- Delivery of SOS+ Embedded Mentor Programme to targeted at risk students.
- Establish and maintain positive relationships with students to provide emotional support, guidance, and mentorship.
- Address individual student needs and challenges, utilising personal experiences, local knowledge, professional skills and SOS+ materials to offer support and intervention.
- Assist students in setting and achieving academic, personal, and career goals.
- Collaborate with professionals to support and develop strategies to minimise the risk to students.
- Maintain a trauma informed approach, that recognises and responds to trauma and amplifies the voices and experiences students.
- Develop positive, pro-social attitudes, behaviour and social skills among students.
- Support and/or co-delivery of whole school awareness sessions; professional sessions; parent/carer sessions.
- Safeguard, protect and promote the welfare of children and young people.
- Provide guidance on resolving interpersonal issues.
- Promote a respectful and inclusive school culture.
- Maintain open and effective communication with mentees, professionals, parents/carers and partners.
- Maintain accurate records (including case notes and engagement data) of student interactions, progress, and outcomes in line with delivery SOS+ protocols.
- Use data to assess the effectiveness of mentorship programs and make necessary adjustments.
- Support in the collation of evaluative data (in line with project protocols).
- Promote inclusivity and equity in the school community.
- Advocate for the well-being and success of all students.
- Attend individual and group supervisions and reflective practice.
- Attend relevant training and workshops to enhance mentoring skills – including completion of Level 3 Mentoring qualification.
- Relevant direct or indirect experience of the criminal justice system.
- Experience in supporting young people involved in or at risk of entry in to the Criminal Justice System.
- Strong communication, interpersonal, and active listening skills.
- Knowledge of the challenges and issues facing vulnerable young people
- Understanding and demonstration of professional standards and accountability.
- Empathetic and understanding attitude toward young peoples' needs.
- Experience of working collaboratively with multi-agency partners.
- Commitment to promoting inclusivity and equity.
- Excellent record keeping and good technical literacy of Microsoft Applications.
- Outstanding organisational skills.
- Total commitment to excellent safeguarding practice and understanding of professional boundaries.
- Emotionally resilient.
- Commitment to upholding St Giles core values.
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SOS+ Embedded Mentor - Telford, United Kingdom - St Giles Trust
Description
Job Summary
We are seeking a highly organised Embedded Mentor to work within education settings to deliver the St Giles SOS+ service as part of the Youth Endowment Fund (YEF) Trusted Adult Project.
The postholder will combine their lived experience of overcoming similar barriers to the client group and their professional experience to provide crucial guidance, support, and mentorship to targeted at-risk students, already within or at high risk of entering the criminal justice system, within an educational setting.
They will play a crucial role in supporting vulnerable and at-risk young people overcome challenges, set and achieve academic and personal goals, and make informed positive choices that reduce their risk of offending and entry into the criminal justice system.
As part of this project, St Giles will be working with an evaluation partner to evidence the impact that SOS+ Embedded Mentors have in protecting and supporting young people who are at high risk of becoming involved in violence and entry into the criminal justice system.
Key Duties and Responsibilities:
Person Specification:
As an organisation that works with children and adults at risk we are committed to safeguarding, protecting, and promoting the safety of our clients. An enhanced DBS check with barred list is required for all successful applicants.
