much Hadham
- Free onsite parking
- Paid enhanced DBS
How can you find out more?
Please visit our careers site for more information and how to apply. All offers are conditional and subject to receipt of satisfactory pre-employment checks and references including an enhanced DBS check. Please note we are not on a public transport route. The salary range advertised is based on full-time equivalent and appointment on the scale is dependent on the role, qualifications and experience. Applications will be reviewed and interviews scheduled on a rolling basis; therefore, we recommend that you apply sooner rather than later. We reserve the right to close an advert if we receive sufficient applications ahead of the deadline.
Diversity & Inclusion
At St Elizabeth’s we embrace diversity in all of its forms and aspire to create a diverse and inclusive working culture. We are proud to be recognised as an Investor in People and to hold Disability Confident status. We are an equal opportunities employer welcoming all applications from across the community.
Safeguarding
St Elizabeth’s Centre is committed to safeguarding and promoting the welfare of children, vulnerable adults and young people. The successful applicant will be required to undertake an enhanced disclosure through the Disclosure and Barring Service. Some of our positions involve regulated activity relevant to vulnerable children, adults and young people. It is a criminal offence for people who are barred from working in regulated activity to apply for roles that require them to work unsupervised with that particular group. Our vacancies are exempt from the Rehabilitation of Offenders Act 1974.
Registered Charity 1176777
REF-212 801
Job Type: Full time,
Contract Type: Permanent, TERM TIME ONLY
Salary: £19,871- £20,699 Per Annum (£12.36 - £12.87 per hour)
What you’ll be doing
• Supporting students with complex learning needs in their academic and personal growth, fostering a positive and nurturing learning environment
• Assisting teaching staff in planning and delivering tailored lessons and activities to meet individual needs and abilities
• Ensuring a safe and inclusive learning environment, promoting independence, equality, diversity, and respect
• Implementing individualised education plans, behaviour and personal care strategies to support students' progress
• Occasionally supporting learners with personal care and administering medication (full training will be provided)
What we are looking for
• We are looking for passionate individuals to support our children and young people to provide them with opportunities to “live life to the full”.
• Previous experience of working with children in an education and/or care environment is desirable
• Someone with good literacy and numeracy skills, that is able to communicate effectively with young people with learning disabilities
• Good ICT skills and ability to work effectively as part of a team
What we can offer
• A supportive and collaborative working environment
• Term-time only role - Monday to Friday each week, 39 weeks per year
• Mondays, Wednesdays and Thursdays, 8:30 – 16:00. Tuesdays, 8:30 – 17:00 and an early finish on Fridays, 8.30 – 15.45!
• Eligible for Blue Light card and other health and leisure discounts
• Onsite training and assessment team delivering a variety of learning opportunities and development opportunities
• Recommend a friend payment of up to £500! (T&Cs apply)
• Based at our beautiful countryside location in Much Hadham
• Free onsite parking
• Paid enhanced DBS
How to apply
To apply, please complete an application form and upload an up to date CV on our website. All offers are conditional and subject to receipt of satisfactory pre-employment checks and references including an enhanced DBS check. Please note we are not on a public transport route. The salary range advertised is based on full-time equivalent and appointment on the scale is dependent on the role, qualifications, and experience.
Applications will be reviewed, and interviews scheduled on a rolling basis; therefore, we recommend that you apply sooner rather than later. We reserve the right to close an advert if we receive sufficient applications ahead of the deadline.
Diversity & Inclusion
At St Elizabeth’s we embrace diversity and aspire to create a diverse and inclusive working culture. We are proud to be recognised as an Investor in People and to hold Disability Confident status. We are an equal opportunities employer welcoming all applications from across the community.
Safeguarding
St Elizabeth’s Centre is committed to safeguarding and promoting the welfare of children, vulnerable adults and young people. The successful applicant will be required to undertake an enhanced disclosure through the Disclosure and Barring Service. Some of our positions involve regulated activity relevant to vulnerable children, adults and young people. It is a criminal offence for people who are barred from working in regulated activity to apply for roles that require them to work unsupervised with that particular group. Our vacancies are exempt from the Rehabilitation of Offenders Act 1974.
Registered Charity 1176777
Why Work For Us
Based across 60 acres of beautiful countryside, St Elizabeth's is a charity supporting children, young people and adult day clients with epilepsy and other complex medical conditions, the severity of which impacts upon their health, social, behaviour, learning and emotional development.
Over the past 120 years, St Elizabeth's has grown and developed to comprise a non-maintained special School for both boarders and day students, a specialist Further Education College, domiciliary care for College learners, Supported Living in the community, a comprehensive Day Opportunities programme for adult day clients and 24 hour health provision provided by specialist nurses and therapists.
You may also have experience in the following: Tutor, Teacher, Learning Instructor, Learning, SEN, Specials Educational Needs, Additional Needs, SEN Teaching assistant, Learning assistant etc
REF- 212 800
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.
Bringing together leading minds and practitioners in the sector, Wessex Archaeology is a trusted archaeology and heritage service provider and educational charity. From our network of international offices, we work in partnership with our clients to deliver sustainable solutions to manage the historic environment - above ground, below ground and underwater. We are committed to our social impact. This means using the knowledge and connections we make through our commercial activities as a catalyst to engage the communities in which we work.
Join us and you’ll be part of a collaborative team committed to shaping a better future for our staff, the sector, and the world. As well as having knowledgeable and dedicated colleagues, you’ll have an opportunity to access a variety of fascinating and high-profile projects and develop your skills and knowledge along the way.
The role – what’s involved?
Want to help to communicate some of our fascinating archaeological work?
We’re looking for an organised and proactive person to play a crucial role in supporting communications and marketing activity across our organisation. You need to be passionate about all things digital and feel at home publishing content and engaging on social media.
You’ll get to work with experts across our teams, gain insights and make a positive impact across all areas of our charitable business. You’ll be involved in a wide range of activities, from maintaining digital content across web and social media and helping to facilitate press requests to assisting with an assortment of marketing opportunities, from coordinating events to assisting with the development of marketing materials.
With a flair for and interest in creating captivating content and a good eye for a story, you’ll contribute ideas and support the team in developing and sharing a range of multimedia assets and stories.
If you thrive in an environment where you'll be working on lots of different tasks and are comfortable prioritising your work, then this role would suit you. This role is a great opportunity to experience and develop a broad range of communications expertise and is the perfect role for a driven and energetic individual keen to progress a career in heritage communications.
Main responsibilities will include:
If you are a resourceful person looking to join a collaborative team, this could be the career move for you. You will:
- Create and maintain schedules for digital and social media activity (owned and paid).
- Lead the day-to-day posting and monitoring of social media activity.
- Work with our Content Management Systems (CMS) and other digital platforms to manage the publishing of content across these channels, including websites and intranet.
- Collaborate with internal stakeholders to source content and story leads and research and develop compelling multimedia assets and content.
- Analyse communications activity (social media, web, media, internal and campaigns) to produce actionable and meaningful insights and reports, making effective use of analytics tools to inform communications activity.
- Support with varied marketing communications activities, from events to development of campaigns and marketing materials.
- Assist with the running of the press office, from facilitating filming and photography requests to other varied media events and opportunities, developing and maintaining media our database, and triaging our press office inbox.
- Support a culture of cross-organisational working and contribute to the overall objectives of the communications team.
- Champion Wessex Archaeology’s corporate brand and advocate inclusivity and accessibility across our channels and content.
- Undertake varied administrative tasks relating to communications and marketing at Wessex Archaeology
For details on the expected skills, experience and personal attributes, please refer to the full Job Description for this role.
What can you look forward to?
Our focus is on creating a collaborative culture where people can thrive and develop and where safety and wellbeing come first. From anonymising candidate data in our recruitment process to continuous improvements in our benefits, we’re committed to creating a safe, fair, and inclusive working environment.
We offer:
- 22 days of annual leave per year plus bank holidays rising to 27 after 5 years of continuous service.
- Option to buy up to 5 days holiday per year.
- Salary Sacrifice Pension Scheme, Wessex Archaeology employer pension contribution 5%.
- Life assurance scheme of three times your basic salary.
Wellbeing and family-friendly benefits
- Our maternity, adoption and shared parental pay is 100% for 12 weeks, 90% for 21 weeks and 6 weeks statutory, day 1 eligibility.
- Enhanced paternity leave, up to 4 weeks from day 1.
- 5 days of carers leave.
- Paid sick leave from the start of a contract, with the number of days dependent on length of service.
- Hybrid and flexible working arrangements where applicable.
- Company Employee Assistance Programme (EAP) - free and confidential service in the form of counselling and assistance in areas such as health and stress.
- AIG SmartHealth – round-the-clock support for you and your family.
Sustainability and other benefits
- Electric Vehicle Salary Sacrifice Scheme.
- Bike2Work scheme.
- 100% Professional membership costs reimbursed.
- High-quality personal protective equipment (PPE) provided.
- Free transport from regional offices to sites.
- Time in lieu or paid time for drivers.
- Subsistence allowance.
The client requests no contact from agencies or media sales.
Actively Interviewing
This organisation is scheduling interviews as the applications come in. Don’t miss your opportunity, apply now!
Service Description:
The "Be Kind to Your Mind (BK2YM)" service provides evidence-based mental health support to school- and college-aged Children and Young People, staff, young adults, families, and other professionals within the London Boroughs of Hammersmith and Fulham.
Be Kind to Your Mind (BK2YM) is a non-clinical, mental health and wellbeing offer delivered by HFEH MIND Youth Services. BK2YM’s non-clinical interventions and psychoeducation programme (Learn Well) offers a multitiered level of support:
- Preventative and early intervention for children and young people aged 5 – 25 through HFEH Mind Psychoeducation Workshops and assemblies.
- Training for school staff and other professionals.
- Therapeutic Arts intervention (x6 sessions) for students.
- Access to a digital support tool (self-help): WYSA.
- Access to wider digital/online support tolls (Including My Mind TV).
Purpose of the Job:
This is an exciting opportunity for an Assistant Psychologist to contribute to increasing and improving emotional and mental health provision within education settings for 5–18-year-olds, young adults (15 - 18), families, and other professionals within the London Boroughs of Hammersmith and Fulham.
You can download a PDF of the job description at the bottom of the page.
Key Responsibilities:
See job description for full list of responsibilities
- Delivery of Be Kind to Your Mind interventions across schools, colleagues and alternative education.
- Delivering whole school/year group assemblies and ‘drop-down days’ to educational establishments within the defined area(s) of operation.
- Facilitation with targeted outreach to H&F SENCO's/AP's, adapting content for Special Educational Needs and Disabilities (SEND) in collaboration with Educational Psychologists.
- Creation and delivery of education staff workshops based on provided training needs assessment form submissions.
- Outreach to schools/organisations, maintenance of Learn Well bookings.
- Co-ordination of targeted outreach/promotion on universal days related to Children and Young People’s Mental Health and issues impacting their mental health and wellbeing generally. (E.g. world mental health day, stress awareness week etc.)
- Coordination of outreach on universal days/ mental health specific days in line with HFEH Youth Services Calendar of events across Mental Health Support Teams Schools, Be Kind to Your Mind Schools and within the local Community.
- Co-facilitation of psychoeducation sessions and therapeutic/creative interventions with trained practitioners, Children and Young People and colleagues across Youth Services.
- Composition of internal, bi-borough, and education/youth settings impact reporting.
- Manage the escalation of identified referrals for Children and Young People (CYP) with more complex needs to appropriate services with guidance from Management and Youth Services Safeguarding Lead.
Equal Opportunities and Safeguarding:
We are an equal opportunities employer and are proud to employ a workforce that reflects the diverse communities we serve. We welcome applications from all suitably qualified persons from all backgrounds.
HFEH Mind is committed to creating and fostering a culture that promotes safeguarding and the welfare of all children and adults at risk. Our safer recruitment practices support this by ensuring that there is a consistent and thorough process of obtaining, collating, analysing, and evaluating information from and about candidates to ensure that all persons appointed are suitable to work with children and vulnerable adults.
This role is subject to an enhanced DBS check.
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.
The essentials …
- Full-time, Monday - Friday
- 12-month Fixed Term Contract
- Up to £26,775 per annum
- Hybrid working, typically, two days per week in the office, but may vary depending on workload. Some out of hours working may be required, with time in lieu offered.
The Geological Society has a core mission that is focused on supporting Earth & Planetary scientists, grow interest in the natural world, and connect science, the profession and society. Our education and outreach activities support this work across all five of our science themes. Planetary Science is one of these five key themes, and as such, we are working to better engage with our community in this area, and the opportunities that this sector can provide. Our new project, ‘using planetary science & space exploration to inspire future planetary geoscientists’ is generously funded by the UK Space Agency and aims to generate new resources and prospects for those aspiring to enter the planetary geosciences.
The planetary science education assistant will support the work of the wider UKSA project team and Education department to engage and educate new audiences about planetary geoscience and help to reverse the decline in university students taking on geoscience degrees. The assistant may also help to maintain day-to-day activities of the Education department, such as keeping in touch with school contacts, monitoring communication channels, and maintaining educational resources.
Responsibilities
- Lead on the investigation of current educational resources focused on planetary geoscience & space exploration, reporting gaps at different levels across the different subject areas where required. Identify opportunities for new, curriculum-linked resource provision.
- Work alongside the UKSA project team to interrogate the range of career opportunities available within planetary geoscience and space exploration, at various levels.
- Lead on the development of educational & careers resources focused on planetary geoscience and space exploration, supported by the wider USKA project team.
- This will include tactile handling boxes with meteorites, analogue materials, and 3D printed asteroid models and impact craters, as well as paper-based and digital resources.
- Provide administration for the UKSA project team, preparing meeting agendas and taking minutes, along with quarterly reporting on progress against agreed objectives.
- Work with the UKSA project team and external stakeholders to manage relationships and deliver collaborative projects where required.
- Attend external events (such as conferences, science festivals) with the project and/or Education teams, virtually or in person, representing the Society.
- Support the wider Education team in delivering workshops for school visits (primary and secondary age) focused on planetary geoscience & space exploration.
- Support the UKSA project and Education teams in the development and delivery of geoscience outreach via public engagement, particularly focused on planetary geoscience & space exploration.
- Carry out other responsibilities as required by the education and external relations teams.
Person specification
Qualifications:
- Essential – A-level (or equivalent) in Geosciences, Geography, or similar
- Desirable - Degree (or equivalent) in Planetary Science, Geosciences, Geography, or similar
- Excellent oral & written communication skills; speaking to young people and the public both in-person and online.
- Experience of creating educational content for specified audiences, online and in person.
- Demonstrable interest in planetary geoscience (degree, work experience, etc.).
- Demonstrable ability to communicate complex scientific topics to various audiences and through various media.
- Ability to work effectively in a team.
- Proficiency in Microsoft Word, Excel and PowerPoint.
- A passion for public and educational engagement.
- Open minded and creative, willing to take part in discussions and share ideas.
- Commitment to EDIA.
- Organised and able to meet deadlines.
- Intuitive and able to work on own initiative.
- Enthusiastic about Earth & Planetary Sciences.
- Willingness to learn and ability to receive feedback.
- Willingness to take responsibility for a variety of tasks, including administrative work.
The duties and responsibilities highlighted in this Job Description are indicative and may vary over time. As required, post holders are expected to undertake other duties and responsibilities relevant to the nature, level, and scope of the post.
This role is funded by the UK Government, via the UK Space Agency.
To apply for this position, please forward a copy of your CV together with a short cover letter. Please ensure that your cover letter highlights your experience.
We would also be grateful if you could let us know if you will require any special provision as a result of any disability should you be called for interview.
The client requests no contact from agencies or media sales.
About us
Resuscitation Council UK is saving lives by developing guidelines, influencing policy, delivering courses and supporting cutting-edge research. Through education, training, and research, we’re working towards the day when everyone in the country has the skills, they need to save a life.
About the role:
As the Executive Assistant and Office Manager, in addition to providing administrative support across the organisation, CEO and Senior Leadership team, you will have oversight of the charity governance administration and support the day-to-day effectiveness of the office operation, both physically at the head office in London and in the way the operation runs remotely.
This role offers variety and the opportunity to gain wider experience within the Charity section. As the Executive Assistant and Office Manager, excellent communication, time management and strong organisational skills will enable you to deal with internal and external stakeholders, produce high-quality work, organise, process information and co-ordinate meetings and governance activities.
About you:
To be a successful Executive Assistant and Office Manager you will have;
· Proven experience of administration, office management and Microsoft Office Suite including Teams and Zoom
· Proven experience of taking accurate minutes, managing diaries and meeting schedules.
· Knowledge of managing correspondence and documents including ability to maintain both electronic and hard copy filing.
· Exceptional communication and interpersonal skills, with the ability to interact confidently with individuals at all levels.
· High level of integrity and discretion in handling confidential and sensitive information with superior attention to detail.
And you will be;
· Enthusiastic and proactive with a positive attitude and collaborative mindset.
· Highly organised, able to manage a varied workload within tight deadlines with great attention to detail.
· Committed to RCUK’s vision and values and the principles of Equality, Diversity, and Inclusion.
*RCUK reserves the right to close the advert early, or on the appointment of a candidate.
What we can offer you - Employee Benefits:
- 30 Hours per week (3 days minimum in the office)
- An exceptional 30 days of paid holiday per year (pro rata for part time), PLUS public holidays on top (that's nearly 40 days paid holiday per year!)
- Generous pension scheme
- Access to Private Medical Insurance (on completion of your probation period)
- Access to Life Insurance and Personal Accident Cover (on completion of your probation period)
- Enhanced maternity/adoption provision
- Access to our Employee Assistance Programme
- Employee eye-care scheme
- Full induction and training
How to apply:
Please submit your up-to-date CV with a supporting statement outlining your suitability for the role.
· Closing Date for Applications: Monday 15th April 2024 at 12 noon
· Interviews are taking place: w/c 29th April 2024
Under the Equality Act 2010, we are required to make any reasonable adjustments. If you have a disability as defined under this act and/or have special needs, please let us know and we will aim to make the necessary arrangements to accommodate your needs.
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.
The Resurgence Trust is looking for an Editorial Assistant to support the smooth administrative running of The Ecologist website. This is the ideal role for someone with strong administrative skills who wants to work on an environmental news website, within the charity sector.
What we do…
The Ecologist online is an environmental news and analysis website with a focus on ecological, social and economic justice. We publish news, comment and analysis features and reviews for free.
The Ecologist online is read and enjoyed by people all around the world, with hundreds of thousands of readers from across the UK and the United States. The website was launched in 2005 and since then has been visited by more than 20 million people, with 36 million hits accessing more than 10,000 articles.
You will find news about successful environmental campaigns, commentary about UK government policy, analysis focused on environmental economics, and discursive articles hat help us understand the impact of our societies on the natural environment. The Ecologist focuses on solutions to the crises of climate breakdown, biodiversity collapse, resource depletion, pollution and ecological economics. Such solutions now need to be global and society-wide, as well as immediate and long-term.
The Ecologist is published by The Resurgence Trust, an educational charity that publishes Resurgence & Ecologist magazine and runs a diverse events programme. The Resurgence Trust is an Equal Opportunities employer. We oppose all forms of unlawful or lawful discrimination on the grounds of colour, race, nationality, ethnic or national origin, gender, sexuality, marital status, religion, age or disability.
Editorial Assistant role
This is a permanent, part-time role for an Editorial Assistant, working remotely (UK). The role will provide the successful candidate with an opportunity to experience work on a busy environmental online news platform. You will work alongside our highly experienced editor in a fast-paced environment. In-house training will be provided on all aspects of the role. You will be part of the wider editorial and events team at The Resurgence Trust, with opportunities to become involved in other aspects of the charity’s work. There is the option to work from The Resurgence Trust offices in Hartland, north Devon if preferred. Holiday entitlement, 6 weeks (15 days)
What you’ll do
- Ensure that email is processed and responded to in a timely manner
- Make and keep appointments with stakeholders, including attending internal and external meetings on behalf of the editorial team
- Monitor selected media and social media outlets and streams, including PA Explore
- Format documents
- Support the work of ensuring that the website and social media channels are regularly updated with appropriate content
- Support the administrative aspects of the various projects and initiatives of The Ecologist online
- Supporting external activities such as representing The Ecologist at events.
Secondary responsibilities:
- Representing The Ecologist and The Resurgence Trust
- Supporting other programmes within the Trust
- Participating in the wider work of the Trust through staff meetings and ongoing collaboration
What you’ll gain
- Experience of working on a globally respected environmental news website
- The chance to work with world-leading contributors from around the globe
- The opportunity to network with key media organisations working on environmental and social justice
- Demonstrable experience of working independently in a busy publishing environment
- Experience of publishing to a professional social media account: managing and publishing on Twitter, Instagram, and Facebook
Requirements
- Supportive of the values, principles and holistic philosophy of The Resurgence Trust
- Excellent written and verbal communication in English; strong organisational skills with excellent attention to detail
- Computer literacy and competence using Word, Excel and Outlook
- Experience and ability to perform under pressure and meet deadlines
- Proactivity and ability to work on own initiative.
- Sound understanding of the current challenges in the environmental landscape
Desirable
- A degree, NCTJ qualification or equivalent experience
- 1 years’ experience in a similar role
- Experience of using a CMS to upload and manage online content
- Ability to proofread content and source copyright permissions
- A working knowledge of the most popular social media channels
This post requires proof of eligibility to work within the United Kingdom. Applicants will not be interviewed if they are unable to provide this prior to interview.
The client requests no contact from agencies or media sales.
The Royal Drawing School, an independent, not-for-profit charity founded by HM The King and artist Catherine Goodman, aims to raise the standard and profile of drawing through teaching and practice. It is one of the few institutions in the world offering in-depth quality observational drawing tuition for adults and children of all ages and abilities.
The School is looking to appoint a full time Executive Assistant to provide efficient and effective executive, project and administrative support to the Director’s office – specifically the Principal and Founding Artistic Director. The role of the Executive Assistant is to ensure the School’s educational priorities are dealt with in a joint up, timely and sensitive manner, applying discretion and judgement as required.
In this role you will serve as the all-around gatekeeper to the busy Director’s office - building excellent rapport and close working relations with all stakeholders whilst strategically managing the Principal and Founding Artistic Director’s time with respect to priorities, goals, and objectives. With at least 4 years executive assistance experience, you will need to be a calm, friendly, confident, proactive self-starter with experience of dealing with high profile organisation and stakeholders. High levels of professionalism, excellent organisation, communication and problem solving skills and maintaining confidentiality and discretion is a must.
The Royal Drawing School is committed to equity, diversity and inclusion and we welcome and encourage applications from everyone.To apply, please go to the Royal Drawing School website’s job page and complete the simple application form.
The client requests no contact from agencies or media sales.
BACKGROUND
The British Institute of Radiology (BIR) is a membership organisation, a multidisciplinary society and a registered charity (no: 215869). Its mission is to bring together all the professions in radiology, oncology and allied medical and scientific disciplines to share knowledge and educate the public, thereby improving the prevention and detection of disease and the management and treatment of patients.
The BIR has embarked on a new five-year strategy, which has established an education department aimed at delivering a programme designed to support training, education and CPD relevant to its membership community in flexible and interactive formats.
JOB SUMMARY
The post holder will work with faculty and BIR staff in the development and use of new learning technologies to support the educational mission of the BIR.
The post holder will manage the existing e-learning resources as well as develop new e-learning offering to our members and users. The poster holder will offer expert guidance, advice and direction on the design, development and implementation of e-learning materials and resources, and the use of interactive educational technologies to lead the e-learning development in BIR.
KEY RESULT AREAS
Manage the e-learning content
• Create new e-learning resources with subject specialists in medical imaging. This includes new initiatives (video course) as well as online learning library content and other e-learning offering.
• Lead and oversee the instructional design for the video courses
• Manage and review the content on the online learning library, including post-event videos, webinar series and training videos etc. Ensure the content are relevant for all categories and promote to our community
Manage the e-learning projects and implementation of e-learning system
• Develop and implement plans and timelines in collaboration with faculty and BIR staff to enable the phased introduction of e-learning projects and systems.
• Lead the team and work across the department to design, develop and manage the online learning elements including layout, tools, templates, authoring and processes.
• Manage all BIR learning systems including live platforms, Learning Management System as well as CRM system for event registration, online learning library and e-posters
• Develop and design technological solutions for problems specific to BIR educational activities.
• Maintain and review the systems for new updates to improve staff and user experiences
• Manage budget of the projects and ensure surplus of any e-learning development
• Cultivate and oversee essential relationships with external sister organizations to facilitate the successful execution of e-learning projects
Manage the digital team (video producer and digital event assistant)
• Oversee their workload and support them when needed
• Provide training or direct them for training opportunities outside the BIR
Support and promote the use of the educational technologies
• Develop guides and provide support for faculty & BIR staff in the use of the e-learning technologies, enabling the creation and management of learning materials.
• Advise faculty and BIR staff on the optimum technology and deployments to support the e-learning requirements and objectives.
• Deliver training sessions to both BIR staff and users, instructing them on the effective utilization of BIR learning systems.
Lead the development of new e-learning initiatives
• Meet with and work alongside faculty and BIR staff to ensure the successful implementation of appropriate strategies and initiatives for e-learning.
• Encourage faculty to explore innovative approaches and tools in the delivery of educational activities in their field.
• Take the initiative to identify new development areas and present information to manager/team on how such developments could be resourced and managed.
Provide event management support
• As required be able to provide event management on the day support for webinars and other digitally delivered events
Please see the attached Job description.
The client requests no contact from agencies or media sales.
REDRESS is recruiting a Communications Assistant to support on a range of communications activities. This is an exciting opportunity to be a part of an international human rights organisation. We are seeking applications from individuals with an interest in the issues that we work on, excellent organisational skills and strong writing skills.
REDRESS has a diverse team from different backgrounds and with different experiences. Under our Equality Policy, we welcome applications from people of colour, LGBTQI+ people, and disabled people, who are currently under-represented. We will use positive action under the Equality Act 2010 to appoint from these groups if two candidates are equally qualified. We are also trying to recruit globally where UK immigration law permits it.
Who we are
REDRESS is an international human rights organisation based in London and The Hague that pursues legal claims on behalf of survivors of torture in the UK and around the world to obtain justice and reparation for violations against their human rights. We represent survivors to access justice through human rights cases against governments, civil cases against individuals, instances when we call for human rights sanctions and advocate for law enforcement bodies to prosecute perpetrators under the principle of universal jurisdiction.
Our approach is strategic, so that as well as representing an individual we target the policy reasons that enabled the torture to take place, by building a campaign that uses advocacy, community engagement and communications to influence change.
Our 2025 Strategy identifies torture related to dissent and discriminatory torture as our two thematic priorities. We also support the anti-torture movement through our solidarity programme.
REDRESS has undertaken a process of growth and modernisation over the last few years. You can find information about the organisation in the latest Trustees Annual Report.
Position Profile
The main responsibilities of the role are:
- Writing, editing and proof-reading content for REDRESS publications and other communications materials, such as press releases, newsletters, marketing materials.
- Helping manage our social media platforms and website by planning, creating and scheduling engaging content, including graphics and videos, and SEO content.
- Maintaining, and growing our GDPR compliant stakeholder lists.
- Manage engagement and regular communications with our supporters and donors.
- Supporting the planning and delivery of in-person and online events.
- Monitoring relevant data to meet deadlines and support with the preparation of performance reports.
- Assist with the management of the pipeline of REDRESS publications.
- Use an InDesign template to design some short publications.
- Research and draft proposals in line with organisational requirements, working collaboratively with relevant staff.
- Support the administrative work of REDRESS in other ways.
The position is also expected to carry out such further duties as may reasonably be required from time to time by REDRESS.
Person Specification
This is an entry level position, and so we will consider candidates at the beginning of their career, with some relevant experience.
Essential Competencies
The successful candidate will need to have the following essential competencies:
- A relevant university degree or diploma or equivalent experience.
- Excellent written and verbal communication skills in English.
- Experience drafting content and adapting style for different audiences.
- Good working knowledge of Microsoft Office suite of software, particularly Excel, with experience or aptitude of using contacts databases and other computerised forms of systems management.
Desirable Competencies
A strong candidate will also have other desirable competencies:
- Relevant experience such as internships, volunteer roles, educational work placements, or work experience, preferably within a charity environment.
- Experience of working with a web Content Management System, e.g. WordPress.
- Experience of using analytics tools such as Google analytics to monitor, interpret and improve digital performance.
- Knowledge of SEO techniques and best practice.
- Fluency in a language other than English, in particular French, Arabic or Spanish.
Personal Attributes
To work for Redress, the candidate should have the following personal attributes:
- Happy to work collaboratively as part of a small and energetic team with a wide range of personalities.
- Highly efficient and organised, with an ability to multi-task, show initiative, solve problems, and take a hands-on role when necessary.
- Able to think and work strategically, creatively, and under pressure.
- Able to understand and support the aims, objectives and values of REDRESS and reflect them in all aspects of work.
- Able to work with victims of human rights abuse with a range of specific needs.
Terms
Reporting. The position is part of the Communications team and will report to the Head of Communications.
Hours. This is a full-time position at 35 hours a week. Evening and weekend work may be required from time to time.
Location. The position is based at the REDRESS office in London.
Flexible Working. REDRESS is an “in-person” organisation and we value team work, but we have a flexible working policy which allows for working from home. Staff are currently required to be in the office at least two days a week.
Salary. REDRESS has fixed salary scales, with annual cost of living increases, and the
possibility of step increases with strong performance. This is an entry level ‘assistant’
position, and the salary is £31,681 (A1 on our salary scales). There are annual cost-of-living
increases, and the possibility of a step increase with strong performance.
Duration. The contract is for an initial term of 6 months for maternity cover but is likely to be extended if funds are available.
Start date. The position would start end of April/early May.
Probation. There is a six-month probationary period (if the contract is extended).
Pension. REDRESS offers a pension contribution of 10% of the salary.
Holiday. There are 25 days of holiday per year, in addition to UK public holidays. The office
Is also closed between Christmas and New Year.
Status. The candidate must have the right to live and work in the UK. Unfortunately, we cannot sponsor a UK immigration process for this role.
Interview process. We expect to do two rounds of interviews. We may ask candidates to make a short presentation as part of the process but will provide information on that nearer the time.
- First round Interviews will take place on 12 April 2024 and will be on-line.
- Final round interviews will take place on 19 April 2024 and will be in-person at our office in London.
How to Apply
Please upload to our recruitment portal a single PDF file with:
- A cover letter of no more than one page explaining (a) why you would like to work for REDRESS, (b) how you fulfil the personal specification for the role, and (c) how you will contribute to the diversity of REDRESS.
- Your CV or resume.
Please also complete the anonymous Diversity Monitoring Form. We use the information from the form to tell us about the diversity of the applicant pool for each of the positions that we advertise. We keep the conclusions of the analysis for our records, and the underlying data is destroyed three months after the recruitment closes.
Deadline: 1 April 2024
The client requests no contact from agencies or media sales.
Student Support Assistant
Are you 18 – 24 and looking to develop your career in a rewarding role? Are you a good communicator that can connect with people? Can you nurture inclusion and belonging?
If you are driven with a passion for raising aspirations, then we want to hear from you!
This is an exciting entry level position to develop your career and support pupils in the process with full training provided.
If you are not in education, training or employment already, then join the team as a School Service Leader and work as part of the UK Year of Service programme.
Position: Student Support Assistant (internal title School Service Leader)
Location: Tameside or South Manchester or another Greater Manchester location. From Monday to Thursday you will be based in our partner school supporting the programme delivery
Training: Fridays you will be based at the Manchester training centre (M12 6FZ) to support learning and development activities with volunteers (travel costs will be subsidised)
Hours: 35 hours per week, from Monday to Friday.
Remuneration: £21,840 per annum
Duration: Fixed-term for 9 months (15th April - January 2025)
Closing Date: 2nd April 2024
Interview Date: Interviews will take place on a rolling basis, so please apply at your earliest opportunity.
The Role
The purpose of the School Service Leader role is to provide support to pupils in schools with their social and emotional achievement, with a particular focus on key stage 2 in primaries, and key stage 4 in secondaries.
Training will be provided to all successful candidates to ensure you have the skills to support school-based interventions.
Key relationships will include:
- Working closely with a team of 5-7 full-time mentors or other School Service Leaders
- Impact Officers, who you are typically based alongside in school two days a week, providing line management support
- Colleagues, school staff and pupils
Depending on the needs of your school and team, you will:
- Delivering interventions to pupils - The School Service Leaders will focus the first half of their placement on helping KS2 or KS4 pupils get or remain on track, by providing a range of targeted interventions; including delivering behaviour and attendance coaching encouraging pupil engagement and social development to promote a positive learning environment. You will also provide mentoring around attendance and behaviour.
- Maintaining a strong relationship with the school - You will assist the Impact Officer (line manager) to maintain a successful school relationship and ensure prompt and accurate data collection.
- Assisting with the support of Mentors - The second half of the placement will require carrying out the duties outlined in above and also assisting with the management and support of a team of mentors who are volunteering.
This is an amazing opportunity for personal development as a significant proportion of working time will be dedicated to your professional development and career growth. This may involve formal qualifications or informal development, which candidates will be allowed to complete during their working hours.
About You
In order to be considered for this role you must be based in the North West, with the ability to travel daily to Greater Manchester and be aged 18-24 (candidates who turn 25 between March - December 2024 will not be eligible) You must have not been in formal Education, Employment or Training within the last six months.
We are looking for someone who:
- Communicates and connects with others in consistent, positive and meaningful ways
- Holds space that nurtures inclusion and belonging
- Sees positivity in others, and has a passion for raising aspirations
- Shares the reasons behind plans/decisions, and helps in creating understanding and significance
- Collaborates towards a common purpose with a deep sense of ownership
- Effectively prioritises and organises to deliver results
- Seeks out opportunities for self-improvement
- Models authenticity
About the Organisation
This youth social action charity challenges 18 to 25-year-olds to tackle educational inequality through a year of full-time voluntary service. As mentors, tutors and role models in schools, the charity support pupils growing up in some of the most disadvantaged areas of the UK.
Benefits to all employees include:
- Pension: up to 5% pension employer contribution matched after 3 months of employment.
- Holidays: 25 days holiday per year plus one additional day per year after two years of employment, capped at a maximum of 28 day (or the pro rata equivalent for part-time staff).
- Travel: Interest free loan for season ticket or bicycle.
- Volunteering days: All employees can take up to 2 days to volunteer in a mission-aligned charity depending upon length of service.
Other areas of experience may include Volunteer, Volunteering, School, Youth, Support, Education.
Please note this role is being advertised by NFP People on behalf of our client.
Student Support Assistant
Are you 18 – 24 and looking to develop your career in a rewarding role? Are you a good communicator that can connect with people? Can you nurture inclusion and belonging?
If you are driven with a passion for raising aspirations, then we want to hear from you!
This is an exciting entry level position to develop your career and support pupils in the process with full training provided.
If you are not in education, training or employment already, then join the team as a School Service Leader and work as part of the UK Year of Service programme.
Position: Student Support Assistant (internal title School Service Leader)
Location: Liverpool locations to be confirmed during the interview process. From Monday to Thursday you will be based in a partner school supporting the programme delivery
Training: Fridays you will be based at the Manchester training centre (M12 6FZ) to support learning and development activities with volunteers (travel costs will be subsidised)
Hours: 35 hours per week, from Monday to Friday.
Remuneration: £21,840 per annum
Duration: Fixed-term for 9 months (15th April - January 2025)
Closing Date: 2nd April 2024
Interview Date: Interviews will take place on a rolling basis, so please apply at your earliest opportunity.
The Role
The purpose of the School Service Leader role is to provide support to pupils in schools with their social and emotional achievement, with a particular focus on key stage 2 in primaries, and key stage 4 in secondaries.
Training will be provided to all successful candidates to ensure you have the skills to support school-based interventions.
Key relationships will include:
- Working closely with a team of 5-7 full-time mentors or other School Service Leaders
- Impact Officers, who you are typically based alongside in school two days a week, providing line management support
- Colleagues, school staff and pupils
Depending on the needs of your school and team, you will:
- Delivering interventions to pupils - The School Service Leaders will focus the first half of their placement on helping KS2 or KS4 pupils get or remain on track, by providing a range of targeted interventions; including delivering behaviour and attendance coaching encouraging pupil engagement and social development to promote a positive learning environment. You will also provide mentoring around attendance and behaviour.
- Maintaining a strong relationship with the school - You will assist the Impact Officer (line manager) to maintain a successful school relationship and ensure prompt and accurate data collection.
- Assisting with the support of Mentors - The second half of the placement will require carrying out the duties outlined in above and also assisting with the management and support of a team of mentors who are volunteering.
This is an amazing opportunity for personal development as a significant proportion of working time will be dedicated to your professional development and career growth. This may involve formal qualifications or informal development, which candidates will be allowed to complete during their working hours.
About You
In order to be considered for this role you must be based in the North West, with the ability to travel daily to Greater Manchester and be aged 18-24 (candidates who turn 25 between March - December 2024 will not be eligible) You must have not been in formal Education, Employment or Training within the last six months.
We are looking for someone who:
- Communicates and connects with others in consistent, positive and meaningful ways
- Holds space that nurtures inclusion and belonging
- Sees positivity in others, and has a passion for raising aspirations
- Shares the reasons behind plans/decisions, and helps in creating understanding and significance
- Collaborates towards a common purpose with a deep sense of ownership
- Effectively prioritises and organises to deliver results
- Seeks out opportunities for self-improvement
- Models authenticity
About the Organisation
This youth social action charity challenges 18 to 25-year-olds to tackle educational inequality through a year of full-time voluntary service. As mentors, tutors and role models in schools, the charity support pupils growing up in some of the most disadvantaged areas of the UK.
Benefits to all employees include:
- Pension: up to 5% pension employer contribution matched after 3 months of employment.
- Holidays: 25 days holiday per year plus one additional day per year after two years of employment, capped at a maximum of 28 day (or the pro rata equivalent for part-time staff).
- Travel: Interest free loan for season ticket or bicycle.
- Volunteering days: All employees can take up to 2 days to volunteer in a mission-aligned charity depending upon length of service.
Other areas of experience may include Volunteer, Volunteering, School, Youth, Support, Education.
Please note this role is being advertised by NFP People on behalf of our client.
Business & Human Rights Resource Centre is seeking an experienced researcher to conduct and help manage our work on human rights along the renewable energy value chain, from extraction of transition minerals to renewable energy installations, and support our work on contributing to a just and equitable energy transition.
Details
- Reports to: Programme Head: Just Energy Transition and Natural Resources
- Salary: GBP 37,500-40,000, commensurate with experience and adjusted according to location (the range is aligned to London cost of living; if based in another location, the range will be adjusted down accordingly)
- Closing date: 12 April 2024
- Location: UK, Germany or remote. If remote, candidates must be located in CET-1 / CET+2 time zones (GMT/WAT/EET/EAT/SAST or equivalent)
- Contract type: Full time (35 hours/week), 1-year (with possibility of extension)
- Annual leave: 24 days/year
- Start: As soon as possible
About the organization
Business & Human Rights Resource Centre works with diverse allies and partners to put human rights at the core of companies’ business models and end abuse; to support communities and workers in securing their rights and accountability for corporate abuse; and to encourage governments to create the right regulation and incentives to uphold human rights in business. We are a global organization rooted in five continental regions, comprised of a Global Team of 80. Global Team members work with a rich network of human rights advocates in ten languages, and place strong emphasis on our alliances with grassroots organisations facing often profound inequalities of power in protecting their rights. The efforts inform our ability to influence responsible business, investors, and governments for transformative change.
Our work covers the full gamut of human rights in business, with particular focus on three thematic programmes: just energy transition and natural resources; accountable digital technologies; and workers’ rights in global supply chains. These are strengthened by three cross cutting themes: civic freedoms and human rights defenders; corporate legal accountability; and racial and gender justice.
About the position
The Just Energy Transition and Natural Resources programme is focused on advancing human rights in business, in support toa fast and fair transition to clean energy and zero carbon economies. We seek to promote human rights across the renewable energy and batteries value chain. We are focused on mining for transition minerals, the installation of renewable energy where the fast transition is increasingly endangered by companies’ poor human rights record and policies, the lack of investor due diligence, and the absence of adequate regulation. A just transition will be one that, at minimum, ensures respect for human rights, fair negotiations, and shared prosperity with workers and communities.
The successful candidate will help lead strategic research and analysis on the renewable energy value chain from a corporate accountability perspective. This will include generating new insights and propositions for a more just energy transition through the analysis of structural causes of corporate abuse in these supply chains. In particular, the researcher will help us deepen our efforts to embed human rights, and protect and amplify the voices of human rights defenders, as an essential part of the response to the climate crisis, and a core component of the global work towards a just transition. As the Resource Centre expands its advocacy on improving the human rights policies and practices of companies in the renewable energy value chain, the senior researcher will play a key role in supporting:
- Research on community engagement, community equity models and other forms of benefit-sharing – focusing in particular on (i) unpacking cases and recommendations for ‘meaningful engagement’ with communities in the context of transition minerals mining projects, (ii) examples of Indigenous co-ownership and ownership of renewable energy and mining projects;
- Regional teams in their work on local just transitions and evidence of corporate abuses in the context of the current boom of exploration, licensing of transition minerals mining projects;
- Advocacy towards and engagement with investors and their coalitions on our just energy transition messaging and core products - Transition Minerals Tracker, Renewable Energy Benchmark, and investor guidance;
- Development of policy recommendations on the just energy transition from a business & human rights perspective; and
- Representation of the programme in key civil society fora and coalitions.
Responsibilities
Responsibilities will include:
- Conduct and help manage in-depth research: design and help lead team in delivering high impact research and analyses that assess company abuses, policy, and practice in renewable energy and transition mineral mining sectors, particularly through the team’s core products including the Transition Mineral Tracker, Renewable Energy and Human Rights Benchmark, and resources and guidance for investors. Lead on research and writing of a briefing focused on examples and lessons learnt around engagement with communities in the mining sector. Play a leadership role in identifying opportunities and advancing the Resource Centre’s research beyond its current core products along the renewable energy value chain, including research on transition minerals and value chains, for the theme.
- Develop high quality written and digital materials: Curate and write compelling content for our website and outreach, including reports, blog posts, briefing notes and papers, and articles to be submitted to relevant media outlets.
- Conduct outreach with companies: take up allegations of abuse with company HQs to seek responses to allegations of human rights abuse, conduct follow-up outreach for remedy and build relationships to enhance human rights due diligence;
- Strategically engage with investors and their coalitions on the salient risks of the sector and coordinate workshops, roundtables, and knowledge sharing spaces, bringing together various stakeholders. Sustain and help build our active network of CSO partners and allies.
- Coordinate with BHRRC regional programmes: Work with regional researchers and our global network of external partners to identify cases of impacts of companies on human rights – with a focus on transition minerals, in order to strengthen our research process, and to strategically identify allegations of abuse for deeper-dive investigations and coordinated advocacy globally.
- Track policy and legislation: Keep abreast of, and in some cases participate in, relevant legal and policy developments, including, e.g., legislation regarding mandatory human rights due diligence, critical minerals, and promotion of renewable energy.
- People management and team support: In coordination with the Head of Programme, closely work with and support a team comprised of a researcher and a research assistant, share administrative tasks, and assist with the management and training of staff members where appropriate. <span data-ccp-charstyle="normaltextrun" style="-webkit-user-drag: none;-webkit-tap-highlight-color: transparent; user-select: text;background-image:var(--urlContextualSpellingAndGrammarErrorV2, url(" data:image="" svg+xml;base64,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"='));" border-bottom:transparent;background-position-x:0%;background-position-y:100%'="">Possibility of line managing at least one person.
- Contribute to strategy development for the programme and regions: Help design and implement, in collaboration with the Head of Natural Resources and Just Transition and regional heads, strategies for the Natural Resources and Just Transition portfolio and across regions.
- Representation: Represent the organization at meetings, conferences, and other gatherings, as well as in engagements with donors and other key stakeholders. Sustain and help build our active network of CSO partners and allies.
- Travel: Undertake regional and international travel for research, outreach, scoping, communications and/or representation.
- Other: other responsibilities as appropriate and relevant to the role of Senior Researcher: Just Energy Transition and Natural Resources
Essential skills and experience
- Commitment and expertise: Strong experience working on the just energy transition, transition minerals and/or broad natural resource sector, with renewable energy supply chain expertise highly desirable, and knowledge of Indigenous Peoples’ rights an advantage. At least three years’ experience in project delivery, research, campaigning, or policy and advocacy in these areas. A clear understanding, vision, and strategic insight on human rights in business and the global economy is essential. Global South or direct experience working with/for/on behalf of Indigenous communities, is an advantage.
- Research, analytical, and writing skills: Strong experience in researching and writing briefings. Skill and enthusiasm to deliver compelling evidence and analysis, handle big data sets, and design rigorous methodologies regarding corporate abuses of human rights. Able to search and identify relevant information online and offline; adept at undertaking systematic data collection to a high level of detail and accuracy; ability to generate compelling and feasible propositions for change in policy and practice that drive systematic change. Experience in understanding corporate finance, different ownership structure, investment structures in private and public markets, and/or alternative economic models is highly desirable. While not a large part of the role, experience in conducting primary research at a community level is desirable.
- Communication skills: proven ability to effectively communicate to a broad range of audiences, through a range of channels (briefings, benchmarks, blogs, dashboards, etc.), especially on digital platforms. Excellent writing ability and English language skills are required. French or Spanish desirable. Strong speaking skills and experience representing organisations to external audiences are critical.
- Partnership: Commitment to, and at least three years’ experience in working with diverse international partners. Experience working with Indigenous communities or Human Rights Defenders in the natural resource /environment and land context highly desirable.
- Strategic thinking: A strong understanding of natural resources and human rights in a global context is essential. The ability to grasp, analyse, summarise, and present complex information coherently to external audiences is required. Demonstrated experience thinking critically about impact is required.
- Values: Strong, demonstrated commitment to human rights, and a just transition, as well as to the values and ethos of the Resource Centre.
- Team player: Experience of working in high performing multi-cultural and international teams, working with colleagues to deliver high impact programs. Experience working remotely desirable. Commitment to building relationships with remote, inter-disciplinary, and culturally diverse teams.
- Organisation and initiative: Able to work efficiently and methodically to support achievement of deliverables; strong prioritization skills; self-motivated and organised; and comfortable working independently within agreed framework while maintaining communication with a global team in different time zones and geographies.
The Business & Human Rights Resource Centre is a diverse, global team. We are committed to providing equal opportunities for everyone regardless of their background and we acknowledge that people from certain backgrounds are under-represented in this area of work and seek to directly address that through our hiring practices. We particularly encourage applications from women, BAME applicants, people with disabilities, and people who identify as LGTBQ+ or Indigenous. Given the focus of the work, if you identify as an Indigenous, Aboriginal or First Nations person, we encourage you to self-identify on your application.
The client requests no contact from agencies or media sales.