Development Director Jobs
Could you be our next Snow Camp Midlands Programme Manager?
Since 2003, we have been harnessing the power of skiing & snowboarding to break down barriers, broaden horizons and address the biggest social issues facing underserved young people today.
The Programme Manager will deliver a personal development journey to young people using snowsports as the hook to engage those who are less likely to engage with mainstream provision. We do this in partnership with youth projects and youth service providers across the Midlands.
This is a really exciting opportunity to play a key role in Snow Camp’s development in the Midlands. So, if you love working with young people and have solid experience delivering youth programmes, combined with a passion for snowsports – and if you are looking for a challenging and rewarding role working with a committed team of staff at Snow Camp and some amazing young people – this job could be the job for you!
Experience of working successfully with underserved young people in a range of settings will be essential to the post. Furthermore, experience within a snowsports field and passion for supporting young people generally will be a huge advantage!
Project management, logistical skills, relationship management, communication and presentation skills will all make up the job. Along with youth work experience to deliver life-skills or group workshops to motivate young people to work towards meaningful goals – these will all make up the job.
This is a key post requiring at least 2 years’ experience involving the above skills, together with proven project management and budgeting experience.
Job Description: Please download full JD & Personal spec below in the application resource section.
To Apply: Please send your CV and a covering letter telling us why you want to work for Snow Camp and how you meet the requirements of the job above.
Closing Date: Friday 26th April 2024
Interviews: Wednesday 8th May, Snow Camp Midlands Office, Ackers Adventure, Birmingham, B11 2PY.
Salary: £30,250 per annum (this includes a 10% bonus paid annually in July each year)
Please ensure you submit a covering letter telling us why you want to work for Snow Camp and how you meet the requirements of the Midlands Programme Manager job role.
Since 2003, we have been harnessing the power of skiing & snowboarding to break down barriers, broaden horizons & raise aspirations for young people
The client requests no contact from agencies or media sales.
Anna Freud is a world-leading mental health charity for children, young people and their families. Our mission is to close the gap in wellbeing and mental health by advancing, translating, delivering, and sharing the best science and practice with everyone who impacts the lives of children, young people and their families.
We value diversity and aim to have diverse workforce that reflects the community and our service users, in line with our vision, values and inclusion commitments. We encourage applications from all sections of the community.
The Module sits within the Master of Research (MRes) in Developmental Neuroscience and Psychopathology (DNP), a two-year Masters programme, which is a collaboration between Anna Freud, University College London and The Child Study Centre at Yale University in the USA. The MRes brings together thinking from multiple perspectives, with a particular focus in the role of neuroscience in understanding child psychopathology. Students spend their first year in London (based at Anna Freud) and their second year at Yale, where they undertake a substantial research project. The student cohort is small (generally 14 students per year) and carefully selected. This post provides a forum for the successful candidate to develop skills and experience in teaching and delivery of an innovative and well-established MRes programme. Working within a dynamic and friendly team, including the Programme Officer, Programme Director and Deputy Directors as well as the wider group of teaching staff, the post-holder will be required to undertake the main tasks of delivering a module on Multiple Perspectives run across all three teaching terms.
Location
Hybrid (a mixture of home/onsite working), the delivery of teaching will be held face to face at our London site (4-8 Rodney Street, London N1 9JH).
Contract duration
Permanent.
Closing date for applications
Midday (12pm), Tuesday 2 April 2024.
Notification of interview
Shortlisted applicants will be notified no later than Thursday 4 April 2024. During shortlisting, applicants are anonymously assessed using the criteria visible in the Job Profile. Please note: due to the high volume of applications received, we will not be able to provide feedback to unsuccessful applicants.
Interviews
Interviews will be held on Wednesday 10 April 2024.
How to apply
Please click on the 'Apply now’ button. We are unable to accept CVs and kindly request no contact from agencies.
The client requests no contact from agencies or media sales.
Anna Freud is a world-leading mental health charity for children, young people and their families. Our mission is to close the gap in wellbeing and mental health by advancing, translating, delivering, and sharing the best science and practice with everyone who impacts the lives of children, young people and their families.
We value diversity and aim to have diverse workforce that reflects the community and our service users, in line with our vision, values and inclusion commitments. We encourage applications from all sections of the community.
The Master of Research (MRes) in Developmental Neuroscience and Psychopathology (DNP) is a two-year Master’s programme, which is a collaboration between Anna Freud, University College London and The Child Study Centre at Yale University in the USA. The MRes brings together thinking from multiple perspectives, with a particular focus in the role of neuroscience in understanding child psychopathology.
This post provides a forum for the successful candidate to develop skills and experience in teaching and delivery of an innovative and well-established MRes programme. The post-holder will be required to undertake several tasks to support the programme including i. delivery of one module in each term (Terms 1, 2 and 3) related to affective and developmental neuroscience; ii. support with marking and assessment of coursework and theses; iii. Support with student pastoral care.
The post-holder will need to have a relevant PhD and/or child clinical qualification at Master’s level or above e.g. Child Psychotherapy, Clinical Psychology with child experience. They will have excellent knowledge of child development across a range of domains, with strong understanding of at least one main theoretical approach. Teaching experience at postgraduate level (or equivalent) is essential.
Location
Hybrid (a mixture of home/onsite working), the delivery of teaching will be held face to face at our London site (4-8 Rodney Street, London N1 9JH).
Contract duration
Permanent
Closing date for applications
Midday (12pm), Monday 8 April
Notification of interview
Shortlisted applicants will be notified no later than Friday 12 April. During shortlisting, applicants are anonymously assessed using the criteria visible in the Job Profile. Please note: due to the high volume of applications received, we will not be able to provide feedback to unsuccessful applicants.
Interviews
Interviews will be held on Wednesday 17 April
How to apply
Please click on the 'Apply now’ button. We are unable to accept CVs and kindly request no contact from agencies.
The client requests no contact from agencies or media sales.
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.
Actively Interviewing
This organisation is scheduling interviews as the applications come in. Don’t miss your opportunity, apply now!
Post Title Progression Worker
Responsible to Director of Services (subject to review)
Purpose of Post To support users of services through an education, training, and employability programme integrated with SCT’s wider services and enterprise offer, as well as partner opportunities in the wider community. To oversee and coordinate access to SCT’s Training and Development tutor-led activities including art, creative writing, digital skills, gardening, literacy, woodwork, and peer-led ‘Choices’ groups, and to monitor people’s progress over time.
Salary Up to £27,488 (£34,360 FTE)
Hours 28 hours per week Monday to Friday (specific days negotiable)
Location SCT Recovery Hub (Shoreditch) and other SCT locations
Spitalfields Crypt Trust (SCT) is an East London charity embedded in the local community, providing practical support and training to people affected by homelessness and addictions so they can rebuild their lives. We have a Recovery Hub in Shoreditch, where we run an abstinence-based residential recovery service (‘Acorn House’), and a Training and Development service, including tutor-led art, creative writing, digital skills, gardening, literacy, and woodwork. In addition, we run Housing First and Supported Housing services, both in East London. We also have eight charity shops and two social enterprises, which give us a presence in the wider East London community while generating valuable funds.
Our ‘SCT in the Community’ strategy seeks to make SCT’s core offer combining enterprise, housing support, therapeutic support, training and development more available to all the neighbourhoods where we have a presence. SCT’s shops are great opportunities for local people to connect with SCT in many different ways, to build relationships, participate, and celebrate their gifts. This is an approach we are keen to develop alongside our accompanying strategy to develop our ‘SCT Women’s Service’ to provide residential treatment for women.
You will be joining a team that is committed to working collaboratively, sharing knowledge, ideas, and skills to create a supportive culture. This is something we are proud of and believe is at the heart of our success.
We seek to recruit people with a good combination of talent, skills and potential, promoting equality for all, and we welcome applications from a wide range of candidates regardless of age, race, gender identity, sex, sexual orientation, religion, or disability. We select candidates for interview based on their skills, qualifications, experience and commitment to the values and purposes of SCT.
Role and Responsibilities:
We are dedicated to supporting those who access our Training and Development service to explore further Education, Training, and Employment (ETE) opportunities as part of SCT’s Progressions Programme, both within and outside of SCT. This includes those in early recovery who are resident in our abstinent-based recovery service (‘Acorn House’), as well as those in our move-on house and the wider community who may be more established in their recovery. SCT’s Progression Worker supports those accessing our services to explore ETE opportunities, offering tailored, individually specific support to help them reach their full potential. SCT’s Progression Programme is centred on empowering people in recovery to cultivate confidence and realise their potential.
SCT Progressions Programme
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Identifying SCT residents and students ready to pursue ETE opportunities:
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Collaborate with SCT tutors and managers, particularly the Therapeutic Programme Manager and Supported Housing Manager, to identify those who may benefit from the support on offer.
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Cultivate strong relationships with SCT’s social enterprises and shops to establish clear pathways for volunteering and trainee opportunities for those who access our services.
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Conduct assessments, develop and implement individualised Progression Plans, and evaluate progress according to each person’s needs, strengths and aspirations, involving key internal and external partners as appropriate.
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Providing information, advice, and guidance regarding ETE opportunities:
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Offer information, initial advice, and guidance on employment, voluntary work, and further education opportunities.
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Promote SCT's work to external partners to maximise ETE opportunities for those who access our services.
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Make referrals for placements, volunteering experiences, apprenticeship schemes, colleges, and other external programmes.
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Support individual users of services with referrals and applications for ETE opportunities.
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Maintain partnerships with relevant ETE providers to offer diverse opportunities to users of services.
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Work with corporate partners offering employability opportunities to users of services.
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Design, develop, and deliver employability workshops as required.
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Oversight of users of SCT services volunteering in SCT’s social enterprises and shops:
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Match potential volunteers to SCT volunteering opportunities.
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Support potential volunteers with applications for volunteering opportunities.
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Liaise with colleagues who will be managing volunteering experiences.
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Conduct risk assessments.
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Support volunteers on an ongoing basis.
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Hold regular review meetings with volunteers, and SCT colleagues.
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Monitoring, evaluation, and reporting:
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Maintain accurate records of activities, outcomes, and feedback, including monitoring of In-Form, SCT’s bespoke CRM data management system.
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Input relevant data to In-Form to track participants’ progress.
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Identify success stories of participants overcoming significant barriers to learning and work.
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Collaborate with colleagues to celebrate success stories through various channels.
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Participate in quality improvement activities, staff development opportunities, and self-evaluation.
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Assist Fundraising, Communications, and Marketing colleagues in preparing funding applications and reports.
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Providing Ongoing Support to Progression Alumni:
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Conduct regular check-in calls/meetings with users of services.
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Direct users of services to relevant support services, where necessary, for maintaining their recovery.
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Organise an annual Progression Alumni event to celebrate service users' achievements and maintain contact.
SCT Training & Development
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Co-ordinating the enrolment process for Training and Development activities for SCT residents and non-residents
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Ensuring plans are developed for those participating in Training and Development activities to progress according to their needs, strengths, aspirations, and available opportunities, including consideration for SCT’s Progressions Programme.
PERSON SPECIFICATION
Essential Skills:
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Demonstrated experience engaging vulnerable, long-term unemployed adults in relevant educational, employment, and training programmes.
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Understanding of addiction and recovery.
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Excellent communication skills with the ability to engage with a range of people including users of services, corporate volunteers, funders and trustees.
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Working knowledge of welfare benefits and experience supporting of supporting people to maximise their income.
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Strong networking skills and the ability to establish new working relationships with ETE providers.
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Ability to work independently and demonstrate good organisational skills.
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Good basic IT skills, including proficiency in MS Word and basic data entry.
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Team-oriented attitude in collaborating with different services and disciplines.
Ethos:
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Commitment to ensuring compliance with SCT’s Equal Opportunities Policy.
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Adherence to all statutory and legal obligations, including data protection laws.
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Environment:
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Ensuring a safe and secure environment for users of services, free from alcohol, drugs, abusive behaviour, and exploitation.
Finance and Budgeting:
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Operating within agreed budgets and complying with SCT’s financial control procedures.
Management:
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Compliance with Line Manager’s reporting requirements.
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Willingness to undertake other delegated tasks as necessary for the overall work of SCT.
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!
Join a team with a bold mission – at S&G Mind, we are dedicated to reshaping the landscape of mental health and emotional wellbeing in our community. We believe in empowering individuals with opportunities for a richer life. As a Mental Health Trainer, you will help deliver different courses and workshops across Swindon and Gloucestershire working closely with the Business Department.
What You'll Do:
-Leadership and Prevention: Lead, inspire, and effectively deliver training including in house and open courses and the delivery of bespoke workshops in the local community.
- Innovation and Empowerment: Channel your passion into providing training and promoting training courses for S&G Mind. Empowering people to build confidence, understanding and resilience whilst supporting themselves or others with mental health needs.
- Quality and Leadership: As a S&G Mind Mental Health Trainer, you will lead on collecting data and evaluation forms in relation to training delivery.
Why Join Us:
• Impact Matters: Join a team where your work directly transforms lives and contributes to a healthier community.
• Personal Growth: We offer professional development opportunities that will enrich your career and help shape the future of mental health services in Swindon.
• Collaborative Culture: Work alongside like-minded individuals who share your passion for making a meaningful impact. Together, we can build a brighter, healthier future for people in Swindon and Gloucestershire. Your leadership can make all the difference.
The client requests no contact from agencies or media sales.
SALARY: £38,379 FTE pro rata for part time £23,028 (from 1st April 2024.)
HOURS: 22.5 hours per week
We are a small but mighty nonprofit organisation which delivers impactful change and support to migrant women’s lives in Thanet.
This role will be focused on finance, governance and operations and will be a job share with the CEO for practice, development, and partnerships, who is already in post and has been overseeing this function. You will also be responsible for the line management of the Operations Manager and volunteers.
It is a crucial time for Beyond the Page and we have big ambitions for this year, including charity registration, maximising our income generation, developing, and implementing our strategy and continuing to provide high quality and impactful ESOL (English to Speakers of Other Languages), wellbeing and creative activities in the community to women born outside of the UK.
We are looking for a leader to help us take our next steps.
You will need to have an excellent attention to detail, previous management experience and budget oversight, knowledge of current legislation and be able to share a leadership role effectively. You will also be responsible for taking us through the charity registration process and all associated duties thereafter. We identify as an organisation that champions women’s and migrants’ rights and it’s important that you share these values.
The role is 22.5 hour a week which can be offered flexibly. Please note that there is a mandatory Monday afternoon meeting which finishes at 3pm. We deliver within term time, and it is therefore required that annual leave is taken outside of this time.
This role is restricted for females under the Occupational Requirement under Schedule 9 (part 1) of the Equality Act 2010 and is subject to satisfactory Disclosure & Barring Service check.
We provide an:
-Employee Assistance programme including counselling, wellbeing app and videos, confidential helpline, workplace assistance and more.
-5 weeks (pro rata) and 8 bank holidays per annum.
-Pension contribution 3% employer and 6% employee.
-Training through our suite of e learning through our HR provider.
This role will be based in Thanet. We look forward to hearing from you!
Deadline 12th April at 5pm.
The client requests no contact from agencies or media sales.
Central and North West London NHS Foundation Trust are advertising for a number of roles across Brent and Hillingdon.
We are looking for motivated, passionate self-starters who want to kickstart a career in the mental health sector. These position, with on-the-job training, is a fantastic opportunity to make a real difference and support those with mental health needs.
As an IPS Employment Specialist you will play a vital role in helping people with mental health needs find meaningful and fulfilling employment. You’ll receive all the training and support you need to take on the role, develop your skills, and have access to a broad range of opportunities. Joining a passionate and driven team, you’ll be working towards creating a fairer and more inclusive society for people with mental health needs.
We welcome applications from all experience levels and backgrounds. What you will need is the ability to motivate and build relationships with service users, strong organisational skills, the confidence to communicate and engage with a range of employers, and a fundamental belief that anyone with a mental health condition can work.
What is an IPS Employment Specialist?
This is a rewarding and dynamic role where no day is the same and you’ll be making a genuine difference to people’s lives. Using the Individual Placement and Support (IPS) model you’ll be:
- Supporting and motivating individuals with mental health conditions to access and sustain paid employment.
- Regularly meeting with clients to listen, offer support and help them identify their best job match, reflecting their skills and aspirations.
- Supporting the clients through CV production, interview techniques and managing their health at work.
- Advocating for your clients by educating and engaging with employers regarding the IPS service.
- Sourcing job opportunities for your clients through regular contact with local employers within the community.
- Promoting employment and raising expectations around the ability of service users to access paid employment, breaking down the barriers for them.
Working for Central North West London NHS Trust
You will also be part of the Trustwide Employment Services Team which comprises of over 40 people.
You will receive a number of staff benefits working for CNWL, this includes an attractive pension scheme, a range of staff networks, travel discounts, employee assistance programme and discounts at hundreds of retailers nationwide.
This role is an excellent opportunity to start a long-term career within the mental health sector, develop your skills and a gateway to the vast number of opportunities within CNWL.
Apply today to become an IPS Employment Specialist and make a real difference!
The successful applicant may have contact with patients or service users. As an NHS Trust we strongly encourage and support vaccination as this remains the best way to protect yourself, your family, your colleagues and of course patients and service users when working on our healthcare settings.
Who are we looking for?
Firstly, you will need either a degree-level education or relevant work experience, such as in the health and social care or employment sectors. Alongside having strong and persuasive communication skills, excellent time management and exceptional organisational skills. Also, the ability to initiate and develop relationships with a variety of individuals and be able to engage employers using a variety of methods such as via the telephone or face-to-face in the community.
It would also be helpful, but NOT essential, if you have experience of working with people with mental health support needs (or similar groups) OR have experience working in employment support services (or equivalent), this can include working with people on a one-to-one basis, offering motivation and support, or engaging with a range of stakeholders. We are actively interested in individuals who have experience using a persuasive communication style or promoting a service to a variety of audiences, this can include marketing, recruitment, or sales roles.
The client requests no contact from agencies or media sales.
Early Years Content Manager
Do you want to play your part in the future of the childcare sector? Are you passionate about early year’s education with experience of producing high-quality content?
We are looking for an Early Years Content Manager for the newly created Institute of Early Years Education due to be officially launched in August 2024. This is a pivotal role in an exciting new venture and a career-making opportunity.
The role involves crafting high-quality content aligned with the Institute's mission to elevate and promote standards in early education and care.
Our children matter. Join the team and help champion their futures and support the campaign for fair funding for the early years sector.
Position: Content Manager
Location: Homebased (hybrid working in Huddersfield also available)
Hours: Part-time, 22.5 hours per week (flexible to allow occasional evening and weekend work)
Salary: £36,000-£38,000 per annum pro rata
Duration: Permanent
Closing Date: 10th April 2024
Interview Date: Week commencing 15th April 2024
The Role
You will provide leadership and direction for a team of early year’s content writers and work collaboratively across teams to support the development and delivery of products and services.
Main duties include
- Support the Interim Director – Institute of Early Years Education with the development of a content strategy that meets the needs of its members
- Provide support to the early years content writer(s) in the development and delivery of products and services for the early years sector in the UK
- Lead and manage the early years content writer(s) to develop, review and deliver digital products and services
- Ensure the content of services is suitable for practitioners at all levels
- Audit existing resources for brand voice, relevance, and SEO optimisation
- Consult with members practitioners to pilot and test the proposed new products
- Evaluate and act on service delivery and impact on customer achievement
- Promote a consistent brand identity through content development
- Create and manage a short-term and long-term content publishing calendar
About You
You will be an experienced early years leader with significant knowledge of effective practice in all areas of EYFS for supporting all children including those with SEND.
You will have experience of:
- Teaching and leading in early years settings
- Leading and managing teams
- Operating at a strategic level, influencing development and review of services
- Analysis of data from service delivery to effect change
- Achieving tangible outcomes in results driven environment
- Design and development of online training
- Product development and review from entry to graduate level
You will bring significant experience around early education and care workforce development, health and wellbeing, and leadership and will have a key responsibility for the development of services surrounding these specialist areas.
About the Organisation
Join an award-winning charity and membership association that supports nurseries, early year’s settings and their workforce to deliver the best possible early education and care to our youngest children.
A charity that believes in quality and sustainability and puts members’ businesses at the very heart of what it does. This innovative thinking gives members the edge and an advantage that makes your nursery the best it can be.
Benefits include:
- 25 days paid holiday (rising to 29 days with service increments) plus 8 bank holidays.
- Salary sacrifice pension scheme
- Healthcare Cash Plan
- Employee Assistance Programme
- Staff Awards Scheme
- Head office based staff enjoy free car parking at a pleasant out-of-town offices and free tea, coffee and fruit
You may have experience in areas such as Marketing Manager, Marketing Executive, Marketing Officer, Marketing and Communications Manager, Marketing and Communications Officer, Communications Manager, Communications Officer, Marketing, Communications, Marketing and Communications, Digital Marketing Manager, Digital Marketing, Online Marketing, Digital Marketing Manager, Brand, Corporate Partnerships, Events, Event, Events Marketing.
PLEASE NOTE: This role is being advertised by NFP People on behalf of the organisation.
The Education Support Worker will provide intensive support to Ukrainian refugee families within the local area who are experiencing challenges understanding, navigating and accessing the education system.
Students who have their learning and wellbeing needs met will develop the capacity to engage more effectively with school, which will reduce the risk of falling behind, increase social participation and wellbeing, and contribute to building opportunities for their future.
This is a new role within our team, so the successful candidate will have the specialist knowledge and expertise required to build a sustainable framework of support for Ukrainian refugee children and their families. The Education Support Worker will work alongside the Surrey County Council education support services and schools and will be guided by professional advice.
The key activities of the role will include:
· Supporting families to develop a Support Plan that sets academic and wellbeing goals, based on the young person’s individual circumstances and needs
· Supporting families to understand the local school system, relevant curriculum, and the types of support available within the local area
· Supporting families to prepare and submit school based administration and engage with the school, through provision of advocacy at school meetings and liaising with school staff as required
· Develop a resource kit to share with families, which outlines services, supports and tools available to families
· Signpost to additional support for students, in particular linking with EERN network of education support volunteers and other local services
Please submit your CV along with a covering letter referring to the points on the Person Specification. The interviews will be on either 9th, 10th or 11th April. Thanks
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.
Ygam is seeking a proactive, adaptable, creative, resilient individual, who has the ability to work remotely, autonomously and as part of a team. They must have outstanding communication skills, be highly organised, and an excellent team player.
The post holder will be an active member of our programmes team and will work across our portfolio of programmes, particularly focusing on our Parental Engagement Programme.
They will be responsible for regional stakeholder engagement, developing relationships and promoting Ygam training across the UK. They will recruit suitable delegates to workshops, working closely with a range of organisations and families.
They will provide training both face to face and online and will be responsible for the delivery of our assured workshops and promoting the work of Ygam at conferences and events.
They will be able to demonstrate the impact of this work by working with organisations to collate case studies and evidence to support the programmes achievements.
The client requests no contact from agencies or media sales.
We are looking for a programme manager who has experience of working in education or youth settings to help us deliver a range of voter registration workshops and activities for young people in the run up to the general election.
ABOUT THE POLITICS PROJECT
We support young people to use their voice by providing them with outstanding democratic education. We work with young people, teachers and politicians to help them to learn, teach and take part in politics. We are a non-partisan organisation working across the UK. We are experts in supporting young people and politicians to engage through political contact.
ABOUT DEMOCRACY CLASSROOM
Democracy Classroom is a partnership between over 100 civil society organisations that supports young people to engage in elections, coordinated by The Politics Project. The network is in an exciting period of growth as we prepare to support educators and youth workers to help young people engage in the next UK General Election.
ABOUT THE ROLE
With a UK General Election due within the next 10 months, there are going to be more opportunities than ever for young people to better understand and participate in the democratic system.
The post holder will manage our ‘Exploring Elections’ programme which supports young people to register to vote in schools and colleges. The post holder will recruit and manage a network of freelance facilitators to deliver in-person voter registration workshops and events. This role will also include some delivery of in-person and online presentations and workshops to support young people to register to vote and to vote.
You will also work with the Director and Democracy Classroom Project Coordinator to support the delivery of training for teachers and youth practitioners so they can help their young people engage in the General Election and democracy.
The post holder will:
- Recruit, manage and support a group of freelance facilitators across the UK who will deliver voter registration activities.
- Deliver in-person and online workshops and assemblies for young people.
- Support the delivery of training for teachers and youth practitioners.
- Support the recruitment of teachers and schools to take part in voter registration activities.
- Manage and strengthen relationships with our network of teachers and youth practitioners.
- Line manage a Programme Coordinator who works on voter registration programmes and projects.
- Manage and keep up to date the database, producing reports when required.
- Assist with monitoring and evaluation.
- Complete administrative tasks for the projects and programmes you oversee.
The job is based on a fixed term 6 month contract (including a 3-month probation period), with opportunities for extension.
The Politics Project is based in London and the post holder will be expected to work from the office at least two days a week, as well as delivering in schools and colleges as required. The hours of work are 37.5 hrs per week. Occasional travel to elsewhere in the UK and working unsocial hours in evenings and at weekends may be required. This is a fast-paced role in a small but growing team.
Benefits:
- 25 days’ holiday pro rata plus Bank Holidays and three days of holiday between Christmas and New Year.
- Friendly and inclusive environment.
- Professional development opportunities, to upskill and train you.
The opportunity to make a real difference to young people’s lives, helping them to develop the skills and knowledge they need to give them a voice in their society and shape their communities.
ABOUT YOU
You will have a passion for democratic education. You will have experience of working with young people and with teachers and / or youth practitioners. You are able to set clear expectations and targets for those you manage and support. You will be able to facilitate workshops/assemblies that engage young people. You will be a self-starter, comfortable setting their own pace of work and managing their deadlines with only some supervision. You can form good relationships with a range of people from different backgrounds and perspectives. You can negotiate, persuade, problem solve and be flexible to meet stakeholder needs.
You will be IT literate, comfortable working with video conferencing technology and other forms of digital communication.
Above all, you have outstanding organisational and administrative skills, with the ability to work under pressure and identify priorities. You will effectively deliver against set targets to agreed deadlines.
In accordance with our Child Protection and Safeguarding procedures, this position requires an enhanced DBS check that we will provide.
TO APPLY:
To apply please submit through the CharityJob website a CV and a covering letter that is no longer than 1 side of A4.
The closing date is 11:30pm, Monday 8th April 2024.
Initial interviews planned for the week beginning Monday 15th April 2024.
The client requests no contact from agencies or media sales.