Student Success Coach

The post holder may be required to work at any location of the College now or in the future in the evening and at weekends.

To provide pastoral and welfare support for a designated cohort of learners in a specific curriculum area. This includes monitoring attendance and intervening in cases where attendance is at risk of falling below minimum expected targets. 

As a key member of the curriculum team, you will provide front line and early help support for learners facing a wide range of barriers to education. These barriers may include absences, home issues, mental health challenges, crises, or the need for critical support. You will be expected to assess the level of need and either remove barriers or refer to the safeguarding and welfare team for more intensive support.

Responsibilities also involve identifying and monitoring vulnerable and 'at risk' learners within your caseload. You will work closely with cross-college teams to ensure that these learners are retained by the college, maintaining detailed records of your interventions and support provided. 

You will serve as the single point of contact for learners, parents, and staff, ensuring effective communication and support for all parties involved.

• To provide Early Help support for learners as soon as issues arise. This includes assistance with safeguarding, pastoral care, social and welfare needs, wellbeing, and health care, all aimed at identifying and removing barriers to accessing education
• Where you identify a learner with a significant vulnerability or barrier to learning refer the learner to the safeguarding team for SWM (Safeguarding and Welfare Mentor) support
• Implement the positive behaviour policy for learners within your caseload
• Implement the attendance policy for learners within your caseload
• Undertake three 1:1 meetings per academic year with your caseload of learners to review their progress towards exceeding their MEA (Minimum Expected Attendance) and MEG (Minimum Expected Grade)
• Document 1:1 meeting using the college ILP system
• Set milestone targets at each 1:1 to support learners exceed their MEA if required.
• Document milestone targets using the college ILP system
• Review and document progress for all targets linked to the MEA
• Document, using the college ILP system, meetings, or conversations with a learner’s NOK
• Be the designated point of contact for parents and carers, fostering and maintaining positive, supportive relationships to help learners and families overcome barriers to education. Ensure that all contact details for parents and carers are kept up to date in the college systems
• To work closely with curriculum teams to support at risk and vulnerable learners by attending Support planning meetings, Student improvement meetings, and Formal hearings where relevant
• Support the implementation of the college’s Mental Health Strategy by serving as the first point of contact for learners experiencing poor mental health. Promote the vision of becoming a mentally healthy college by referring learners to appropriate internal and external services
• To promote and safeguard the welfare of young people and vulnerable adults at the college and refer/signpost to external agencies where appropriate 
• Developing a positive and supportive connection with learners, create an atmosphere of trust and support, prioritising the safeguarding and wellbeing of all students
• Assist in the Enrolment process by capturing learner wellbeing and welfare information, ensuring that accurate parent contact details are recorded. Identify any concerns, issues, or barriers that students might face to ensure they receive the appropriate support once they start college. Refer any risk concerns to managers as needed
• Support in College induction program to ensure learners are informed of where to seek help and what support is available and know how to keep themselves safe 
• Maintain accurate records of interventions, ensuring learners vulnerabilities and support needs are recorded and highlighted
• To undertake training and CPD as required for the role, including a minimum of one Safeguarding Board Training session per year, to keep up to date with local procedures and emerging themes
• Any other duties, of a similar level of responsibility, as may be required

Qualifications

Essential Criteria

  Level 2 or GCSE 4 or above in English and Maths

  Educated to Level 3/A Level or above (evidence of ongoing industry CPD considered)

  Full UK driving Licence and access to a vehicle

 Mental Health First Aid qualification or willingness to undertake training 

How Identified: Application/interview

Desirable Criteria

Teaching qualification e.g. Level 3 Cert of Education and Training (PTLLS)

First Aid qualification or willingness to obtain. 

How Identified: Application/interview

Experience

Essential Criteria

Experience of working with 16-18 year-old learners in an education setting

Experience of supporting learners and families with safeguarding issues inc. CIN, LAC, EHA 

Experience of dealing with behaviour management / challenging learner behaviour

Experience and understanding of attendance management

Experience of working with cross college teams in a fast-paced environment

Experience of working with young people in a pastoral and wellbeing setting

Experience of dealing with safeguarding and mental health concerns 

To have empathy with young people, approachable but with the confidence to assert authority when required.

Experience of effective team working and promoting relationships between staff, students and the community

Experience of working under pressure, including handling difficult situations on your own and de-escalating them. 

Experience of working with outside agencies such as safeguarding professional, schools, social workers, Youth Justice Team, Positive Steps, Parents and Key Workers 

How Identified: Application/interview

Desirable Criteria

Experience of the Education Inspection framework

Experience of the Prevent Strategy

How Identified: Application/interview

Specialist Knowledge

Essential Criteria

Good working knowledge of safeguarding and child protection, Child in need and Early help Processes 

Specific knowledge and understanding of the issues faced by young people that impact on their wellbeing, safety, and mental health

Understanding a Trauma-informed approach

Good understanding of mental health issues and how they impact on learners 

Committed to the safeguarding of children and vulnerable adults 

Able to interact positively with young people and adults

Committed to the principles of equality and diversity 

Ability to communicate, negotiate and work effectively with internal and external partners

Ability to work unsupervised and manager own time and priorities; be well organized and self-motivated

To have flexibility and willing to try out new ideas

Ability to keep and evaluate records and statistical data 

How Identified: Application/interview

IT Skills

Essential Criteria

Good working knowledge of IT and digital safeguarding systems

Basic know of Microsoft Office Programs

Understanding of college systems 

How Identified: Application

Desirable Criteria

Knowledge of an ILP system

How Identified: Application