East Sussex Academy (ESA) Post: Engagement Mentor Responsible to: Engagement Lead/Deputy Headteacher Salary Scale: LSEAT Harmonised scale 18 to 23 Salary: £19,478 to £21,857 pa actual Hours: 30 hours/ 39 week’s term time only MAIN PURPOSE OF THE JOB: • To give each young learner a feeling of increased self-esteem and self-worth at BTA. • To monitor the progress of the young learner across the curriculum and to ensure consistent and acceptable standards of work and behaviour. • To evaluate the impact of the curriculum on the young learner and feedback this information to parents/carers, teachers and other professionals. • To identify obstacles to personal progress and attempt to overcome them. • To develop good relationships with young learners and their parents/carers. • To work in partnership with teaching and support staff across all sites. KEY RESPONSIBILITIES OF THE JOB HOLDER: The Progress and Engagement Guide provides appropriate support and guidance for each young learner in their care. This will be based on personal knowledge of their circumstances, learning needs, achievements and aspirations. Progression Engagement Guides will work with a specific caseload of children at our primary or secondary site. They will be expected to cover for other Progress Engagement Guides as directed, take classes or small groups of learners, work in assessment and transition centres at Midfield (and where required at Hayes) and travel between the Hayes, Hubs, and Midfield sites as necessary to fulfil their duties. 1. Engage fully with learners in classrooms and by leading small groups, acting as a role model to lead to academic progress and social development. 2. Work one to one with pupils to improve progress and achievement. 3. Contribute to the development of policy and good practice in specific related areas. Engagement Mentor 4. Act as lead specialist on practices which promote effective learning, e.g. Speech and Language, Enrichment, Inclusion. 5. Ensure that the PEG role contributes to raising standards and is a complementary role that enhances and extends existing provision in order to support learning, participation and encourage social inclusion. 6. Provide advice to staff, parents, and other agencies on issues related to behaviour, social, mental health and emotional barriers to learning. As part of this role, to be prepared to visit homes to support attendance and inclusion. 7. Establish productive working relationships with pupils, acting as role model and setting high expectations. 8. Promote the inclusion and acceptance of all pupils within the classroom. 9. Encourage pupils to interact and work cooperatively with others and engage all pupils with activities. 10. Provide feedback to pupils in relation to progress and achievement. 11. Support restorative practice strategies to improve pupil behaviour. 12. Act as a pupil mentor to provide pastoral support. 13. Record instances of interventions to improve behaviour and achievement. 14. Liaise with Senior Leadership Team, Inclusion Managers and Teachers, SENCo, and other relevant staff regarding pupils who are of concern. 15. To undertake any other reasonable duties, as requested by the Senior Leadership Team. 16. Be physically fit and prepared to undertake positive handling training with all staff as required by the SLT. 17. Be prepared to use, and support other staff, using positive handling techniques as a last resort in conflict management. General: The scope of this profile reflects the needs of the academy at the present time; it is not intended to be a fully inclusive or exhaustive list. The post holder may therefore be expected to work flexibly and perform such other duties other than those given in the job description. The particular duties and responsibilities attached to the post may vary from time to time without changing the general character of the duties or the level of responsibility entailed. The profile will be subject to continuous review as the needs and requirements of the academy change over time.