Mentor - Devon, United Kingdom - Devon Pathways

Description

Mentor Job description and person specification

DevonPathways require 1-2-1 Mentors, full or part time mentors in Devon, initially on a casual basis possibly leading to contracted work.

We require mentors to work in Mid and North Devon, Exeter, Tiverton, Okehampton and Crediton.

The role entails supporting young people with SEND. Work is to support young people back into their school or transition into new settings.

We focus on Social Emotional needs by creating a positive professional relationship enabling young people to feel safe and able to engage with learning.

Mentoring takes place 1-2-1 in the community environment undertaking activities that focus on meeting the need and targets of the young people.

DevonPathways also has a field farm and forest school site that is available for mentors and mentees.

Session are 5 hours 9.30 am am - up to 5 days a week with an additional hour each day for planning, reporting administration and training.

Full clean driving license and car required.

Petrol and expenses paid (with mileage limits per session)

£14 an hour

Applicants from educational / childcare backgrounds preferred teachers/teaching assistants/youth and social workers based in Devon

DevonPathways operate strict Safer Recruitment procedures


Introduction
DevonPathways support students who are at risk of exclusion or have been excluded from their place of education. This often leads to the feeling of exclusion from society. DevonPathways provides 1-2-1 mentoring and support tutoring.

We work with Young People on which ever path they find themselves and provide support and guidance through relational learning to help them access a future pathway that allows them to fulfil their potential and develop transferable skills to take into adulthood.

Definition
"Mentoring is a process where a more experienced person consciously enters into a relationship with a less experienced person (who also willingly engages in that relationship) which aims to develop the less experienced partner in an agreed way. The relationship should be supportive, safe and have clear boundaries. Part of the boundaries should include an agreed time scale; an agreed way of working together; and conscious positive modelling by the mentor"


Mentoring Process
A young person is referred to DevonPathways by a school or agency.

A representative of DevonPathways will then meet the referring school or agency as well as the young person and their parents or carers.

From these initial solution focused meetings, we agree a plan of education and targets and allocate a best fit mentor.

Agreements between the school, parents and young person are made where sessions will take place.

It may be in school, but in most cases, it will be in safe and appropriate locations in the community where the young person lives.

This may be a library, youth centre, church hall - for example. A further alternative setting may be DevonPathways farm and forest school situated just outside of Broadwood Kelly, Winkleigh.


Purpose of role
To support individual young people through a process of mentoring and education.

This to be done according to a pre-agreed plan that is regularly reviewed by the Mentor and in partnership with schools, parents/carers and other professionals as appropriate.

Where appropriate, this may include integration work into a school.


Principle duties

Work with individual young people to include:

• Planning one to one or one to two sessions with the young people where you will support the requirements set by the referring school and outlined in the targets. Support may be coaching, listening, advice, challenge, rehearsal for formal situations (meetings), practical support (e.g. how to get buses, how to prepare a healthy meal) depending on the individual circumstances and the plan in place, or academic education
• Plan and Prepare appropriate resources to deliver in sessions and enable the young person to make progress against their targets
• Deliver creative and imaginative sessions where they can make progress in literacy, numeracy, personal, social and emotional education, healthy living and nutrition, key skills, such a collaboration and problem solving
• To use resources, including those online to develop tools to deliver young person centred learning
• To be willing and confident to deliver either English or Maths up to GCSE, with support and preparation
• Delivering appropriate academic packages in agreement with the commissioning agencies
• Attending meetings with schools/commissioning agencies regarding the young person where required
• Liaising with the young person's parent/carers young person
• Acting as an advocate for the young person to ensure their voice is heard
• Providing regular written feedback on all sessions, (Daily if this is to be shared with another mentor working with the young person the following day) working with the young person for input and their opinions and share