Learning Support Mentor SEN Assistant
Description du poste
Texte original importé depuis Reed
St Paul’s Girls’ School is an extraordinary institution. While we consistently achieve some of the best GCSE and A level results in the country, we believe education is about far more than exams. With fewer rules and no uniform, we actively nurture creativity, curiosity and a love of discovery. Our rich co-curricular programme builds confidence, encourages independence and strengthens our connection with the wider community. It’s a distinctive environment – ambitious, thoughtful and forward looking – but most importantly, it is a place where people matter.
We are currently seeking two Learning Support Mentors to join our dedicated team. This role offers an excellent opportunity for individuals passionate about helping young people achieve their full potential.
As a Learning Support Mentor, you will work closely with students who require additional support to enhance their learning experience. You will provide guidance, encouragement, and practical assistance to help them overcome challenges and develop effective study skills.
If you are enthusiastic about making a difference in students’ lives through mentoring support, we would love to hear from you.
Hours: 32.5 hours per week, permanent, term-time + 1 week (37 weeks per year).
In return, you can expect a comprehensive package of rewards, including a pension scheme, private medical insurance after five years’ service, life assurance, season ticket loan, free access to our extensive leisure facilities, free lunches, free eye tests, an advice and counselling service and a generous reduction on fees for your family.
For further information and to apply, please click via the button below.
We recommend that candidates apply as soon as possible since applications will be reviewed as they are received, and interviews may be arranged on a rolling basis. We reserve the right to close this vacancy should we receive a suitable volume of candidates. Early applications are encouraged.
St Paul’s Girls’ School is committed to safeguarding and promoting the welfare of children. The successful candidate will be required to undergo an enhanced DBS check and other appropriate pre-employment checks.
Compétences clés extraites
Notre IA a analysé l'offre pour identifier les compétences attendues.
Nos conseils pour postuler
5 recommandations générées par notre IA pour maximiser vos chances.
⭐ Open your personal statement with a direct reference to SEN mentoring experience, as the advert explicitly seeks individuals passionate about helping young people with additional learning needs.
📊 Quantify your impact where possible: e.g. 'Supported 8 students with SEN across KS3-KS5, contributing to a 20% improvement in assessed coursework completion rates.'
🎯 Highlight any experience in independent or high-achieving school environments, as St Paul's Girls' School is a selective institution with a distinctive ethos — demonstrating cultural fit matters here.
🔒 Confirm your enhanced DBS status prominently in your CV or covering letter, as safeguarding compliance is explicitly required and will be checked before appointment.
🤝 Reference specific study skills techniques you have used (e.g. structured revision planning, mind-mapping, assistive technology), as the advert calls out 'effective study skills' as a core part of the role.
Bullets CV suggérés
3 bullets générés par notre IA pour cette offre, alignés sur ses mots-clés ATS.
Ajoutez ces 3 bullets sous votre expérience la plus récente :
- •Delivered tailored one-to-one SEN mentoring to 10 secondary students weekly, supporting 3 students to achieve predicted GCSE grades after a term of structured study skills intervention.
- •Implemented a personalised revision planning programme for 6 students with dyslexia and ADHD, reducing missed homework submissions by 40% over one academic term.
- •Collaborated with the SENCO and 5 subject teachers to review and update individual learning plans for 8 students, ensuring consistent support across all timetabled lessons.
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Aperçu — adapté à The Guardian
Dear Hiring Manager,
St Paul's Girls' School's reputation for nurturing curiosity and independence alongside outstanding academic results is exactly the environment in which I want to apply my SEN mentoring skills. I am applying for the Learning Support Mentor role and bring hands-on experience delivering one-to-one study skills support and pastoral guidance to secondary-age students with a range of additional learning needs.
My background in SEN support includes working with students across GCSE and A level programmes, helping them develop structured revision strategies, build confidence, and engage more effectively with their studies. I hold a current enhanced DBS certificate and have completed safeguarding training in line with statutory requirements, ensuring the welfare of every student I work with remains the priority.
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Questions probables d'entretien
10 questions générées à partir de cette offre.
Techniques
- ›What strategies do you use to identify the specific learning barriers a student is facing?
- ›How do you adapt your support approach for students with different types of SEN, such as dyslexia versus ADHD?
- ›What study skills frameworks or techniques have you introduced to students, and how did you measure their effectiveness?
- ›How familiar are you with assistive technology tools used to support learners with SEN in a secondary school setting?
- ›How would you liaise with subject teachers and the SENCO to ensure a student's support plan is consistently applied across lessons?
Comportementales
- ›Tell me about a time you supported a young person who was resistant to accepting help — how did you build trust?
- ›Describe a situation where you identified a safeguarding concern. What steps did you take?
- ›Give an example of when you had to adapt your mentoring approach mid-session because it wasn't working for a particular student.
- ›Tell me about a time you worked as part of a wider pastoral or learning support team to achieve a positive outcome for a student.
- ›Describe a moment when you helped a student overcome a significant academic challenge. What was your approach and what was the result?
Exemples de réponses STAR
Réponses modèles avec la méthode Situation-Tâche-Action-Résultat. À adapter à votre vécu.
Tell me about a time you supported a young person who was resistant to accepting help — how did you build trust?
Describe a situation where you identified a safeguarding concern. What steps did you take?