London, Greater London
Job description

Key purpose: A mentor’s main function is to assist young people in discovering and reaching their full potential. Mentors should listen to and help their mentees find solutions to their problems instead of directing them. Also, mentors should encourage their mentees’ development.

Accountable to: Education and Mentoring Administrator

Main sessions (unless otherwise agreed):

  • Tuesday – 4pm - 6:30pm
  • Thursday – 4pm - 6:30pm
  • Saturday – 10am to 12:30pm

Main Location (unless otherwise agreed): Willesden, North West London

Rate: £8.72 per hour (approximately 1.5 - 8 hours a week depending on agreed schedule)

Employment Status: Self-employed

DBS disclosure: Enhanced DBS required

Person specification


  • Essential – At least 5 GCSEs grades A-C (including maths and English language)
  • Essential – At least 3 A levels or level 3 equivalents (BTECs, NVQs, National Diplomas, etc.)
  • Desirable – Graduate/undergraduate

We are happy to consider those who do not have all the above qualifications if they can demonstrate their ability to support student athletes.


  • Essential - working as part of a team.
  • Desirable - working with young people in (school, after school clubs, charity organisations, etc.)

Character traits

  • Positive and encouraging
  • Willing to challenge behaviour in a firm and fair way
  • Excellent timekeeping and organisational skills
  • Proactive rather than reactive
  • Friendly
  • Empathetic Open-minded and Non-judgemental
  • Patient and calm


  • Good time-management
  • Good communication/listening skills
  • Understanding mentoring
  • Effective problem solving
  • Planning: assessment, prioritisation, reviews, goals, action plans
  • Great at organisation
  • Questioning

Key duties and responsibilities


  • Arrive at least 10 minutes before your scheduled session.
  • Getting to know your student athletes/mentees and building rapport.
  • Challenging negative behaviours immediately and consistently.
  • Noting and celebrating progress and personal development.
  • Updating the mentoring department directly to support positive behaviour changes.
  • Maintain the privacy and confidentiality of each mentee.

Group mentoring

  • After being assigned to a coach, observe student athlete group dynamics and the interactions with their coaches (Micro-mentoring).
  • Start to build a rapport with your assigned group student athletes (and their coach) by taking an interest in their education, behaviour and lives on and off the track in order to become familiar with their needs (Micro-mentoring)
  • Support the coaches with behaviour management of their training group e.g. use timeout bench for one-to-one mentoring interventions with persistent low level behaviour (Macro-mentoring). Respond appropriately to student behaviour and escalate prolonged, repeated or severely irresponsible behaviour to your coordinator (Macro-mentoring and Intervention-mentoring)
  • Ensure that all instances of Macro-mentoring and Intervention-mentoring are recorded with name, date, issue and resolution this includes interactions between your assigned athletics coach and student athletes.
  • Regularly communicating mentoring updates and concerns so we can build a picture of the young person and if necessary, proof of escalating a case for further one-to-one mentoring support.

One-to-one mentoring

  • Meet mentees at the designated location and times.
  • Set boundaries and ground rules
  • Set goals and review regularly until they are achieved
  • Complete contact sheets for each session of one-to-one mentoring in order to keep up to date clear records

Record keeping and reporting child protection issues

  • Maintain accurate and comprehensive records of student progress and achievement.
  • Provide students with positive feedback on performance that reinforces student achievement and focuses on improvement.
  • Provide detailed, accurate and informative written and oral reports about mentees as required for case study building.
  • Ensure the wellbeing of athletes by:

- Reporting any children at risk or any suspicion of neglect.

- Sharing supervision duties with other staff diligently.

- Appropriately assisting students who are hurt, sick or in distress.

- Identifying and reporting child protection risks.

Additional duties/responsibilities

The nature of Track Academy work is such that tasks and responsibilities can be unpredictable and/or varied. All staff are therefore expected to work in a flexible manner when tasks that are not specifically covered in their job description have to be undertaken.

Track Academy is a learning organisation and is committed to excellence:

  • All staff have a responsibility to contribute to making Track Academy a better and ultimately excellent, learning organisation.
  • Undertake some liaison and teamwork duties in order to contribute to the integrated nature of the project and implement Track Academy’s wider goals such as:
  • Attending scheduled staff meeting, briefings, parent-teacher interviews/pastoral meetings.
  • Participating in professional development opportunities.
  • The post-holder will, as required, contribute to materials/resources/publications/newsletters/website and team meetings.
  • The post-holder will be aware of the provisions of safeguarding, health and safety in accordance with Track Academy’s expectations.
  • The post-holder will uphold and reflect Track Academy values and policies in respect of equality and diversity in all they do and say.
Posted on: 08 April 2021
Closed date: 09 April 2021
Tags: Advice, Information