Teach First Jobs
Our vision is for an environmentally engaged society with better connections to nature. Our mission is to improve life chances of children and young people through a range of Outdoor Learning experiences, enabling them to learn from nature, empowering them to have a positive impact on the environment. We do this through grant support, direct delivery, research and advocacy.
This role is a great opportunity to play an important part in creating and facilitating Outdoor Learning experiences in Cumbria.
The Role
Being an Outdoor Learning Officer involves collaborating with schools to integrate Outdoor Learning into their curricula and provide opportunities for children and young people to have positive experiences in natural environments, focusing on underserved groups and those most in need of support. You will be responsible for the planning and delivery of our schools offer to ensure the success of Outdoor Learning programmes in the region.
Key Responsibilities:
Programme Delivery and Collaboration:
- Develop a bespoke Outdoor Learning offer to schools as part of our Foundations for Outdoor Learning and/or Enriching Education programmes, considering various factors such as location, catchment area, size and type of groups, use of resources and landscape.
- Plan and deliver Outdoor Learning sessions for eligible schools, on school grounds, in local green spaces and at Low Beckside Farm, devising activities and developing appropriate learning resources for each session and agreed outcome.
- Support the delivery of sessions at Low Beckside Farm for groups attending as part of their OWL (Outdoor Week of Learning) residential.
- Work with schools and teachers for effective delivery of programmes.
- Contribute to impact assessments through data collection, observations, and evaluation paperwork.
- Comply with all risk assessments, Health & Safety policies and safeguarding considerations.
- Build a network among schools, aligning their needs with the Trust’s programmes.
- Coordinate with other Outdoor Learning Officers for collaboration with each other and local networks.
Development and Promotion:
- Support the development of our site at Low Beckside Farm as a venue for high-quality school learning.
- Assist Learning Operations Lead in establishing and maintaining key relationships and projects and promoting Outdoor Learning programmes by attending relevant events.
- Contribute to the development of the Trust through engagement with grantees/beneficiaries in Cumbria and facilitation of the Outdoor Practitioners’ Education Network (OPEN) meetings, and explore opportunities for collaborative efforts.
- Participate in the development of learning policies and procedures, including risk assessments, Health & Safety protocols, training needs, and safeguarding.
Main priorities:
- Establish strong relationships with schools.
- Coach and encourage school staff to support their self-confidence, knowledge, and skill development.
- Provide comprehensive support to high-priority schools.
- Support schools in embedding Outdoor Learning into their curriculum and practice.
- Offer hands-on Outdoor Learning opportunities for school groups, reaching specific settings.
- Break down barriers to Outdoor Learning participation by providing tailored support to schools without charge.
- Utilise the Trust's learning locations for inspiring Outdoor Learning experiences.
Person Specification:
Specific Requirements
- Teaching qualification or equivalent experience.
- Experience of leading environmental visits.
- Experience in supporting wellbeing, personal development and social skills through Outdoor Learning.
- Knowledge of Safeguarding.
Desirable
- Forest School L3 qualification or Therapeutic Horticulture qualification
- CEVAS training (Countryside Educational Visits Accreditation Scheme)
- Outdoor First Aid training
Skills and Knowledge
- Possess knowledge of the National Curriculum for England, learning settings, and educational networks
- Collaborate effectively within a team, displaying adaptability
- Exhibit creativity and adaptability as an educator
- Demonstrate excellent interpersonal and communication skills
- Demonstrate a keen interest in environmental and natural history, including biodiversity, ecology, and archaeology
- Competent in administration and IT skills
- Enthusiasm and commitment to the Trust's vision, actively participating in monitoring and evaluating programme impact
- Experience in engaging underserved communities and working with young people with SEND
- Delivery of Outdoor Learning sessions on school grounds and provide guidance to schools on incorporating Outdoor Learning initiatives
General
- There will be some requirement to travel to locations across the UK
Working at The Ernest Cook Trust
ABOUT US
As a land-owning educational charity, the Trust is uniquely placed to share its woodlands, farms and natural habitats to help create a diverse outdoors where people and places flourish.
We are part of an impressive community of networks and organisations across the UK, working to help create a more environmentally engaged society. Our work is increasingly done in collaborations and partnerships, particularly with our funding partners, whose contribution significantly boosts the scale and reach of our work.
OUR SCHOOLS PROGRAMME
Our Schools Programmes offer long-term support to the schools who need this most. We do not charge for our service and are constantly working to break down barriers to participation in Outdoor Learning.
We offer a targeted programme of support, individually designed for each school, based on a needs analysis and conversations with staff. This will follow one of two pathways:
Foundations for Outdoor Learning
This programme is a comprehensive, long-term support package for schools wanting to embed Outdoor Learning into their curriculum and practice. Support may include teacher CPD, mentoring, and advice on how to optimise use of your school grounds. We do this on your school site, with some supported visits to local green spaces and our own learning locations.
Enriching Education
This programme uses The Ernest Cook Trust’s own learning locations - woodlands, farms, rivers and other natural landscapes - together with our Outdoor Learning leaders to support a school’s Outdoor Learning provision. This may be a school’s first experience of Outdoor Learning, or it may enhance and extend existing programmes. Either way, we aim to inspire all participants to spend more time
outdoors.
BENEFITS
Join our friendly team at the Trust for a friendly and rewarding experience. We offer competitive salaries, a range of benefits plus a training budget for your personal growth.
We currently have around 48 members of staff based either at our Gloucestershire Head Office, across our UK landholdings and in our regional hubs (Gloucestershire, Cumbria/Lancashire, Leicestershire) or hybrid working.
Enjoy our generous benefits:
- 10% employer pension contribution (5% from employees)
- 27 days annual leave, plus statutory holidays pro-rata
- Life Assurance
- Access to Employee Assistance Programme, providing 24/7 support for health, mental wellbeing, and more
- Dynamic, creative, and welcoming work environment
Working for us will involve wellies, because we firmly believe that everything is better outdoors!
RECRUITMENT PROCESS
How to Apply
In the first instance, please download, complete and save the Application Form available via our website.
Upload your completed application form to the website link on the application form.
Applications strictly by application form only
Closing Date
Friday 17 May 2024 at 17:00
Interview
Tuesday 28 May 2024, Low Beckside Farm, Mungrisdale CA11 0XR
We look forward to hearing from you.
Equality, Diversity and Inclusion
Embracing diversity is an essential part of the work of The Ernest Cook Trust. We are committed to treating everyone as a unique individual, fairly and with respect, irrespective of race, disability, age, gender, marital status, sexual orientation, or religion. We are committed to ensuring equality, respect, and safety for all, and prioritising the wellbeing of the children, young people and vulnerable adults we support. Our safeguarding policy can be found here.
The appointment will be subject to satisfactory background checks including Disclosure and Barring Service and relevant online searches to comply with best practices in Safeguarding, and proof of the right to work in the UK.
The client requests no contact from agencies or media sales.
Are you passionate about creating a safe and nurturing environment for learners to thrive? St. John's College is seeking an exceptional individual to join us as Assistant Head for Safeguarding and Learner Outcomes.
St John's College is now part of the national charity Ambitious about Autism. It makes a positive difference to the lives of over 50 autistic young people aged 16-25, many of whom also have learning disabilities.
As the Assistant Head, you will play a pivotal role in ensuring the safety and well-being of our students across both our College and Residential settings. With responsibility for safeguarding, you'll lead by example, championing best practices and ensuring that every student feels secure and supported throughout their academic journey.
This role covers our residential settings as well as the college. Therefore we welcome applicants with educational and/or residential experience.
But that's not all! You will also take the lead on creating a personalised learning experience for each and every student, linked to their Education Health Care Plan, and be the driving force behind our learners' successful transition to their next destination. Your dedication to understanding each student's unique needs will ensure that no one is left behind.
This role will also be instrumental in supporting our students as they navigate the exciting journey from education to their intended destinations. Whether it's further education, employment, or supported living, you'll provide the guidance and support needed to make their transition a smooth and successful one.
St John's is committed to the safeguarding and protection of young people, vulnerable adults and children. Employment will be subject to the receipt of two satisfactory professional references, an enhanced DBS and occupational health clearance.
We actively encourage people from a variety of backgrounds with different experiences, skills and stories to join our team and influence and develop our working practice.
Closing date- 13th May 2024
Visits to college- week commencing 7th May 2024
Interview date- 22nd May 2024
Ambitious about Autism is fully committed to equality of opportunity and diversity and we warmly welcome applications from all suitably-qualified candidates. We welcome applications regardless of race, colour, nationality, ethnic or national origins, religion or belief, sex, sexual orientation, gender reassignment, marital or civil partner status, pregnancy or maternity, disability, or age. All applications will be considered solely on merit.
Ambitious about Autism is committed to safeguarding and promoting the welfare of children and young people and successful candidates will be subject to an Enhanced DBS check. As part of our Safer Recruitment checks, an online search maybe carried out in line with Keeping Children Safe in Education.
The Safeguarding responsibilities of the post as per the job description and personal specification.
Whether the post is exempt from the rehabilitation of Offenders Act 1974 and the amendment to the Exceptions Order 1975, 2013 and 2021. This means that when applying for certain jobs and activities certain spent convictions and cautions are ‘protected', so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. Further information about filtering offences can be found in the DBS Filter Guidance.
Are you passionate about empowering young people with diverse abilities to achieve their full potential? Do you thrive on guiding individuals towards independence and success in the workplace? If so, we have an incredible opportunity for you!
Based between Chessington World of Adventures and Chessington School, Ambitious College is seeking a dedicated and enthusiastic Job Coach to join our dynamic team and deliver our Supported Internship Programme. At Ambitious College, we believe in individualised support that focuses on strengths, skills, and interests, ensuring that each young person has the opportunity to flourish and succeed.
As a Job Coach, you will play a pivotal role in our interns' journey towards paid employment and independent living. You'll have the chance to work closely with our interns, providing on-the-job coaching and implementing improvement strategies tailored to their unique needs and aspirations.
What makes this opportunity truly exciting is our young people have a wide range of opportunities to learn and develop. From administration to customer service, each internship is crafted to match the individual's talents and interests, fostering a supportive environment where growth and achievement are celebrated.
Why join us?
- The role itself is very rewarding both through the freedom of creativity and seeing first hand, our learners develop and progress through their goals and aspirations.
- Excellent CPD including a wide-range of in house and external training courses.
- You will have the support of a wider Transdisciplinary Team that includes full-time Occupational and Speech and Language Therapists as well as BCBA qualified Behaviour Analysts.
- Competitive annual salary paid over 52 weeks and excellent salary progression within the role.
- Cycle to work scheme up to £5000.
- Season ticket loans.
- Employee Assistance Programme, to help you balance your work, family, and personal life.
- Access to physiotherapy.
We are committed to investing in our people and their talent. We make sure every single person is clear about their role, and has the tools, knowledge and learning they need to perform well and make a difference.
Start date: June 2024
Closing Date: 12th May 2024
Interview Date: 23rd May 2024
Ambitious about Autism is fully committed to equality of opportunity and diversity and we warmly welcome applications from all suitably-qualified candidates. We welcome applications regardless of race, colour, nationality, ethnic or national origins, religion or belief, sex, sexual orientation, gender reassignment, marital or civil partner status, pregnancy or maternity, disability, or age. All applications will be considered solely on merit.
Ambitious about Autism is committed to safeguarding and promoting the welfare of children and young people and successful candidates will be subject to an Enhanced DBS check.
The Safeguarding responsibilities of the post as per the job description and personal specification.
Whether the post is exempt from the rehabilitation of Offenders Act 1974 and the amendment to the Exceptions Order 1975, 2013 and 2021. This means that when applying for certain jobs and activities certain spent convictions and cautions are ‘protected', so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. Further information about filtering offences can be found in the DBS Filter Guidance.
Join our team as Head of Member Acquisition and Engagement, helping us to support teachers, champion great teaching and raise the status of the profession by helping us continue to grow our membership and retain existing members. In this exciting new role, you will identify, develop, promote and evaluate programmes and initiatives to attract and retain members.
Job Title: Head of Member Acquisition and Engagement
Reports To: Associate Director: Partnerships
Salary: £40,000- £44,000 FTE (pro-rata based on hours) depending on experience
Contract: Part-time, permanent. We are open to discussing flexible working options.
Hours: 21 hours per week (0.6 FTE).
Benefits: Flexible working, generous annual leave, 8.5% employer pension contribution, Paycare, individual and team professional development/learning budget. A full list of our benefits can be found here.
Based: Office. We have a central London office and this role does require some office attendance to support the membership function. While this role is considered as office-based, we are happy to discuss hybrid-working options.
Start date: 1st July 2024, subject to any notice period.
Deadline: Applications will close on 7th May 2024. A task and competency based interview will take place over two rounds. First round interviews to take place on 13th and 14th May 2024. Second round interviews to take place on 21st and 22nd May 2024.
Application: Please apply by uploading your CV and cover letter. Please use our guidance when writing your cover letter. We encourage you to apply promptly as we will be reviewing applications as they are received and may complete the process earlier than expected if an excellent candidate is identified at an early stage.
The Organisation
The Chartered College of Teaching is a a charity and the professional body for teachers. We are working to empower a knowledgeable and respected teaching profession through membership and accreditation.
We are dedicated to bridging the gap between practice and research and equipping teachers from the moment they enter the classroom with the knowledge and confidence to make the best decisions for their pupils.
Our activities mainly focus on four key areas:
- membership
- teacher accreditation
- teacher CPD
- online and print resources
Since opening membership in 2017, we have grown rapidly. In total our work reaches nearly 50,000 teachers and more than 3 million young people. In 2020 we published reports ‘Education in Times of Crisis’ around the impact of lockdown which have since been cited in educational reports and academic papers; in 2021 we won the Memcom award for ‘Best magazine for a Professional Association or Membership Organisation’; in 2022 we celebrated the graduation of over 246 teachers from our Chartered Teacher and Chartered Teacher (Leadership) pathways. We are a growing and multi-skilled team of 30 people, supported by a Board with a significant track record of experience in a range of fields. Our business plan focuses on growing membership and Chartered programmes and providing meaningful professional learning opportunities for the teaching profession. This role will support us to deliver an excellent service to our members and those engaged with our CPD pathways, publications and research activity.
Requirements
We are looking to recruit a Head of Member Acquisition and Engagement on a part-time contract. This is an exciting new role that will play a key part in our continued growth and will make a real impact on the teaching profession; we are looking for someone who believes in our mission and the work we do.
Working closely with the Deputy Chief Executive, Associate Director: Partnerships and the Marketing and Communications Manager, the Head of Member Acquisition and Engagement will take a lead on activity related to attracting and retaining our individual teacher members, including developing, rolling out and evaluating recruitment and retention programmes, initiatives and campaigns for current and prospective members. The successful candidate will be confident using data to inform decision-making and monitor progress towards membership growth targets and have the ability to work well independently and within a team.
Reasons why this role could be great for you:
- You will have the opportunity to drive membership growth through new programmes, initiatives and campaign, informed by data
- You will work collaboratively with many of the team across the charity, including as a member of our senior management team
- You will help to grow the professional membership organisation for the teaching profession and be part of the team driving the organisation forward.
Main area of work
The majority of your time will be spent developing, implementing and evaluating strategies to secure individual membership growth, including through retaining current members and attracting new members.
The role is ideal for someone who enjoys building relationships externally and working with a range of colleagues across the organisation. You’ll be an expert on our products and services, and you’ll use our CRM system and other data sources to understand membership trends, challenges and opportunities.
You will ensure the Chartered College of Teaching is responsive to the needs of the sector, making sure that we understand our members and ensuring that every member gets maximum value from engagement with our products and services.
Additional areas of work
- Working closely with the Marketing and Communications Manager, planning recruitment campaigns and strategising content and resources for membership initiatives
- With the Associate Director: Partnerships, ensuring join-up between group membership sales and individual member sales
- Promoting and representing the Chartered College to potential members at events
- Working with the Membership Manager to ensure a seamless experience for members from their first interaction with us
- Recording, presenting, formatting and analysing data in a variety of ways to report to colleagues and stakeholders, including against KPIs.
- Performing other activities as and when required to support the wider team to achieve the charity’s goals.
Alongside your main areas of work, you will also participate in meetings and be encouraged to participate in CPD learning activities and training to maintain and develop your knowledge and skills.
You don’t need to have expertise in absolutely all areas, but we’re looking for someone who is motivated by our vision and truly passionate about membership growth and supporting teachers. Systems you would be using include Salesforce, DotDigital, Google Workspace, Zoom, Submittable and Slack.
Experience and skills:
- Experience in a sales or business development role (essential), with experience of membership or subscription sales highly desirable
- Experience working in the education sector (highly desirable)
- Experience of developing, delivering and evaluating sales initiatives and campaigns (essential)
- Strong Excel and data analysis skills (essential)
- Experience of Salesforce or other CRM systems (essential)
- Excellent written and oral communication skills (desirable)
Why Us?
As an organisation we care deeply about creating a working environment that supports our people to grow personally and professionally. These are reflected in our organisational values which outline the distinctive working culture we are looking to create. In particular, these values are reflected in our commitment to:
- Flexible working: responsive management, flexible hours, hybrid or fully remote working
- Professional development, including formal and informal training and support
- Transparency and ownership: we have an open culture that ensures all staff guide our strategic direction
- Mental health and wellbeing: access to health and wellbeing advice and health cash plan
Diversity and inclusion at the Chartered College
As a growing organisation we are committed to:
- Becoming increasingly representative of the sector and geographies that we operate in
- Providing a positive experience of work as part of an inclusive culture led by our organisational values
- Maintaining an annual EDI action plan - led by the internal team
What to expect from the recruitment process
- All applications are anonymised until the point of interview
- Line Managers trained in recognising bias
- We implement a standardised interview template and competencies matrix for a fair and transparent process
If you require any adjustments in order to proceed with an application please make a request,
For more information about joining the Chartered College, please watch this short video from Dame Alison Peacock (CEO). You can also download the application pack here.
Your Personal Data
As part of the recruitment process, the Chartered College of Teaching collects and processes personal data relating to job applicants. The organisation is committed to being transparent about how it collects and uses that data and to meeting its data protection obligations.
Pre-employment checks
All conditional offers of employment are subject to:
- Two satisfactory references
- Proof of qualifications
- Eligibility to work in the UK
We are an employer committed to the safeguarding of children and young people.
The client requests no contact from agencies or media sales.
Interim Finance Business Partner
£42,237 excluding £3,000 London Weighting Allowance
Educational Charity
Hybrid / Remote working - can be located at a number of regional offices throughout the UK.
27 days holiday a year (excluding bank holidays) and an excellent benefit package.
Teach First is creating the results we all want to see: every child reaching their potential. In the classroom, in work, and in life.
For nearly 20 years - and with the generous backing of our supporters - we've been helping schools build a fair education for all. By developing the next generation of great teachers and brilliant leaders. And by growing a powerful network of talented people committed to change.
We now work with schools in every region of England, helping them make a difference where it's needed most.
Teach First is looking for an exceptional, professional and highly motivated Interim Finance Business Partner - covering a 6 months FTC.
The role provides strategic analysis to support and challenge our stakeholders in making the right decisions for our growing organisation. We are a critical friend to the organisation, ensuring that we are maximizing the impact of our income and expenditure for our social mission.
The focus of this role will be budgeting, forecasting and management reporting as well as representing our team in organisation wide projects and driving consistent improvements in processes to add value to Teach First.
You will be a qualified accountant or qualified by experience and familiar in business partnering roles. The ability to convey complex issues with clarity and confidence is also essential as is communication skills with stakeholders through active listening and effective questioning.
To receive a full JD and candidate information pack please contact me
Actively Interviewing
This organisation is scheduling interviews as the applications come in. Don’t miss your opportunity, apply now!
We are currently looking for committed, enthusiastic and flexible sessional staff to work during school holiday periods and the remainder of the year as One to One Support Workers (supporting young people with additional needs or disabilities).
Rates of Pay: £13.45ph to £15.02ph (depending on experience/qualifications, including holiday allowance)
Hours: Varying, including daytime, twilight hours, evening, weekends, bank holidays, school holidays and occasional residential periods as required
Reports to: Operations Manager / Abbey Hub Manager / SEND Coordinator
Contract Type: Sessional
Location: Newham, London
Safeguarding and Equal Opportunities Statement
Ambition Aspire Achieve (AAA) is committed to safeguarding and promoting the welfare of all children and young people in its care. We will take every reasonable step to ensure that children and young people are protected where our staff and associates are involved in the delivery of our work. As an employer, we expect all staff and volunteers to share this commitment. All members of contract staff are required to undergo enhanced DBS checks.
AAA is an Equal Opportunities employer and wishes to select the best possible candidates for roles regardless of race, colour, religion, gender, disability, age, class or sexuality. AAA has a comprehensive Equal Opportunities Policy and we expect all staff to fully support and implement the Policy in all aspects of their work.
Summary of Role
Working under the direction of our Centre Managers at Arc in the Park and Abbey Hub, Support Workers are key to ensuring the successful delivery of our provision for children and young people. Working with children and young people on and one to one basis and in group settings, the role will support the delivery of our play and youth projects and activities to aid their development and will include providing support to young people with Special Educational Needs or Disabilities.
Responsibilities
·Providing for the social, personal, educational and leisure needs of children and young people (including those with additional needs) by assisting in the running, organisation and delivery of particular projects.
·Establishing positive relationships with all children and young people supporting and enabling them to increase their confidence and realise their potential, fully integrating them into all project activities.
·Coordinating resources and to develop opportunities for children and young people which reflects their particular needs and circumstances.
·Facilitating the active involvement of the children and young people in the planning anddevelopment of the project programme.
·Facilitating the positive integration of children and young people with disabilities, behavioural difficulties and/or additional needs within the project.
·Providing for the personal care needs of the children and young people as required including toileting, changing and feeding.
·Supporting and guiding volunteers, trainees and junior leaders in all of the above, as required.
·Working as a member of the AAA team to ensure the safety and well-being of the children and young people being supervised including day to day 'housekeeping' of the site and maintenance of equipment.
·Liaising with parents, carers and other organisations and professionals as required.
·Adapting activities to meet a child's/young person’s needs as appropriate.
·Carrying out health and safety inspections as required.
·Adhering to AAA policies and procedures in respect of safeguarding children and young people.
·Administering medication and/or carry out tube feeding as required, if appropriate training successfully completed.
To provide children and young people in the London Borough of Newham with fully inclusive experiences and opportunities to flourish.
Reading Community Learning Centre is an independent charity which provides education and support for women from minority ethnic communities who may be unable to access more mainstream services because of the educational, social or cultural barriers they face.
We are looking for a qualified female ESOL tutor with at least 1 year’s teaching experience to teach ESOL to ethnic minority migrant, refugee and asylum-seeking women with English as a second language (each course is 10 weeks per term). You should also have relevant occupational competence and professional teaching qualifications that enable you to support adult learners to develop their skills, confidence and knowledge in English language and make progress.
You should be passionate about supporting others, have strong communication skills and should have experience of delivering accredited qualifications as well as recording and recognising progress and achievement using a standardised tool.
MAIN DUTIES AND RESPONSIBILITIES:
- Comply with all RCLC’s Policies and Procedures
- Attend Induction and other training as agreed with the line manager.
- Teach for an agreed number of hours as laid down in the contract provided.
- Complete all the necessary preparation to deliver courses to the required standard.
- Complete all the course paperwork associated with the delivery of the course to the required standard.
- Support and encourage active learning that builds on learners’ existing skills and experience; evaluate the effectiveness of learning; keep records of learners’ progress and give learners appropriate and supportive feedback.
- Support the ethos of the organisation in creating a working environment of mutual respect, tolerance and support for the values of equality and diversity.
- Work collaboratively with other members of RCLC staff, volunteers and Board members, and with the staff from other organisations based at the Centre.
- Attendance at staff, department and team meetings
- Participate in teaching observations and professional development as appropriate.
- To participate in RCLC programme activities as requested, including, open days and other publicity and public relations events
We are a mission-driven, innovative social mobility charity that believes a young person’s start in life shouldn’t limit their future, and we are looking for a highly motivated individual to join our team in the role of School Membership Coordinator.
Key Duties and responsibilities:
● Build and maintain relationships with a portfolio of member schools.
● Ensure our membership is active, engaged and making the most of their membership.
● Deliver impactful school workshops.
● Work with colleagues to support delivery with employer partners.
● Grow our membership with effective and impactful sales.
● Contribute to our growth strategy.
● Be part of an effective, small team.
We are looking for someone who is:
● Passionate about our mission and supporting young people and schools.
● Confident in delivering to a group of young people in a school setting.
● Able to build strong relationships and rapport with schools.
● Organised and able to manage complex workloads.
● Highly motivated to grow our membership and impact more young people.
● Experienced using CRMs, ours is Salesforce.
● Ideally you will have a full driving licence and access to a vehicle.
We recognise that not all candidates will have all the experience listed. If you are missing a couple please don't hesitate to apply. Above all else we are looking for people who share our mission and are motivated and driven to make a difference.
On a personal level we value motivation, curiosity, flexibility, openness to new perspectives and approaches, and a friendly and open approach to team working.
Why join Future First?
We are a mission-driven, innovative social mobility charity that believes a young person’s start in life shouldn’t limit their future. Our central team is friendly and motivated, and we have a strong network of experienced freelancers, who support across all functions. Our team comes from a variety of backgrounds including partnership development, delivery,
teaching, programmes and communications. We value all contributions and offer the possibility to expand and grow the role based on interests.
Ways of working
We work remotely, with opportunities to come together in person to work, plan and develop. In this role you will also have to travel to your member schools to deliver workshops.
The work is varied and often fast-paced, requiring rapid processing of information, and the ability to act confidently with multiple and senior stakeholders including employers, volunteers and school leaders.
As with any small, constantly evolving organisation, each individual balances multiple responsibilities, while shaping their role around their skills and interests.
Salary and Holiday
This is a permanent position. The salary is £26,000. Future First staff receive pro rata 28 days of leave (in addition to 8 UK public holidays) increasing one day per year of service up to 33.
Application process
Please submit your CV and a covering letter setting out why you feel you’re a great fit for this role and why you want to work for Future First. Please also note how you heard about the position.
At Future First we are committed to social justice and the value of role models. We value and celebrate people’s diversity and believe this strengthens our team and our work. We are keen to build a workforce that reflects the young people and schools we support. We particularly welcome applications from candidates from racialised communities, and those
who attended state school and were in receipt of free school meals and/or were the first in their family to go to university.
There will be two rounds of interview, initially via Zoom and for those short-listed, in-person in Birmingham. Applications will be reviewed as they are submitted and interviews arranged as soon as possible.
Future First is committed to safeguarding the staff, volunteers and young people we work with. Where applicable, a satisfactory enhanced Disclosure & Barring Service (DBS) check will be required for the successful candidate.
The client requests no contact from agencies or media sales.
Description:
- Closing Date: Thursday 2nd May
- Salary: £26,400
- Working Pattern: Full-time
- Contract: Permanent
- Job Location: Greenwich
- Interview date: Thursday 9th May
- Start date: ASAP
- Reporting to: Programme Manager
About the organisation
We believe that every young person should have the opportunity to fulfil their potential and make the most of their education. We’re passionate about reducing the educational barriers our students face, helping them to pursue a career in their chosen field and follow their dreams.
Our mission is to support students from under resourced backgrounds to access top universities, through a unique combination of tuition and in-school mentoring. We work with them to make good applications, get the grades and transition to university.
The programme combats educational inequality and improves social mobility by raising students’ grades and supporting them to understand the pathway to a top university. Students who receive support from our programme are more than twice as likely to attend top universities as statistically similar students, according to UCAS.
Why work at The Access Project
People who work at The Access Project are motivated by the desire to create a fairer society. We all play an active part in achieving the mission to help students from disadvantaged backgrounds access top universities. At The Access Project, we’re a friendly, collaborative, supportive and inclusive team, with passionate people working together in Programmes, Strategy & Impact, Volunteering, Fundraising & Communications and Operations to achieve our mission.
The vision of our people strategy is to enable and inspire all employees to achieve, grow, succeed and thrive. We regularly have opportunities for people to share their ideas in various working groups, generating strong teamwork across the organisation.
In the last year we engaged with staff across our organisation and co-created an Equality, Diversity and Inclusion vision and strategic objectives. Our work on this will develop throughout 2024 to ensure The Access Project can foster an equitable place to work.
We value every individual who works at The Access Project and we have a wide range of benefits that make this a rewarding place to work. In our last staff engagement survey, 90% said they’re proud to tell people they work at The Access Project.
Our values
Empowerment
We support students and our people to develop the skills and knowledge to accomplish their goals.
Courage
We encourage our students and our people to be authentic, innovative and ambitious in order to reach their full potential and deliver our mission.
Impact
We evolve our programmes through an evidence-led approach, supporting our students to achieve their best outcomes.
Inclusion
We respect and value individuality and engage diverse voices to achieve our mission.
Ownership
We hold ourselves accountable in all our actions and efforts. We ask “What can I do to improve my results?”
About the role
This vacancy is for a University Access Officer to work across two schools in Greenwich, London. Our schools are shown on a map The Access Project schools on our website.
The University Access Officer works with school staff at all levels, volunteer tutors, and with the rest of The Access Project’s team to ensure that the delivery of the programme is optimised.
Role responsibilities
• Engage with students in school and enrol them onto the programme
• Match students with volunteer tutors
• Monitor student attendance to tutorials and devise innovative solutions to encourage attendance
• Assess student progress towards being able to make successful university applications
• Upload information onto the Salesforce database (training is provided)
• Monitor the impact of tutorials, and intervene as appropriate
• Build and manage relationships with volunteer tutors to ensure they have a positive experience of the programme
• Manage tutor relationships and attendance to tutorials through weekly monitoring of systems, emailing and making phone calls.
• Work with school staff to ensure their cooperation and timely completion of activities contributing to the smooth running of the programme
• Chair and present at termly school meetings with Senior Management to report on programme progress.
• University Access Officers support the volunteering team by helping to deliver tutor training sessions, and attending university site visits, which take place on occasional Saturdays and weekday evenings (paid time off is provided).
• Any other responsibilities reasonably deemed necessary by The Access Project’s Programme Managers or Director
Person specification
● Able to deliver projects and manage administration accurately
● Able to communicate and influence with impact at all levels
● Able to effectively time manage
● Able to lead and manage change to embed the programme in school
● Resilient and adaptable
● Skilled in building and maintaining excellent relationships
Training and Development
You will be provided with regular monthly training so that you can develop your skills and succeed in the role. There is support from your line manager (Programme Manager), as well as guidance from a Senior University Access Officer and the wider University Access Officer team across The Access Project. There are opportunities for progression, including several additional responsibility roles which are available for UAOs to apply for once they have completed their probationary period successfully.
Benefits:
• 25 days annual leave p.a. (pro rata) plus Bank Holidays and Christmas closure.
• PerkBox – offering nationwide shopping discounts, gym memberships, holidays, learning and much more.
• Employee Assistance Programme, a 24-hour helpline for staff
• Online Medical assistance – access 24/7 to a qualified GP within minutes, with referrals and prescriptions available same-day.
• Interest-free travelcard loans
• Cyclescheme loans
• 3 paid Volunteering Days
• Employer’s pensions contributions (3%)
• CPD options
• The Access Project welcomes requests for flexible working arrangements
Safeguarding Statement
The Access Project is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
Equal Opportunities Statement
The Access Project is an equal opportunities employer and we welcome applications from people from all backgrounds. We are working towards improvements with equality, diversity, inclusion and belonging.
Disclosure of a Criminal Record
The Rehabilitation of Offenders 1974 (Exceptions) (Amendment) Order 1986 applies to posts where there is access to children. This means that applicants for employment that involves working with children and young people must disclose anything listed in their criminal record, with the exception of protected cautions and convictions. All Disclosures are carried out in the strictest confidence and are made only in connection with your application for employment and for no other purpose. The application for a DBS check at a level appropriate to the job role will be activated before your first day of work. Members of staff who are not eligible for a standard or enhanced DBS check are required to undertake a basic DBS check only in line with legal requirements. If you are selected for appointment to the role, you will be subject to this procedure.
Present or most recent employment
It is important to give full information, including the organisation you work in, or most recent employment if not currently working, full dates, address and explanation of any gaps in employment.
References
All appointments are subject to verification of employment and suitability of the candidate for the post applied for. We reserve the right to approach any previous employer for a reference and to verify their identity but will request your permission before doing so. If you have experience of working with children, please include this as one of your references.
Education, Qualifications and Training:
● Ensure you give all the information requested, including dates, establishment where you studied and make clear the level of any examinations e.g., GCSE, GCE 'O' Level or 'A' Level or equivalents etc. and the grades you obtained. Also include any skills training you have had. You will be required to produce original documentary evidence of any qualifications relevant to the job, and these will be detailed on the person specification.
● Proof of qualification is required before the appointment is confirmed.
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!
Job Title: A level Group Tutor Contractor (across various subjects)
Salary: £35 per tutorial
Reporting to: Group Tuition Manager
Contract: 1 year with the option to renew at end of 2024/2025 academic year
Job Location: UK based (online)
Interview Date: Interviews conducted on a rolling basis from Monday 22nd April 2024
Start Date: October 2024 (with training from August 2024)
About the Role
Are you an experienced A level tutor? Can you support under-resourced young people to reach their full academic potential?
We are looking for passionate and qualified A level tutors to deliver high quality small group tuition to our cohort of over 800 students. This is an exciting opportunity for experienced tutors with a love of learning to work with bright students whilst earning a competitive market rate for their tuition expertise. Tutorials are delivered online in groups of 2-4 students via our bespoke online platform.
Tutors should be able to commit to a minimum of three hours per week, between the hours of 4pm and 8pm on a weekday, to tutor The Access Project students.
We are looking for A Level tutors in these subjects: Biology, Chemistry, Economics, English, French, Further Maths, Geography, History, Maths, Physics, Politics, Psychology, Sociology and Spanish.
Please See Our Frequently Asked Questions and find out more about our Candidate Coffee Chats here.
About the Organisation
We believe that every young person should have the opportunity to fulfil their potential and make the most of their education. We are passionate about reducing the educational barriers our students face, helping them to pursue a career in their chosen field and follow their dreams.
Our mission is to support students from under-resourced backgrounds to access top universities, through a unique combination of tuition and in-school mentoring. We work with them to make good applications, get the grades and transition to university.
The programme combats educational inequality and improves social mobility by raising students’ grades and supporting them to understand the pathway to a top university. Students who receive support from our programme are almost twice as likely to attend top universities as statistically similar students, according to UCAS.
Why Work at The Access Project
People who work at The Access Project are motivated by the desire to create a fairer society. We all play an active part in achieving the mission to help students from under-resourced backgrounds access top universities.
In the last year we engaged with staff across our organisation and co-created an Equality, Diversity and Inclusion vision and strategic objectives. Our work on this will develop throughout 2023 to ensure The Access Project can foster an equitable place to work.
We value every individual who works at The Access Project, and we have a wide range of benefits that make this a rewarding place to work. In our last staff engagement survey, 90% said they are proud to tell people they work at The Access Project.
Our Values
Empowerment
We support students and our people to develop the skills and knowledge to accomplish their goals.
Courage
We encourage our students and our people to be authentic, innovative, and ambitious in order to reach their full potential and deliver our mission.
Impact
We evolve our programmes through an evidence-led approach, supporting our students to achieve their best outcomes.
Inclusion
We respect and value individuality and engage diverse voices to achieve our mission.
Ownership
We hold ourselves accountable in all our actions and efforts. We ask, “What can I do to improve my results?”
Tutor Responsibilities
- Adhere to the charity’s safeguarding policies, including undertaking an Enhanced DBS check
- Schedule tutorials with your tutor groups
- Responsively plan and deliver stimulating, high-quality tuition in line with our Tuition Quality Framework
- Deliver weekly hour-long tutorials via The Access Project’s online platform
- Complete weekly attendance forms
- Provide feedback on student progress
- Supply monthly invoices
- Take part in our observation and feedback process
Person Specification
- UK based with the right to work in the UK
- Passionate about The Access Project’s mission
- A level teaching and/or extensive tutoring experience (minimum of two years) in a group setting
- Positive, engaging and flexible teaching style
- Familiarity with and strong knowledge of relevant exam boards and specifications
- Achieved a minimum of Grade B at GCSE in Maths, English and Science
- Evidence of ability to tutor one of the following subjects to A Level standard: Biology, Chemistry, Economics, English, French, Further Maths, Geography, History, Maths, Physics, Politics, Psychology, Sociology and Spanish.
- Ability to commit to weekly hour-long tutorials at the same time each week over the academic year
Why Tutor With The Access Project?
- You’ll have the opportunity to have an impact on the lives of talented young people across the UK, supporting them to achieve their potential
- Tutor flexibly around your commitments and supplement your income with our competitive pay rate
Application Process
Please click on Apply to apply for this vacancy and answer the application form questions. Please also submit your up-to-date CV.
Safeguarding Statement
The Access Project is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
Equal Opportunities Statement
The Access Project is an equal opportunities employer, and we welcome applications from people from all backgrounds. We are working towards improvements with equality, diversity, inclusion and belonging.
Disclosure of a Criminal Record
The Rehabilitation of Offenders 1974 (Exceptions) (Amendment) Order 1986 applies to posts where there is access to children. This means that applicants for employment that involves working with children and young people must disclose anything listed in their criminal record, with the exception of protected cautions and convictions. All Disclosures are carried out in the strictest confidence and are made only in connection with your application for employment and for no other purpose.The application for a DBS check at a level appropriate to the job role will be activated before your first day of work. Members of staff who are not eligible for a standard or enhanced DBS check are required to undertake a basic DBS check only in line with legal requirements. If you are selected for appointment to the role, you will be subject to this procedure.
Present or Most Recent Employment
It is important to give full information, including the organisation you work in, or most recent employment if not currently working, full dates, address, and explanation of any gaps in employment.
References
All appointments are subject to verification of employment and suitability of the candidate for the post applied for. We reserve the right to approach any previous employer for a reference and to verify their identity but will request your permission before doing so. If you have experience of working with children, please include this as one of your references.
Education, Qualifications and Training:
- Ensure you give all the information requested, including dates, establishment where you studied and make clear the level of any examinations e.g., GCSE, GCE 'O' Level or 'A' Level or equivalents etc. and the grades you obtained. Also include any skills training you have had. You will be required to produce original documentary evidence of any qualifications relevant to the job, and these will be detailed on the person specification.
- Proof of qualification is required before the appointment is confirmed.
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!
Contract type
Permanent, Full time
Location
Whittington/Sutton Coldfield
Hours
37.5 working hours per week
Annual salary
Starting from £44,805 with the ability to progress to £51,500
(plus enhancements where applicable)
Review Date
25/04/2024
The ACNS is a key senior role within the Nursing team, acting as the clinical specialist lead and overseeing the community nursing service for a defined area on a rotation basis (non-clinical).
Working with an integrated team of nurses, you will contribute to the overall care of patient and families referred to St Giles within the community setting.
As a team member, you will contribute to a positive supportive working environment with an emphasis on team work and cooperation. You will participate in a rota system providing a 7 day a week, face to face and telephone service for patients and their families and, in the out of hours rota, providing telephone advice and support. This may include visiting out of hours in exceptional circumstances.
It is anticipated that the work plan will be 80% clinical (clinical management) 10% Service Development and 10% Education and Teaching.
The role includes activities such as audit, quality and risk management initiatives and Nurses working at an advanced level will:
·Practice autonomously and be self-directed
·Appropriately analyse complex situations
·Undertake assessment of individuals using a range of different assessment methods, which may include physical examination, ordering and interpreting diagnostic tests or advanced health needs assessment.
·Draw on a diverse range of knowledge in their decision-making to determine evidence based therapeutic interventions; this may include prescribing medication and actively monitoring the effectiveness of therapeutic interventions.
·Actively seek and participate in peer reviews of their own practice
·Appropriately define the boundaries of their practice and understand the parameters of their professional role.
Promote and participate in the implementation of the local and national strategies and St Giles core standards.
Qualifications
Essential
· First level nurse
· Recognised teaching qualification
· Communication skills/counselling
· Independent Nurse Prescribing Level 3 minimum
Desirable
· Degree in specialist practice – related to specialist palliative care
· Community Nursing qualification
· Leadership course
· Management course
· Community nursing experience
· Experience and evidence of clinical audit
· Published original work
Knowledge and experience
Essential
· Proven experience within specialist palliative care
· Management experience
· Post registration experience
· Experience and evidence of effective change management
· Experience and evidence of research/evidence based practice
· Experience and competence in managing complex palliative care cases – symptoms, psychological, grief/loss needs, ethical dilemmas and patient advocacy
· Ability to work independently and as part of a team
· Ability to make expert clinical decisions
· Emotionally resilient
· Excellent time/deadline management
· Reflective practitioner
· Fully comprehends contemporary CNS role
· Development, implementation and appraisal of quality and audit initiatives
· Knowledge of corporate and clinical governance
· Fully comprehends and implements research and evidence based practice process
· Diverse specialist palliative care knowledge and awareness – national and local agenda
Values
· Exhibits our hospice values and behaviours
Skills
Essential
· Sound reflective and facilitation skills
· Expert communication, counselling and interpersonal skills
· Teaching skills– informal and formal and ability to contribute to education programme
· Leadership skills
· Management skills
Personal Attributes
· Empathetic
· Team player
· Able to work under pressure
· Collaborative
· Ambassador for St Giles Hospice
Just so you know:
This post is subject to a Disclose and Barring Service (DBS) check.
We may review applications before the application review date, however, if you apply after the application review date, your application may not be considered. We will accept applications until we have successfully filled the role; this may be earlier than the closing date.
If you have not heard within 14 days of the application close date, then please consider that your application has been unsuccessful at this time.
As part of your application your data will be managed in line with St Giles Hospice Privacy Policy and kept for 6 months. If you would like to see this in full, please visit our website for our Privacy Policy. This is in extension to Charity Job Privacy Policy.
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. More information about Anna Freud is available on our website.
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 PG Dip CAPNiP programme is an exciting distance learning programme from Anna Freud and UCL. The programme is targeted towards professionals working with children and young people, to support their understanding and application of the latest psychological research and practice to their working lives. The programme is delivered entirely remotely to the global cohort, using a range of online learning tools and strategies to support networking and connection amongst students; it brings together a diverse range of views and expertise from academics, experts by experience and clinicians, to support students understanding of a range of topics relevant to the wellbeing of young people.
The programme holds a particular focus on trauma and trauma-informed practice, including a specialist module on working with the impact of trauma, and on trauma-informed practice in education. The programme runs for one year full-time, or two years part-time.
More details about the programme are available to view on our website.
The PG Dip CAPNiP programme started running in September 2023, and the post-holder will therefore have the opportunity to contribute to the programme at an exciting point in its development. We have a brilliant global group of students, who are working across countries and cultures to support children, young people and their families. The programme team are a welcoming group, united in their commitment to supporting the dissemination of psychological and neuroscientific principles with a diverse student group.
Please email Recruitment with any job enquiries, or if you require assistance or experience difficulties when applying. Please note that successful candidate(s) will be asked to evidence their Right to Work in the UK post-job offer – we do not hold a sponsor licence therefore we are unable to provide Visa sponsorship.
Location
The role can be undertaken remotely, due to the remote learning model of the programme and seminar delivery.
Contract duration
Permanent
Closing date for applications
Midday (12pm), Monday 13 May 2024.
Notification of interview
Shortlisted applicants will be notified no later than Wednesday 15 May 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 likely be held on Tuesday 21 May 2024.
How to apply
Please visit our Careers page to register and apply online. We are unable to accept CVs and kindly request no contact from agencies.
The client requests no contact from agencies or media sales.
Reading Community Learning Centre is a passionate, women-centred independent charity which provides education and support for migrant, refugee and asylum- seeking women from minority ethnic communities who may be unable to access more mainstream services because of the educational, social or cultural barriers they face.
We are looking for a female creche supervisor with a qualification in childcare at Level 3 NVQ, Cache, NNEB or equivalent in Childcare or a similar subject, have a good understanding of OFSTED, Safeguarding and EYFS.
You would be working in a friendly, relaxed, multi-cultural creche with children from 0 – 5 years, helping them to develop socially, intellectually, emotionally and physically, paying particular attention to their language development. The work is sessional and term-time only (three 10-week terms per year). Applicants who can fluently speak a second language preferably in one of the following is desirable; Arabic, Chinese, Bengali, Nepali, Hindi/ Urdu or Pashto or Tigrinya.
MAIN ACTIVITIES AND RESPONSIBILITIES
- Following the Early Years Foundation Stage agenda, to plan a programme of purposeful and imaginative child-centred play offering the widest possible range of choices to each child.
- To manage staff so that they can develop and contribute their skills effectively to the care of children in the creche.
- To ensure that a safe and healthy environment exists at all times.
- To ensure that all activities reflect the Centre’s policies on equality of opportunity.
- To keep appropriate records as required by the Centre Manager
- To consult with and inform parents / carers of issues regarding their child, the crèche and other matters of interest to them.
- To plan and manage the training needs of all staff in the crèche.
- Other activities as required from time to time.
For more than 50 years, the British Dyslexia Association (BDA) has been the voice of people living with dyslexia. We aim to influence government and other institutions to promote a dyslexia friendly society that enables dyslexic people of all ages to reach their full potential. The BDA is established as the leading dyslexia charity in the UK.
Unfortunately, the need for our support and services is high. Although awareness of dyslexia and other specific learning difficulties has grown, there are ongoing and widening gaps in access to the identification of dyslexia and the provision of expert learning support. Our national Helpline is busier than ever, supporting almost 5,500 people each year, reminding us on a daily basis why we must keep fighting for the rights of our beneficiaries.
Against a challenging backdrop for so many organisations, last financial year we saw continued growth in income from fundraising and training. We invested in growing our team and identified five strategic objectives for the period 2023-2026, and activities are currently underway to deliver these priorities. Our next CEO will continue to oversee these whilst laying the foundations for our next strategy cycle which we intend to publish in 2026. As such, the timing of this appointment allows the successful candidate the opportunity to work with the Board and other key stakeholders to articulate the long-term vision for our charity, establishing a plan that enables us to expand our reach and deepen our programmes.
The role of CEO at the BDA is one of both challenge and immense reward, offering the chance to lead a passionate and skilled team dedicated to making a tangible difference in society. The ideal candidate will bring strategic thinking, leadership experience and a commitment to promoting inclusion for our beneficiaries in education, in work and in life. The successful candidate will also need to demonstrate their financial acumen and business development and delivery skills, as achieving our mission will depend on financial security and sustainability.
We are excited about the next stage in our development as a charity and the opportunity to support even more people with dyslexia to reach their full potential. If you would like to be part of that journey, then we would love to hear from you.
To download a full copy of the candidate brief and learn more about the role, please click the ‘Apply’ button, where you will be redirected to the website of our recruitment partner, Tall Roots. If you would like an informal discussion about the role, please email Mark Crowley or Natalie Sanders at Tall Roots.
We are excited to recruit a Community Organiser for our Bradford Parent Power project. This role offers a meaningful, paid professional development opportunity. The Brilliant Club will work in partnership with Queens’ College, Cambridge, Dixons Academies Trust and Go Higher West Yorkshire to engage with parents in Bradford. The parental engagement model used will be based on the successful Parent Power South London and Oldham Parent Power projects.
- Dixons are committed to making a difference where it matters most, working to improve the future for thousands of children in parts of the north of England where young lives are adversely affected by social and educational disadvantage. We believe that every child, regardless of their background, should be able to fulfil their academic potential and go on to thrive. Founded by Dixons City Academy, the trust has over 30 years’ experience in transforming education through their network of high-performing, non-faith academies, operating in Leeds, Bradford, Liverpool and Manchester.
- Queens’ College supports world-leading teaching and research in a beautiful and welcoming environment, and has been in the heart of Cambridge for more than five centuries. At Queens’ we know that attracting the best students from a diverse range of backgrounds is essential if we are to continue to thrive as a vibrant and creative academic community in the twenty-first century. We are committed to enabling the widest possible participation and are proud to be partnered with schools across Bradford through the Cambridge University Area Links scheme. We work with communities across the city to break down some of the myths and misconceptions that have grown up around selective Higher Education, giving young people accurate and up-to-date information to enable them to make the decisions that are right for them.
- Go Higher West Yorkshire is a partnership of 13 Higher Education (HE) providers, working collaboratively to reduce long-standing inequalities in access to, success in and progression from HE. GHWY was formed in 2010 and is hosted by the University of Leeds. We are impartial, not promoting any HE provider or course. Working with groups underrepresented in HE, we strive to overcome all barriers, misinformation and uncertainty concerning HE and to ensure people make confident and informed HE choices. We support educators and influencers help people into Higher Education, and by improving young people’s employability skills, help inspire a more high-skilled workforce.
Parent Power supports parents and carers to develop skills in community organising and advice and guidance on accessing higher education, empowering them to make change to support their children’s future and ensure their they have a fair chance in education and their future careers.
Working with us, the Community Organiser will:
- Support local pupils from underrepresented backgrounds by empowering their parent/carers to become higher education experts
- Receive community organising training from Citizens UK and develop transferable skills
- Join a nationwide community of community organisers making a significant impact on university access
Person specification
Time and Resource Management:
Essential
- Able to plan sessions in an organised and efficient manner and adhere to agreed deadlines.
- Excellent timekeeper, ensuring prompt arrival to meetings and 1-1s; well organised within 1-1s and sessions.
- Capable of adapting quickly to new systems/ processes.
Desirable:
- Confident in using digital systems for delivery of online sessions in parent meetings
- Experience of creating resources
External Stakeholder Knowledge and Management:
Essential
- Ability to work in a way that promotes the safety and wellbeing of children and young people.
- Professional approach to problem solving with a range of stakeholders involved in the project.
- Awareness of role as a visitor within a school and parent/carer community; understanding of the other commitments held by professionals within a school and by parent/carers
- Understanding of The Brilliant Club mission and the Widening Participation agenda nationally.
Desirable
- Prior experience of community-focused work or hold a qualification at Level 4 or above (as listed here)
- Understanding of the barriers young people face to university access and some of the ways these might be overcome.
- Understanding of the current climate in the UK school system and some of the challenges young people and parent/carers might be facing.
Communication:
Essential
- Awareness of how to engage parents and adapt university style learning for a school setting.
- Able to communicate in a timely and professional way with all project stakeholders
- Able to take a relational approach to communication with parent/carers, especially in 1-1s
- Able to explain research accessibly to non-expert audiences
Reflectiveness
Essential
- Able to identify strengths and areas of development, open to feedback.
The client requests no contact from agencies or media sales.