National School Programme Leader Jobs in London, Greater London
Ministry of Stories champions the writer in every child. Co-founded by author Nick Hornby in 2010, we help young people discover their confidence, imagination and potential through the power of their writing. We develop self-respect and communication skills through writing programmes and mentoring for children in our community, by working in schools, and at our dedicated writing centre in East London. We empower young people to write brighter futures for themselves through the power of their ideas, creativity and imagination.
We are looking for a confident leader to work closely with the Director to continue the growth and resilience of our organisation. You’ll drive successful fundraising and trading income, and understand how our communications can support this.
You will be a forward planner with an ability to respond to opportunity and manage risk. With keen attention to detail as well as the overview, you’ll have strong financial management skills. You will be great with people, have excellent communication skills, and be able to bring the best out in our team.
You will enjoy working in a supportive, busy and fun environment and be motivated by our commitment to champion the writer in every child.
The client requests no contact from agencies or media sales.
Summary
- Devise and implement a UK church engagement plan, as agreed by RLN director.
- With prayer and resources, support a growing movement of churches engaging with Difference and the ministry of reconciliation.
- Develop external relationships and partnerships to engage new audiences with Difference. Proactively connect with churches, chaplaincies, schools, organisations and networks, with the aim to see significant increase in the number of groups running Difference.
- Develop ecumenical relationships across Christian denominations.
- Generate tactics to raise awareness and increase engagement.
- Champion Difference at regional and national events, gatherings, conferences and speaking engagements.
- Capture content at events for Difference social channels.
- Support the network of groups running Difference across churches, chaplaincies, schools, leadership teams, workplace, youth groups and other contexts.
- Utilise the Difference Training and Resources Hub to support existing Difference Hosts and those interested in running Difference.
- Where needed provide additional training and support face-to-face (online or in-person).
- Ensure a high level of retention in churches and groups regularly engaging with Difference, including supporting next steps and deepening the ministry of reconciliation.
- Support senior leaders using Difference as part of a wider strategy for reconciliation in their church, parish, diocese, context.
- Identify and equip passionate individuals as they strengthen engagement with Difference in their own contexts.
- Support and resource a cohort of Difference champions in the UK who envision others with this ministry and promote Difference.
- Create new ways of bringing champions together to learn from each other and share best practice.
- Work with champions to identify strategic opportunities for growing engagement with Difference in their contexts.
- Monitor and report on performance indicators.
- Contribute to report writing and presentations on impact.
- Proactively collate stories of transformation and impact, nationally and internationally. Feed into wider communications.
- Proactive in researching and ongoing learning on reconciliation and peacemaking, including developing a working knowledge of the Archbishop's reconciliation expertise and experience.
- The team at Lambeth Palace works closely and collaboratively, providing assistance across portfolio areas at times when extra capacity is needed. As such, an important part of this role will be to help out other team areas as required and as capacity allows.
- All employees working at Lambeth Palace share responsibility to promote and maintain a strong safeguarding culture with regard to children and vulnerable adults, including identifying the key actions they should take given their role and responsibilities.
- Ability to represent the Archbishop of Canterbury's reconciliation ministry effectively and with confidence.
- Excellent inter-personal and influencing skills.
- Excellent communication skills; public speaking, facilitation and writing.
- Ability to shape key messages for church engagement and envision others.
- Ability to strategically support leaders in implementing a ministry of reconciliation in their context.
- The ability to work under pressure, adapting to changing and competing demands.
- Ability to work with a wide range of people, for example senior leaders, prison leavers, teachers, young people.
- Good IT skills, Microsoft Office, especially Microsoft PowerPoint.
- In-depth knowledge and networked with a wide range of church denominations, valuing and understanding the breadth of the Christian church.
- Track record of strategic relationships that lead to effective engagement with a project, ministry or product.
- Proven track record in managing and working with a wide range of stakeholders and relationships, including senior leadership.
- Good knowledge of Christian faith and theology, with a biblical understanding of the ministry of reconciliation.
- Education to degree level or relevant professional qualification or equivalent experience.
- Motivated, enthusiastic, proactive and takes initiative.
- Operates with discretion and integrity.
- Collaborative and builds trust across relationships, including at a senior level.
- A desire to mobilise people to live out their calling as peacemakers and reconcilers, passionate about equipping people to follow Jesus in a conflicted and complex world.
- Embody and model the practices of reconciliation across working relationships, internally and externally.
- Whilst the NCIs are committed to wellbeing and work/life balance, a willingness and availability to occasionally work outside normal office hours is required, on occasion.
- Flexible in order to meet the demands of the post (attending events including weekend events when required).
- Ability to travel nationally.
- Ability to edit WordPress.
- Effective use of content and social media for the target audience.
- Experience of working on issues of reconciliation, such as with young people, racial justice, interfaith context, prison chaplaincy.
- Experience communicating with a global audience.
- Experience of working digitally in the Church or charity sector, utilising social media for engagement.
- Experience of using social media in a voluntary, personal or professional capacity.
- Training or qualification of relevant disciplines (such as: theology, mission & discipleship, youthwork, peacebuilding & reconciliation).
- We strive for excellence
- We collaborate
- We act with integrity
- We show compassion
- We respect others
Summary
- To design and implement a suite of training programmes and professional learning networks for FLOURISH young leaders in education settings (primary, secondary and FE), who will be equipped to play a core leadership role in the outworking of the FLOURISH network of worshipping communities in schools/FE colleges
- To work collaboratively with a range of stakeholders (e.g. internally - Church of England Foundation for Education Leadership, Growing Faith Foundation, Archbishops' Young Leaders Award, and externally - a range of parachurch and leadership development organisations) to embed these FLOURISH programmes in the life of schools, colleges and dioceses
- To ensure a strong link between FLOURISH and the Archbishops' Young Leaders Award in the further development of its engagement with primary and secondary schools
- To work collaboratively with colleagues within Education Team (including the Archbishop's Young Leaders Award and Growing Faith Foundation teams) and across the national church to support the effective implementation of proposals to hear the voice and children and young people at a range of governance bodies
- To create and publish a range of media showcasing and highlighting the voice of children and young people, informing wider thinking of strategic leaders
- To positively impact the faith development of young people involved through effective strategies for leadership development
- To support the Head of Growing Faith Foundation and Head of Archbishops' Young Leaders Award in building and sustaining effective partnerships with a range of external organisations
- To work with diocese education teams to support their work in developing young leaders, creating national synergies and opportunities to showcase effective practice
- Outstanding track record of impact of leadership development in relation to adults and/or children/young people
- Ability to design effective research-led approaches to programme design
- Engaging presentation and facilitation skills with large and small groups, both virtually and face to face
- Ability to communicate effectively with a wide range of stakeholders - including written reports, high-profile events, and online presentations
- Successful leadership experience within the education, church, charity or youth work sector
- Experience of designing and delivering effective leadership development course content (in relation to adults and/or children/young people)
- Leadership of a wider team of professional development facilitators/coaches
- Clear understanding of educational landscape, and the relationship between education institutions, churches and households
- Secure understanding of the Church of England Vision for Education and its outworking in schools
- Clear understanding of the work of the Growing Faith Foundation to date
- Degree level qualifications or equivalent professional qualifications in a related field
- Personally committed to and passionate about changing the culture of the Church of England Innovative, creative and responsive to feedback
- Commitment to excellence and a pride in assuring quality and consistency across a wide team of facilitators
- Systematic and strong evidence of successful project implementation
- Ability to work independently, a motivated 'self starter'
- Postgraduate qualifications in a related field
- Specialist theology, leadership and/or coaching qualifications
- Effective delivery of online/blended learning experiences using a range of technology
- Coaching skills and training
- Experience of working at a regional, diocesan or national level
- Involvement in the work of early Growing Faith/ 'Faith at Home' work at a school, college, Diocese of parish context
- Commitment to deepening your own theological understanding and furthering your own spiritual development
- Experience of embedding the Church of England Vision of Education within a school or systems leadership context
- Experience managing projects with significant numbers of stakeholders
- We strive for excellence
- We collaborate
- We act with integrity
- We show compassion
- We respect others
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.
Background
Chapter One is a dynamic, growing charity with a vision of a world in which all children have the literacy skills needed to thrive. Our mission is to close the reading gap by providing children with one-to-one support at the time they need it most. We work in eleven areas/regions of the UK and will support 3000 children in 2023-24.
Our unique Online Reading Volunteer programme pairs struggling five to seven-year old (KS1) readers with reading support volunteers who are working professionals. The volunteer ask is very focused: readers commit 30 minutes a week to read with a child using a bespoke digital platform for an entire academic year. The results are transformative, boosting children's reading confidence and ability.
From a school perspective, online reading volunteers provide direct, meaningful literacy support for up to 10 pupils per class. The programme is particularly suitable for communities where it might be challenging to find parents and other volunteers who can commit to physically visiting schools to boost reading.
For more information please visit our website and watch this short video!
Job Summary
Chapter One is seeking a West Cumbria Programme Manager who is an excellent communicator and is able to both motivate and support schools and teachers to implement our online reading volunteers programme, and also to ensure that the programme’s impact and benefit to disadvantaged communities is maximised throughout the academic year.
The post is ideal for someone looking for part-time, flexible, term-time only work from a home base and who is able to travel frequently around West Cumbria. The postholder will be joining a team of established Programme Managers (also part-time) who work in different parts of the UK and will need to have some flexibility to work additional hours during busy autumn months, and conversely to work fewer hours during quieter periods of the year.
Key Responsibilities:
• Effectively explain Chapter One’s online reading volunteer programme and its benefits to school leaders and teachers
• Install, setup and maintain Chapter One equipment in participating classrooms
• Fully understand the operation of the Chapter One platform and database and communicate this to others
• Organise and conduct initial teacher training and follow-up
• Ensure a smooth initial launch of Chapter One’s programme in every classroom
• Liaise with colleagues performing technical and volunteer support roles
• Through regular visits to/contact with schools, provide on-going embedded professional learning and support to teachers throughout the year as needed
• Proactively monitor classroom adherence/fidelity to the Chapter One model, including systematic review of data reports and volunteer feedback, taking proactive action to resolve problems that arise
• Analyse and manipulate data (largely in Google sheets) to produce reports and identify trends
• Create monthly data summaries for all participating classrooms
• Lead annual review meetings for senior leadership at participating schools
• Support programme monitoring, evaluation and research as required
• Coordinate in person and virtual school ‘visits’ of volunteer teams to classrooms where necessary
• Liaison with corporate partners as required
• Weekly communication and status updates with Senior Programme Manager(s) and wider team
• As a new school year approaches, secure commitments from returning schools and find and target new schools to join Chapter One’s programme
Role Requirements:
Essential
- Highly motivated individual with excellent interpersonal and organisational skills
- Proven track record of working at a senior level in education, project management or a related field
- Proven strength in both written and verbal communication
- Highly IT literate, with excellent computer skills, able to troubleshoot software issues and adept with Google suite
- Ability to manipulate and analyse to draw useful conclusions to improve programme delivery
- Proven ability to work independently
- Self-starter and quick learner
- Ability to adapt and embrace a changing environment
- University degree
- Ability to drive and access to a car for work purposes
Desirable
- Two years of teaching/education experience with primary age children
Chapter One is an Equal Opportunity Employer. We value and celebrate diversity in backgrounds and experience and are deliberate about the kind of teams we are building. Literacy is a universal concern, and we need people from all backgrounds to maximise our innovation, creativity and impact. We especially welcome applications from persons who have experienced disadvantage and/or from those who are of Black, Asian and Minority Ethnic communities who are currently underrepresented in the organisation.
Chapter One is committed to safeguarding children and young people. All postholders are subject to a satisfactory enhanced Disclosure and Barring Service disclosure. Copies of our Safeguarding Policy and Safer Recruitment Policy are available on request.
Please send your CV (maximum 2 A4 sides) and a covering letter. Your covering letter (maximum 1 side of A4) should detail:
1) Tell about your relevant experience and why you’re interested in this role at this point in your career.
3) Your ability to be resilient when things are not going the way you thought, including clear examples of past experiences.
4) Tell us about how our organisational mission is in line with your values.
Applications that fail to meet these criteria will automatically be discounted. We want you to have every opportunity to shine and to show us your talents—please let us know if there is anything we can do to make sure the assessment process works for you.
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!
Programme Lead (North West)
About Voice 21
Voice 21 is the national oracy education charity. We exist to empower every child to use their voice for success in school and life. Our work transforms learning and life chances through talk by increasing access to a high-quality oracy education for those that need it most. Follow the links to find out more about why oracy is so vital and the impact Voice 21 has.
Your opportunity
Tackle a vital challenge, with great people. Voice 21 exists to transform childrens’ learning and life chances through talk and we are aiming to be working with 2,000 schools a year by 2025. To reach this goal we recruit great people and give them real responsibility, training and support.
Output focused culture, with flexible working opportunities. We have an agile and flexible approach – our team can work when and wherever works best to deliver the requirements of their role. For staff working at home, we support them to create a workspace and provide technology that enables them to work effectively.
Real development opportunities. We believe in supporting people to develop the skills they need to be excellent – whether this means funding external training, finding a mentor to support them or giving them the time to learn from others in the organisations through our regular CPD sessions. We also offer paid study leave for team members taking part in formal studies outside of work.
Great benefits. 33 days holiday (inclusive of bank holidays) and additional Christmas closure period. Holiday entitlement increases linked to length of service, 5% employer contribution to pension, interest-free season ticket, cycle and technology loans, employee assistance scheme.
Your purpose
To facilitate the Voice 21 approach in Voice 21 Oracy Schools through leading professional development and school improvement programmes, and by designing and delivering high impact learning experiences and materials for teachers and school leaders.
Your responsibilities
Quality programme delivery
-
Lead high quality professional development and school improvement programmes in our Pathway programmes and Open Learning for groups of teachers. These may be delivered in person, online or in school.
-
Deliver transformative consultancy support, working with teachers and school leaders to design and implement bespoke improvement plans for their oracy provision, including through in school consultancy support and one-to-one advice.
-
Build credibility and purposeful relationships with programme participants, both at programme days and touchpoints, and on an on-going basis to drive impact in our schools.
-
Be responsible for participant learning and experience on your programmes, upholding high standards for all elements such as preparation, adapting to participant needs, content and rigour, on-going interactions and support, and participant feedback.
Learning content & programme development
-
Proactively share insights and learning from the programmes you deliver, proposing and shaping solutions to enable Voice 21 to continually improve its programme offer.
-
Apply and share expertise through varied outputs such as teaching materials, online learning content, resources, written or video outputs. Proactively identify and respond to opportunities or gaps and fulfil briefs or commissions.
-
Contribute to the continual improvement of Voice 21’s programmes, through development and review cycles, based on first-hand learning from our schools, content expertise, programme insights and external research and evidence.
Team and organisational contribution
-
Act as an ambassador for Voice 21’s national oracy expertise, communicating the value and impact of our approach at conferences, events and through publications.
-
Embody and communicate oracy teaching and learning expertise within the organisation, acting as a resource for the wider team and making contributions to organisational priorities, projects, campaigns and events, outputs and publications etc.
-
Continually and proactively develop your own and others’ expertise in Voice 21’s approach to a high quality oracy education, and use this to leverage impact for our schools through tangible learning outputs.
-
Identify and carry out other tasks commensurate to the level and spirit of the role as required.
Your experience
-
You are an excellent teacher (primary or secondary).
-
You are passionate about teaching and learning, and the role of talk in learning. You have used talk to support learning in your classroom.
-
You have experience leading whole-school change and inspiring teachers to embrace new approaches and ideas.
-
You have a knowledge of a range of speaking and listening techniques and contexts for oracy, these could include: debate, dialogic teaching, storytelling, public speaking or communication and language development.
-
You are a strong communicator both when working in a small team and when facilitating learning for large groups of adults.
-
You are flexible, can think on your feet and can bring your own experiences to the work we do.
-
You are highly-organised, look for solutions and can prioritise and manage a varied workload.
-
You are willing to travel nationally on a frequent basis (2-3 days a week) during term time; this will include regular overnight stays.
Application details
We are particularly interested to hear from applicants who live in the North West of England.
-
Tell us why you want to work at Voice 21. What is it about us and our mission that excites you? (Max. 400 words)
-
Making direct reference to the job description, please tell us the three main reasons why you would make an excellent Programme Lead (Max. 400 words).
-
Tell us about something you have achieved recently that you are proud of? (Max 200 words)
Closing date: Tuesday 2nd April, 12pm
Interview date: We will be interviewing on a rolling basis
Start date: ASAP
Terms: Permanent, subject to successful probation review at 3 months.
Contract: This is a full time post, but we would welcome applications from those looking for 0.8 FTE.
Location: We are looking to appoint someone who is based in the North West of England. Home-based with frequent national travel, including overnight stays, to work with schools and attend meetings. Applicants must hold a valid UK driving licence and have access to a car they can use for work.
Valuing every voice
Voice 21 believes that every voice should be heard and valued. We are committed to the equal treatment of all current and prospective employees and do not condone discrimination on the basis of age, disability, sex, sexual orientation, pregnancy and maternity, race or ethnicity, religion or belief, gender identity, or marriage and civil partnership.
We aspire to have a diverse and inclusive workplace and strongly encourage suitably qualified applicants from a wide range of backgrounds to apply and join Voice 21.
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: Senior Programme Officer (London) National Education Nature Park
Location: Home, hybrid or office based with regular travel across London
Salary: £32,960
Hours: 37.5 hours per week
Contract: Fixed Term Contract – March 2025 with possibility of extension
Start Date: May 2024
The RHS is a national charity with a mission to inspire everyone to grow, as it is vital to our wellbeing, the environment and the happiness of us all. We are undergoing an exciting period of development, which includes bringing our work with community volunteers, schools and groups to the heart of what we do.
In 2023 we launched the National Education Nature Park - a Department for Education funded programme empowering young people to take action on the environment as part of new measures designed to put climate change and sustainability at the heart of education. This is a GLA funded role as part of the wider DfE funded programme.
As Senior Programme Officer you will build and access networks that support education settings to connect with nature through the programme, and build skills for engaging and influencing nature on their estate. The Senior Programme Officer will also manage a programme officer to enable a broad range of schools and education settings to participate in the programme. As a regional team you will work to establish widespread, meaningful and sustained engagement with the programme.
Reporting to the Nature Park Senior Programme and Partnerships Manager, you will map schools in the London region to identify priority areas, and connect with senior school leaders across the region to engage them with the programme. You will develop partnerships and networks at a regional level with local authorities, businesses, and organisations in the education and charity sectors to provide additional support for schools and help sustain them on their Nature Park journey. You will work with the central programme team and partnership to build support systems for schools and settings that address barriers to participation, which may involve training and tapping in to existing volunteer networks and running events.
We are looking for a collaborative, creative individual with a passion for plants and the environment; someone who is experienced at partnership development and with a proven track record in project management.
You will work within a multidisciplinary project group including partners and colleagues with specialist scientific and community engagement knowledge and skills. Building and sustaining effective collaboration will be key to success in this role. You will be a confident communicator and listener with excellent planning and organisational skills. The right candidate will share our passion for the benefits of gardening and horticulture in schools and communities.
Details of our great benefits can be found here.
Safeguarding and Inclusion
The RHS is committed to safeguarding and promoting the welfare of children, young people and adults at risk and expects all personnel to share in this commitment. We are an inclusive employer and welcome applicants from all backgrounds.
*About National Education Nature Park
National Education Nature Park is a partnership project led by the Natural History Museum, working alongside the Royal Horticultural Society, the Royal Society, Royal Geographical Society, Learning through Landscapes, Manchester Metropolitan University and additional supporting partners.
The National Education Nature Park engages children, young people and their educators with nature, supporting young people in England to play a driving role in mapping and monitoring biodiversity on their grounds using citizen science and, critically, taking action to enhance it.
From creating pollinator friendly habitats where biodiversity can thrive, to creating planting schemes that support climate resilience. The project will showcase what can be achieved on the Education estate.
The Nature Park will also provide opportunities for young people to take part in community science, identifying local impacts of climate change and biodiversity loss and developing key skills to solve these problems.
Find out more by visiting the RHS Campaign for School Gardening website here .
Reports to: Director of Research, Impact and Influence
Start date: ASAP
Location: London or Flexible Working (remote with weekly travel to London)
Contract: FT or 0.8FTE, Permanent
Salary: £50-57k per annum, skills and experience dependent (+6% employer pension contribution and sector-leading parental leave policy shared with all applicants)
Closing Date for Applications: Sunday 21st April 23:59
Person Specification
The Difference is looking for someone who can lead the team’s impact function as the charity goes through a really exciting period of growth and development. You will refine our monitoring and evaluation work in order to drive continuous improvement across the charity, and to shape future programme design. You’ll feed into the development of new tools for use by schools to better understand and respond to their own inclusion data. You’ll also play a key role in helping The Difference and its partner schools to understand the mechanisms for change in our programmes, and identify what supports and hinders change. Our programmes work with schools as they become more inclusive, support all of their students to succeed, and reduce the amount of learning lost to exclusions and absence.
You will have real ownership over your area of work, be happiest in a flexible and ambitious environment, and enjoy testing out new ideas. You will have experience in working on programme evaluation, impact measurement or applied research, and will combine strong data and project-management skills.
Essential knowledge, experience and skills
-
Experience of designing and carrying out both formative and summative evaluation understanding how to appropriately design, collect and analyse quantitative and qualitative data.
-
Organisation & project management skills, demonstrable through past work whether this was delivering a project independently or coordinating a team. You feel confident planning multiple workstreams, working to timelines and juggling deadlines.
-
Strategic communication – Confident in organising ideas and information to highlight the more salient and strategically significant elements, with internal and external audiences. Experienced in communicating with stakeholders from different backgrounds, from CEOs to service-users or young people.
-
Experience in contributing to organisational change processes - working with senior leadership to utilise insights from programme evaluation to support the evolution of programme design and using evaluation to identify areas for continuous improvement.
-
Values – A career (or voluntary experiences) which evidence shared values with The Difference - see these values below - plus a personal commitment to our mission to improve life outcomes for vulnerable young people.
-
Self-directed – Evidenced capacity to take high levels of ownership in your work and over your own development, proactively diagnosing skills and information gaps, and making use of others’ expertise.
-
Agile & solutions-focused – Ability to thrive in a fast-paced start-up environment, comfortable with making decisions in ambiguous contexts and casting a critical eye on systems, processes and practice.
Desired knowledge, experience and skills
-
Knowledge of the education sector and school data systems.
-
Experience in the start-up or small charity sector. An ability to thrive in the flexible, fast-paced and sometimes ambiguous context of start-up.
-
Quantitative data analysis skills. Experience using software to analyse large datasets (e.g. R, SPSS, Stata), and ability to interpret results, plus confidence in using Excel and other programmes to present this.
-
Insight through work or life into school experiences of over-excluded young people, including young people with experience of the care system, of mental ill health, of special educational needs, or racism.
Why Work for The Difference?
Schooling isn’t working for the children who need it most. Every week in England 109 children – equivalent to three full classrooms – are permanently excluded. This is just the tip of the iceberg. Since the pandemic, school suspensions have risen significantly, as has persistent absenteeism. 1 in 5 children are missing more than 10% of their time in school. Children who are excluded or persistently absent are much more likely to already be experiencing vulnerability or disadvantage. They are more likely to live in poverty, have additional learning needs, suffer mental health challenges, or experience a lack of safety outside school. Certain ethnicities are also disproportionately affected, notably Gypsy Roma Traveller and black Caribbean children.
Exclusion and high rates of absence can have a dramatic effect on life chances. These young people are more likely to drop out of education or employment, become vulnerable to long-term mental ill health, or be at risk of criminal exploitation. The Difference believes that children and young people deserve better and that the education system has to change.
Our Organisation
The Difference is a young education charity, founded to change the story on lost learning. By 2030, we want rates of exclusion and absence to be falling nationally and for schools to be better equipped to support all children, including those who may be vulnerable.
The Difference was born out of a year of research into school exclusions with think-tank IPPR. This research identified a lack of inclusion expertise in schools and proposed a new leadership development programme to fill this gap. In 2018, Difference founder Kiran hired the team who took this idea from concept to reality, beginning work with our first schools.
The Difference is now a 22-strong team delivering multiple school leadership programmes, alongside a growing research and policy arm. The team is supported by our Youth Advisory Board, made up of young people who have experienced exclusion and who provide their expertise and insights on how school inclusion work should be done. This work is needed more than ever. Effects of COVID-19, coupled with the spiralling cost of living, have substantially increased levels of vulnerability. Schools serving excluded pupils face under-funding. The Difference has had excellent early impact but there is work ahead to capture this, share learning with schools and policy-makers, and grow our capacity to lower exclusions across England.
The Task Ahead: Head of Impact
In 2022, The Difference established a Research, Impact and Influencing Directorate, indicating the growing importance of this work to our mission. We’re doing more to understand (and evidence) how school leaders who take part in our programmes are driving impactful inclusion in their schools. And we intend to use this to have a national impact on how schools are measured and driven to put pupil wellbeing, safety and belonging at the heart of their work. Improving our understanding of the impact of inclusion is key to successfully changing the story for students currently struggling in schools.
Key Tasks for this role include:
-
Strengthen our monitoring, evaluation and impact systems: using methods that are both qualitative (interviews, case-studies, roundtables) and quantitative (staff and student surveys, school data tracking), and collating and analysing the data collected to diagnose successes, challenges and opportunities within our work streams.
-
Act as an internal consultant with the team: bringing stakeholder feedback together in clear presentations for other staff members and acting as a “critical friend” during delivery and strategy planning. Identify insights that point to continuous improvement of our programmes and work with Programme Team to utilise insights.
-
Develop our qualitative framework to better track and measure whole-school inclusion. This framework will aim not just to support improved work for children in our schools, but to define what good looks like in the sector.
-
Progress our ambition to make inclusion more tangibly measurable: plan user-research with school partners to identify inclusion data needs and use these findings to develop impact tools that collate exclusion, attendance and demographic data. Work with others in the sector using innovative methods to measure inclusion through national datasets.
-
Expand our work on measuring school inclusion through student experience of safety, wellbeing and belonging. Grow the reach of our current survey tools and collaborating with others in the sector doing innovative work on student voice and inclusion.
Our Values
-
High Expectations - We are ambitious for excellence from young people, colleagues and ourselves. We don’t believe in writing off someone’s potential because of their identity or experience of crisis.
-
Strong Relationships - We prioritise genuine relationships over transactional interactions, and know that this requires deliberate relational practice. We see colleagues and partners as people first and their roles second; and know this greater trust allows us to take more risks, gain more feedback and have greater impact.
-
Internalised Locus of Control - We work hard to reframe difficult situations to discover what we have within our power in terms of solutions. We take it upon ourselves to walk towards challenges and can take a high level of ownership and agency in our work.
-
Pragmatism - We believe leadership means recognising current limitations and striving for improvements within and beyond them. We develop consensus and chart new ways forward, challenging false and extreme positions like “zero exclusions” or “no excuses”.
-
Scientific approach - We take a diagnostic approach to unpicking causes of problems. We are loud and proud of our failures, recognising failing fast and often is key to finding the best solutions. We test solutions and are willing to use data and feedback to make adjustments and choose new directions.
-
Not Squeamish about Structural Inequality - We believe patterns of inequality can and should be disrupted. We strive to be clear-eyed about these inequalities, and both the individual practice and system-changes required to address them. We push ourselves to overcome awkwardness in talking about this; and begin by acknowledging our own biases and blind spots.
-
Asset-based - We work hard to avoid deficit thinking and aim to start with what’s strong, not what’s wrong. We are careful not to frame our colleagues and stakeholders - particularly young people and families – as victims but instead to recognise their agency.
-
Wise selves - To both enjoy work and do their best, we want to make decisions and work with others in our “wise” - or regulated - selves. We also want to bring our compassionate self to those we work with, externally and internally, to support one another through challenging times.
How To Apply
To apply, please complete all sections of the application form by midnight on Sunday 21st April.
First round interviews will be held during the week beginning 13th May, over video call.
Please indicate if you would not be available to attend an interview during this week.
If successful in this stage, second round interviews (including a task to be completed the same day) will take place on the week beginning 20th May, at our office in Bethnal Green.
We are committed to building a diverse team and strongly encourage applications from under-represented groups in the charity sector such as people from black, Asian and minority ethnic backgrounds, LGBTQ+ people, people with disabilities, people with experience in the care system, non-graduates and first-in-family graduates.
As part of our commitment to fairer recruitment, all applications will be assessed with names and any protected characteristics redacted.
The client requests no contact from agencies or media sales.
Head of Sales and Marketing (Partnership Development)
Salary: £46,022 to £53,139 full time equivalent
Hours: Part time/Full time (minimum 4 days per week)
Location: Hybrid/London (office move within London due in June 2024), with minimum two days per week in the office during term time.
We would consider reduced office days for a successful candidate based in one of our target regions across the north and midlands. Travel throughout England is a requirement of this role.
Contract: Permanent
Benefits: 25 days annual leave, bank holidays and up to 3 days Christmas leave; Employer-matched Royal London Pension Plan of up to 5% of basic salary; Private health insurance
We are looking for an ambitious and driven sales and marketing leader to play a central role in the next stage of Challenge Partners’ development and growth.
Established by headteachers in 2011, Challenge Partners is an education charity with a mission to reduce educational inequality and improve the life chances of all children. We do this by accelerating school improvement, leadership development, and pupil progress across the 575 schools in our partnership. We share excellent practice between schools and trusts through rigorous peer reviews, tailored school improvement programmes, and national and local collaboration.
By driving our sales and marketing activity, you will deliver a crucial strand of our ambitious strategy to enhance and extend Challenge Partners to benefit 500,000 pupils each year by 2027. Reporting to the Chief Executive, your main objective will be to inspire schools and trusts to join Challenge Partners. You will do this by leading a small sales and marketing team, and personally securing sales. You will also be responsible for enhancing our brand, PR and communications, and will support our fundraising efforts.
You will be the sales and marketing expert in the organisation, with good commercial sense and sensitivity to the sector. You will be able to design, execute and monitor impactful campaigns to help us reach new schools and trusts. You will have the personal credibility to win the confidence of school and trust leaders and the tenacity to convert interest into sales.
You will be a strong and highly skilled communicator with excellent interpersonal skills and ability to develop and strengthen new and existing relationships. As a confident public speaker, you will engage and inspire audiences of school and trust leaders. As a senior leader you will have a track record of building, managing and developing high-performing teams and play an important role on our Leadership Team in steering the organisation and upholding our culture.
It’s not all about the strategic. We are a small, but diverse and dynamic team. We expect everyone in the central team to get stuck in, so you will need to be comfortable to both set the strategy and ‘do the do’ in the functions you oversee.
We would really welcome your application (via BeApplied) if you want to make a difference to children’s lives and are an experienced marketing and sales specialist within the education sector.
All employees at Challenge Partners will be subject to an enhanced DBS check as part of our commitment to safeguarding.
Challenge Partners is committed to diversity, equality and inclusion and we are working towards a goal where our team fully reflects the diversity and difference in lived experiences. We strongly encourage applications from under-represented groups including: people from Black, Asian and Minority Ethnic backgrounds, LGBTQ+ people, and those with disabilities.
As part of our commitment to fairer recruitment, all applications must be made through BeApplied. The information you provide will be treated as strictly confidential.
No agencies please.
Closing Date: Monday 15th April, 9.00am
First round interviews to be held virtually 17th and 18th April
Second round interviews in person Friday 26 April
The client requests no contact from agencies or media sales.
TLG’s National Development Department is passionate about growing the UK-wide reach and impact of TLG, engaging supporters and churches prayerfully, practically and financially. Our Church Partnership Team is passionate about generating new Church Partnerships for our Early Intervention and Make Lunch programmes in order to see the lives of struggling children transformed through churches around the UK! Our vision is to partner with churches and church networks that represents as fully as we can the UK church in all its diversity and brilliance. We want Christians from every background to be involved in bringing a hope and a future to struggling children in every context they find themselves.
We are seeking someone who loves the local church, can inspire vision and is incredibly passionate about giving hope and a future to struggling children and their families. The Church Relationship Manager will lead growth in TLG church partnerships in a focussed geographical area and also hold responsibility for at least one denominational connection. We’re looking for a strategic and pioneering leader who is a fantastic networker and has the capacity to work well independently connecting and influencing churches and networks through relationship building, events and meetings.
We are looking for individuals who have a strong and vibrant Christian faith. As part of our commitment to safeguarding, the successful applicant will be required to undertake an enhanced disclosure via the DBS.
We would welcome applications from candidates from diverse backgrounds to enable us to better reflect the needs of the communities we serve.
This role can be Hybrid or Remote
The client requests no contact from agencies or media sales.
For over 60 years the National Children’s Bureau (NCB) has been building a better childhood for all.
We are looking for a Deputy Director to lead on delivery of our Education and Early Years strategy and programme of work.
Deputy Director of Practice and Programmes: Education and Early Years
Reference: 2379
Location: Mentmore Terrace, London Fields. NCB promotes a hybrid, flexible way of working, staff can work remotely for part of the week if they wish and, in the office, or face to face for at least 2 days per week.
Status: Permanent. 28 - 35 hours per week.
Salary: £72,353, with generous benefits package including 30 days annual leave plus Bank holidays and 3 days of Christmas closure.
This varied role will oversee the quality delivery of our exciting programmes of work which include the Anti-Bullying Alliance, our role as delivery partner for Stronger Practice Hubs and SENDIASS provision and our systems change work in the field of early years SEND.
The successful candidate will be a leader in the field of early years and/ or education with a clear vision of how best to support the workforce and therefore children and young people, including those with SEND.
You will need to have a comprehensive understanding of and interest in the systems and services that support schools and early years services to best support children and young people and their families.
Excellent leadership, people and programme management and communication skills are essential for this role as are strong IT and writing skills, along with experience of managing contracts generating income and supporting quality delivery.
Applications close at 11:59pm on 2nd April 2024.
Please quote the job title and reference number in your application.
CVs will not be accepted. Please address the person specification in your supporting statement.
Assessment and interviews to be conducted on 12th April 2024. Please note that only shortlisted candidates will be contacted.
Interested?
If you would like to find out more, please click the apply button. You will be directed to our website to complete your application for this position.
NCB is an equal opportunities employer and positively encourages applications from suitably qualified and eligible candidates regardless of sex, race, disability, age, sexual orientation, gender reassignment, religion or belief, political opinion, marital status, pregnancy and maternity, paternity, and carer status.
No agencies please.
Are you looking for a new challenge? Are you keen to work with children to support and develop their phonics and reading skills?
38% of children from disadvantaged backgrounds leave primary school in England each year unable to read to the expected standard. Chapter One is a fast-growing charity, with a vision of a world in which all children have the literacy skills they need to thrive. We work to ensure that all children have 1:1 reading support at the time they need it most.
Our Early Literacy Intervention (ELI) programme (based on a model that serves 20,000 children successfully in the USA) provides daily, 1:1, 7 minute phonics sessions for children who are behind in phonics. Using a bespoke technology tool, a trained Early Literacy Interventionist works individually with target children.
We are seeking a part-time Early Literacy Interventionist (ELI), based at Galleywall Primary School in Southwark, South London. This ELI role, reporting to the Schools Development Manager, is a great opportunity for someone who wants to develop and grow their knowledge of phonics and/or their teaching skill set. It is ideal for someone with previous school experience who is looking for a new and exciting challenge.
For your caseload of target children, you will conduct an initial baseline assessment and then deliver differentiated, 1:1, targeted, 7 minute phonics sessions to pupils using a systematic, synthetic approach. Although you are employed by Chapter One, you will work closely with the school team to understand the progression of the school’s phonics teaching; establish tailored plans for each child and feedback on pupil progress. Using your knowledge and insight, you will also collaborate with colleagues at Chapter One to further improve the ELI model, the online tool and programme delivery.
Please read the full job description for details of the responsibilities of the role, and our employee recruitment pack to learn more about Chapter One.
Chapter One is committed to safeguarding children and young people. All postholders are subject to a satisfactory enhanced Disclosure and Barring Service disclosure. Copies of our Safeguarding Policy and Safer Recruitment Policy are available on request.
Chapter One is an Equal Opportunity Employer. We value and celebrate diversity in backgrounds and experience and are deliberate about the kind of teams we are building. Literacy is a universal concern, and we need people from all backgrounds to maximise our innovation, creativity and impact. We especially welcome applications from persons who have experienced disadvantage and/or from those who are from Black, Asian and Minority Ethnic communities who are currently underrepresented in the organisation.
Please apply via Charity Jobs by sending a CV and covering letter (of no more than one page) outlining why you’re the right person for this role and how you meet the Required skills & experience section of the job description.
Closing date for applications: Sunday 14th April at 11.59pm
Interview date: w/c 14th April
The client requests no contact from agencies or media sales.
SINCE 9/11 are seeking a dynamic and driven leader to manage the charity through its next phase of development.
The Charity Director will be responsible for managing the charity on a day to day basis throughout its next phase of development: developing and implementing the strategy for the organisation, building its capability to deliver this strategy through fundraising activities and putting in place a small team; driving awareness of the SINCE 9/11 Education Programme among key audiences and overseeing the financial administration of the charity, in line with the goals set out by the charity trustees.
CHARITY DIRECTOR ROLE OVERVIEW
This is an important and exciting time for the charity. More than 20 years after the horrific events of 9/11, with our acclaimed SINCE 9/11 education programmes for schools (developed by the world no.1 UCL Institute of Education) and our strategy and vision for the future both now in place, we want to drive the charity even further forward.
Our work remains as important as ever, teaching young people across the UK – who weren’t even born in September 2001 – about the events, causes and consequences of 9/11 and subsequent terrorist atrocities.
In a world where extremism and terrorism pose a huge risk, both to life and to the pluralist ideals of democratic societies, SINCE 9/11 seeks to lead the way in educating young people and steering society towards a more peaceful and tolerant future. In order to do so, we are now seeking a talented, driven and engaging leader who can take our charity to the next level. We believe that we have a high-quality programme to take into schools and other settings working with young people; our challenge now is to ensure that our programme reaches as many schools as possible.
We therefore need a leader who is confident and creative in building relationships with schools, academy trusts, local authorities, subject associations and teaching unions; someone who is familiar with the national education environment. Supported by a high-profile and committed board, our new director will be tasked with putting all of their energy into building those relationships and ensuring that we have a step change in the number of young people accessing our programme.
We believe that doing so will bring us long term financial sustainability and thus the ability to grow and develop our programmes further. In the tough operating environment, with schools currently facing many challenges of their own, we know this will be no easy task. The Board will be ready and willing to support you in any way that we can, as we recognise that appointing a dynamic, committed director is crucial to a continuing successful future for SINCE 9/11.
BOARD OF TRUSTEES
Peter Rosengard (Chair and Founder)
Matthew Hartley (Vice Chair)
Lady Lucy French OBE
Professor Colin Diamond CBE
Sir Anthony Seldon
Dame Sally Coates
Dame Cressida Dick
Ishtiaq Hussain OBE
THE PROCESS
To apply for the role, please submit a CV and covering letter of no more than two pages setting out why you are applying for the role.
Key dates are as follows:
- Tuesday 2nd April (midday): closing date for applications
- Monday 8th April: first round interview
- Monday 15th April: second round interview
The client requests no contact from agencies or media sales.
BACKGROUND
Over the past 90 years, the International Rescue Committee (IRC) has developed unparalleled expertise in responding to emergencies and helping uprooted communities to rebuild. Founded in 1933 at the request of Albert Einstein, the IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war or disaster. The IRC is on the ground in more than 40 countries, providing emergency relief, relocating refugees and rebuilding lives in the wake of disaster.
The IRC is committed to a culture of bold leadership, innovation in all aspects of our work, creative partnerships and, most crucially, accountability to those we serve. The IRC is a tireless advocate for the most vulnerable.
IRC UK
IRC UK is part of the IRC global network, which has its global headquarters in New York. Our team in the UK works to raise the profile, deliver policy, and practice change, and increase funding to help restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Since 2021, IRC UK has also provided integration services directly to refugees in England, a programme that is rapidly growing.
IRC Education Programming UK
IRC has been delivering education programmes in the UK since May 2022. This consists of the Healing Classrooms Programme (and its various iterations) and the Healing Spaces programme. The Healing Classrooms programme delivers trauma-informed training to schools and teachers to help them better support refugee and asylum-seeking students. The Healing Spaces programme is similar but provides training to volunteers and staff that support refugee and asylum-seeking youth outside of school settings.
The Purpose of the Role
Key Working Relationships:
The position reports to the Education Manager, UK. The position supervises the Education Officer. The Senior Education Officer also works closely with and receives technical guidance from RAI education technical units and the senior integration officer, as well as the grant management team.
Key Accountabilities
Programme design and delivery
-
Lead Healing Classrooms design processes that ensure programmes are aligned to IRC’s Outcomes to Evidence framework, evidence-based, and appropriate to context to maximize impact.
-
Lead on the delivery of all Healing Classrooms programmes, including in-person and online.
-
Take an innovative and leading role in creating resources and webpage updates.
-
Continue to improve and adapt the Healing Classrooms programme to meet the needs of schools, councils, and educators in the UK.
Coordination and management
-
Manage the Healing Classrooms Education Officer.
-
Meet regularly with staff, and partners to assess progress toward objectives, discuss issues and assist in finding solutions to identified challenges.
-
Update the education manager regularly on progress.
-
Analyse data emerging from the education program and ensure that this analysis informs programming.
-
Engage effectively with IRC staff (comms, procurement etc.) to ensure effective delivery and promotion of the programme.
External Relations
-
Develop effective working relationships with key partners – including NGOs
and civil society, public authorities at the national and local levels and education institutions.
-
Identify and develop strategic partnerships with UK partners for education programming
-
Support in the development of new business opportunities to allow the portfolio to grow and develop;
PERSON SPECIFICATION
Essential
-
Progressively responsible relevant work experience, esp. in the implementation of education projects in support of asylum seekers, refugees, and migrants
-
Solid understanding of the UK education system and challenges for students with immigrant backgrounds.
-
Experience teaching in a UK school is preferred but not essential.
-
Professional written and oral communication skills in English
-
Experience crafting non-traditional, innovative programming and creating suitable
organisational structures; strong proposal writing skills.
-
Proven diplomatic and networking skills: the ability to effectively handle a variety of internal and external relationships including with education sector leaders and government staff;
-
Ability to respond to multiple priorities promptly, producing high-quality outcomes.
-
Ability to travel occasionally to the service delivery area.
You must have the right to work in the UK. We will be closing this advertisement early if we get high turn out for this role. Salary for this role is £43,400 per annum pro rota , 6 month contract, possibility to a extension. Full time.
The application deadline for this role is 4th of April 2024.
IRC UK strives to be an equal opportunities employer. IRC-UK is committed to equality of opportunity and to non-discrimination for all job applicants and employees, and we seek to ensure diversity inour workforceregardless ofgender, race, religious beliefs, nationality, ethnic/national origin, sexual orientation, age, marital status or disability.
IRC UK welcomes applications from all candidates, including underrepresented groups and refugees who have the right to work in the UK.
IRC UK will ensure that individuals with disabilities are provided reasonable adjustments to participate in the job application and/or interview process, and for essential job functions if appointed to a role. Please contact us if you may need such adjustments.
Download the full Appointment Brief for details
About Future Frontiers
Our Vision: A society where equal access to education and career opportunities enables potential to overcome poverty.
Our Mission: To provide disadvantaged young people with the guidance, networks and opportunities they need to realise their potential at school and achieve post-16 qualifications that build towards secure, fulfilling employment.
We are an award-winning UK education charity committed to improving life outcomes for young people from disadvantaged backgrounds. Our head office is in London, and we have over thirty employees in the central charity team, who are supported by our Board of Trustees, our Youth Advisory Group and over 1400 volunteer coaches.
We have a number of high-profile partnerships, including organisations such as; Allen & Overy, Coutts, Marex, Investec and Vitality UK. We also have a broad and diverse range of supporters, including; Garfield Weston Foundation, Wimbledon Foundation, Goldman Sachs Gives, and The London Community Foundation. We are proud of the sustainable charitable model we have developed, with good reserves and a range of funding and traded income streams, although income generation remains a priority for the effective delivery of our programmes.
Recognising the profound impact of family income on educational outcomes and future opportunities, Future Frontiers delivers a two-year programme of coaching, advice, and guidance. This highly personalised approach equips young people to realise their potential at school and transition positively into further education or training at sixteen.
Our programme is proven to enhance student engagement and increase progression to sustained destinations, and we are dedicated to breaking cycles of disadvantage and fostering equitable futures.
About the Role
The Chief Executive Officer will have as their overarching purpose the realisation of the mission of the charity; to provide disadvantaged young people with the guidance, networks and opportunities they need to realise their potential at school and achieve post-16 qualifications that build towards secure, fulfilling employment.
They will be responsible for safeguarding, leadership, financial sustainability, management and administration of the charity in delivering against the mission and in the development and execution of strategy, in agreement with the Board of Trustees.
The Chief Executive Officer will support the Chair to ensure that governance arrangements of the charity are effective and in line with the requirements of the Charity Commission.
About You
We welcome applications from a broad range of contexts and backgrounds; particularly those with significant strategic and leadership experience who have a track record of success and values-led working.
The client requests no contact from agencies or media sales.
The Director of Operations will be a key member of our leadership team, enabling our growth through strategic and structural operational planning, implementation and delivery, ensuring that we realise our vision across our Resourcing Church network.
The successful candidate will be joining a growing church community at an exciting juncture in our history as we prepare to celebrate our 150th anniversary. Our church is thriving, with a large, diverse, and committed congregation, which reflects our community in Brixton, Camberwell and Kennington. We are a place of welcome and inclusion for LGBTQ+ people, and we are a training parish, with many ordinands, curates and musicians spending time here in recent years.
We have a thriving music programme with over 100 children singing in three choirs weekly, and we are active in our service to the community. We have two church schools, St Gabriel’s College and St John the Divine Primary School, and we are involved in a wide range of community and social action programmes from London Citizens to the Robes homeless shelter.
The successful candidate will work closely with the Vicar of St John the Divine to ensure the strategic priorities of the St John the Divine Resourcing Church network – currently St John the Divine Kennington, St Faith’s North Dulwich, and the Korean congregation at St James’ Malden – are delivered. They will also support our wider leadership team, including clergy, and lay leaders.
As our own network and congregations grow, we anticipate that there will be opportunity for the post-holder to grow the remit of the role and develop their career within the position.