To support pupils’ social, emotional and behavioural development, enabling them to access learning successfully, while leading the development and implementation of high‑quality outdoor play through the OPAL (Outdoor Play and Learning) approach.
The postholder will ensure that unstructured times are used proactively to develop pupils’ social skills, emotional regulation and behaviour, contributing positively to wellbeing, safety and learning across the school.
Key Responsibilities
Learning Mentor Responsibilities (Core Role)
- Provide targeted support for pupils with social, emotional and mental health (SEMH) needs
- Deliver 1:1 and small group interventions focused on emotional regulation, social skills and behaviour for learning
- Support pupils at key points in the day (e.g., transitions, start/end of day)
- Build positive, professional relationships with pupils and families
- Work alongside teaching staff to identify and remove barriers to learning
- Maintain accurate and timely records (including MyConcern and intervention tracking)
- Contribute to safeguarding processes in line with Department for Education statutory guidance
- Liaise with external agencies where appropriate
OPAL Play Coordination (Strategic Responsibility)
Play Leadership
- Lead the implementation and ongoing development of the OPAL approach across the school
- Design, organise and review play environments to maximise engagement, inclusion and safety
- Ensure a wide range of play opportunities that support physical, creative and social development
SEMH Development Through Play (Key Integration)
- Use playtimes as a structured opportunity to teach and reinforce social skills (e.g., turn‑taking, cooperation, conflict resolution)
- Support pupils in developing emotional regulation in real‑life contexts
- Promote inclusion and reduce social isolation
- Identify pupils who struggle with unstructured times, experience friendship difficulties, or display dysregulated or unsafe behaviours
- Provide in‑the‑moment coaching and support, including modelling appropriate language and behaviour, facilitating peer interactions and supporting resolution of conflict using restorative approaches
- Plan and deliver targeted play‑based support for identified pupils, linking directly to Learning Mentor interventions
Behaviour Through Play
- Promote consistent expectations for behaviour during playtimes
- Model and embed agreed adult responses aligned with the school Behaviour Policy
- Use observation to identify patterns (e.g., hotspots, repeat behaviours, specific pupil needs)
Staff Development
- Support and coach lunchtime supervisors to improve the quality of interactions with pupils
- Model effective practice in real time
- Deliver briefings and guidance to ensure consistency across staff
Monitoring and Evaluation
- Track and analyse behaviour incidents during unstructured times
- Use pupil voice to evaluate the quality of play provision
- Evaluate the impact of play on behaviour and wellbeing
- Report findings and next steps to SLT
Organisation and Sustainability
- Oversee play resources and storage
- Ensure equipment is used safely and purposefully
- Contribute to the long‑term development and sustainability of OPAL provision
