Student & Wellbeing Coach

Closing Date: 23.59 hours BST on Friday 07 August 2026

Reference: 0452-26

Please note the closing date for this position may be moved forward subject to volume and quality of applications.

To support the ongoing pastoral care, personal development and academic excellence of adult learners in Sunderland Sixth Form, within the Access to HE team, we are seeking to appoint an enthusiastic Wellbeing & Progression Coach, who is passionate about supporting students to develop the essential skills for progression to higher education and the workplace.

The post holder will be a key member of a collaborative team that focusses on providing an excellent learner experience. You will be committed to working closely with curriculum staff to support the development and wellbeing of students, helping them improve their learning skills and achieve their personal targets. The successful applicant will support a caseload of students, who study on a Level 2 or Level 3 Access to HE programme.

You will meet regularly with Access to HE students to encourage, motivate and support them to maximise their potential, achieve their learning and personal development goals, and progress to further/higher education, training or employment.

In addition to monitoring students’ attendance and punctuality, you will support students to develop strategies to maximise the product of their effective study skills, develop positive behaviours and attitudes.

• To provide support to students in a pro‑active and encouraging way to ensure successful progression to Higher Education, Apprenticeships or employment, ensuring high attendance, punctuality, retention and achievement measures. This will involve working with Adult Learners, curriculum colleagues, college support services and HE Institutes to ensure students can flourish in the college environment.
• Plan and create opportunities for students to practice and develop essential skills as set out within curriculum plans, allowing for positive and aspirational HE progression, ensuring all students are prepared for HE and possess the skills to match their career aspirations.
• Support, monitor and encourage students to maintain excellent attendance punctuality and achievement, offering appropriate guidance to overcome challenges and barriers while maintaining student well‑being.
• Collaborate with stakeholders to plan and develop a range of workshop / skills related resources to support academic and skills based development related to the relevant level and intended destinations of each cohort of students.
• To support students with the UCAS process, including providing advice, guidance and support on the creation of personal statements.
• Proactively engage in use of Pro Monitor to support the Student Journey, ensuring the maintenance of accurate records, including SMART targets, progression plans and student ILPs.

• Academic qualification at Level 3 or above
• Minimum Level qualifications in both Maths and English
• Experience of working with young people / adults in group situations
• Experience of supporting and addressing a range of learners’ needs, including their wellbeing
• Experience of promoting Higher Education progression routes and opportunities
• Effective written and oral communication with staff and students, in developing positive working partnerships
• Ability to plan and prioritise effectively to meet deadlines and targets
• Apply an understanding and empathetic approach with students who display dissatisfaction or disengagement, and implement strategies/support to overcome
• Ability to lead and motivate others
• To take appropriate responsibility for PREVENT and the safeguarding and promotion of the welfare of children and/or vulnerable adults.
• To uphold British Values, the college values and responsibilities with regard to equality and diversity.
• Suitable to work with children and young people and adults
• A coaching or mentoring qualification, or willingness to complete
• Experience of working within the post-16/adult sector, within an educational setting
• Experience of making effective use of learner progress tracking systems
• An understanding of the issues and barriers that…