Lead SEN Learning Mentor

Horbury Academy are seeking to appoint a dedicated and highly motivated Lead SEN Learning Mentor(Cognitive and Learning) to join our supportive SEND department. The role will involve providing support to the Associate SENDCo and SENDCo in the delivery of curriculum provision and learning support for targeted pupils at risk of significant underachievement. The successful candidate will work closely with pupils who have Cognition and Learning needs, enabling them to access the curriculum, participate fully in lessons,and achieve their full academic and personal potential.

The Lead SEN Learning Mentor will play a key role in removing barriers to learning, implementing targeted interventions, and securing positive outcomes for pupils across arange of identified needs. They will also provide support for pupils with behavioural, social, and emotional needs through small-group interventions,helping to promote positive engagement and improve behaviour for learning.

The postholder will leadand direct Learning Mentors working with pupils who have Cognition and Learning needs, ensuring the consistent delivery of high-quality interventions which improve pupil achievement. They will act as the main SEND contact within an allocated caseload, fostering strong relationships with families, colleagues,and external agencies to promote inclusion, remove barriers to learning, and enhance the educational experience of pupils with additional learning needs.

The working pattern forthis position is Monday to Friday 8.15am to 3.15pm.

This position is temporary to cover Maternity leave for up to one year.

The successful candidate will be…

• Level 4 NVQ qualified, or able to demonstrate equivalent knowledge, skills and experience.
• Experienced in working with vulnerable,disadvantaged or challenged young people.
• Knowledgeable about SEND processes, the National/Foundation Stage curriculum, and relevant learning programmes and intervention strategies.
• Able to demonstrate effective behaviour management skills by using positive behaviour support strategies.
• Capable of establishing and maintaining effective working relationships with pupils, colleagues, ad external agencies to support positive outcomes for young people.