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Outdoor Education, Personal Development and Life Skills Lead

Salary: £24,500–£30,200 per annum, term-time only
Contract: Fixed-term, one year in the first instance
Location: Dale Futures CIC, Rochdale
Working pattern: Full-time, in person

About Dale Futures CIC

Every Young Person, Every Chance.

Dale Futures CIC is an independent alternative provision in Rochdale, supporting young people aged 11–16 who experience barriers to mainstream education, including social, emotional and mental health needs (SEMH), SEND, attendance difficulties, disrupted education and challenges with behaviour, confidence and engagement.

Our approach is relational, trauma-informed, practical and ambitious. We believe young people need structure, purpose, trusted adults and meaningful learning experiences that help them rebuild confidence, develop positive relationships and prepare for their next steps.

We recognise that young people learn in different ways. For some, practical activities, outdoor experiences and opportunities to succeed beyond the traditional classroom can be a powerful way to re-engage them with education.

Why join Dale Futures?

This is an opportunity to make a tangible difference to young people who may have struggled to find success in education.

As Outdoor Education, Personal Development and Life Skills Lead, you will help develop a practical, engaging curriculum that enables pupils to learn through experience, overcome challenges and develop skills they can use in school, at home, in the community and in future employment.

You will have the opportunity to:

• Make learning meaningful: Deliver practical activities that develop confidence, independence, teamwork and resilience.
• Build positive relationships: Work with young people who benefit from consistent adults, clear boundaries and opportunities to succeed.
• Shape a growing provision: Help develop Dale Futures’ outdoor learning, enrichment and personal development offer.
• See progress beyond the classroom: Help pupils develop communication, emotional regulation, problem-solving and everyday life skills.
• Work collaboratively: Contribute to a wider team committed to improving educational and personal outcomes.
• Develop your expertise: Build experience across alternative provision, SEMH, SEND, personal development and inclusive practice.

You do not need to be a traditional classroom teacher to succeed in this role. We are interested in people who can combine practical skills, strong organisation, positive relationships and a commitment to helping young people move forward.

About the Role

We are seeking a practical, resilient, organised and enthusiastic professional to lead the planning and delivery of Outdoor Education, Personal Development and Life Skills across Key Stages 3 and 4.

You will design and deliver purposeful learning experiences that develop pupils’ physical and emotional wellbeing, independence, communication, teamwork, confidence and readiness for adulthood.

The role will include outdoor learning, physical activity, environmental projects, PSHE, practical life skills, community-based learning and enrichment. You will ensure activities are enjoyable and engaging while maintaining clear learning objectives, appropriate challenge, high expectations and safe practice.

You will also contribute to individual pupil planning, progress reviews and transition or reintegration planning, working alongside teaching staff, leaders, families, schools and external professionals.

This is a hands-on role requiring someone who can plan ahead, lead activities confidently, adapt to changing circumstances and maintain calm, consistent expectations when working with young people with a range of needs.

Curriculum and Learning

The programme may include:

• Outdoor education: Outdoor challenges, exploration, navigation, teamwork and practical problem-solving.
• Personal development and PSHE: Relationships, respect, decision-making, emotional awareness, personal safety and responsible choices.
• Life skills and independence: Communication, personal organisation, everyday problem-solving, practical independence and preparation for adulthood.
• Physical activity and wellbeing: Fitness, sport, movement, healthy lifestyles and appropriate physical challenges.
• Environmental and community projects: Nature-based learning, environmental improvement, conservation and meaningful contributions to the local community.
• Employability and future pathways: Teamwork, communication, responsibility, confidence, work-related skills and preparation for further education or employment.
• Enrichment and visits: Structured experiences that broaden pupils’ interests, develop independence and build positive memories of learning.

Activities should be inclusive, purposeful and appropriately challenging. The emphasis is on helping pupils learn through doing, exploring, practising and reflecting, rather than simply participating in activities without clear learning outcomes.

Key Responsibilities

Curriculum Planning and Delivery

• Plan, coordinate and deliver an engaging Outdoor Education, Personal Development, PSHE and Life Skills curriculum across KS3 and KS4.
• Develop structured programmes with clear learning objectives and intended outcomes.
• Provide practical, active and engaging learning experiences that complement the academic curriculum.
• Adapt activities to meet pupils’ individual needs, abilities, EHCP outcomes and support plans where relevant.
• Build opportunities for pupils to practise communication, teamwork, independence, emotional regulation and problem-solving.
• Ensure activities support pupils’ personal development, engagement, confidence and readiness for future learning.
• Review the effectiveness of activities and adapt the programme in response to pupil needs and progress.
• Contribute to the development of resources, partnerships and opportunities that broaden the curriculum.

2. Pupil Engagement and Personal Development

• Build positive, professional and trusting relationships with young people.
• Establish clear routines, boundaries and expectations during activities.
• Use relational and trauma-informed approaches to support engagement and emotional regulation.
• Encourage pupils to take appropriate responsibility, work collaboratively and persevere through challenges.
• Help pupils recognise their strengths, celebrate achievements and develop a positive sense of self.
• Support pupils to develop practical independence, confidence and the skills needed to participate safely in school and community life.
• Adapt activities when pupils experience difficulty, while maintaining appropriate expectations and opportunities for progress.
• Contribute to improved attendance, engagement, behaviour and readiness to learn through purposeful learning experiences.

3. Safety, Risk Management and Off-Site Activities

• Plan and lead outdoor activities, educational visits and community-based learning in line with Dale Futures’ procedures.
• Complete appropriate risk assessments and activity planning before activities take place.
• Consider individual pupil needs, medical information, SEND, behaviour risks, accessibility and appropriate staffing arrangements.
• Follow safeguarding, health and safety, emergency response and incident-reporting procedures.
• Check equipment, facilities and activity environments are suitable and safe.
• Ensure pupils understand expectations, boundaries, safe conduct and the appropriate management of risk.
• Maintain accurate records of visits, risk assessments, incidents and relevant activity information.
• Communicate plans and requirements clearly to colleagues and relevant professionals.
• Ensure activities provide appropriate challenge without exposing pupils or staff to unmanaged risks.

4. Assessment, Progress and Outcomes

• Establish appropriate starting points and individual development priorities.
• Identify intended outcomes for activities and assess pupils’ progress against them.
• Record achievements, participation, developing skills and areas requiring further support.
• Contribute to individual learning plans, EHCP-related outcomes where relevant, placement reviews and progress reports.
• Provide clear updates to colleagues about pupil engagement, personal development and emerging needs.
• Use observations and feedback to refine activities and inform future planning.
• Help pupils recognise and communicate their progress, including the skills they have developed and how these transfer to everyday life.
• Contribute evidence of progress in confidence, independence, communication, teamwork, emotional regulation and readiness for next steps.

5. Safeguarding and Inclusion

• Promote and safeguard the welfare of all children and young people.
• Follow Dale Futures’ safeguarding and child protection procedures at all times.
• Recognise and report safeguarding concerns promptly and accurately to the Designated Safeguarding Lead (DSL).
• Maintain professional curiosity about vulnerability, exploitation, neglect, abuse and other indicators of harm.
• Maintain appropriate professional boundaries and confidentiality.
• Ensure activities are inclusive, respectful and adapted to meet pupils’ needs.
• Work collaboratively with the DSL, SENCO, teachers, leaders and external professionals where appropriate.
• Contribute to a culture where pupils feel safe, respected, listened to and supported.

6. Teamwork, Partnerships and Professional Development

• Work collaboratively with teachers, teaching assistants, pastoral staff and leaders.
• Coordinate activities with colleagues to ensure appropriate planning, staffing, communication and pupil support.
• Contribute to admissions, induction and transition planning where outdoor learning and personal development can support a successful placement.
• Support reintegration planning or transition to specialist provision, further education or other appropriate pathways.
• Develop positive working relationships with community organisations, outdoor education providers and other relevant partners.
• Participate in staff meetings, training, supervision and professional development.
• Maintain accurate records and complete planning and reporting within agreed timescales.
• Take responsibility for reflecting on practice and contributing to the continuous improvement of Dale Futures.

Person Specification

Essential Experience and Attributes

We welcome applications from people with relevant experience in outdoor education, sport, coaching, youth work, education, vocational learning, community programmes or similar practical settings.

The successful candidate will demonstrate:

• Experience working with children or young people, ideally those experiencing barriers to education or additional needs.
• The ability to plan and deliver structured, engaging and purposeful activities.
• Strong relationship-building skills and the ability to maintain appropriate professional boundaries.
• A calm, consistent and resilient approach to behaviour, emotional regulation and challenging situations.
• An understanding of inclusive practice and a willingness to develop knowledge of SEMH, SEND and trauma-informed approaches.
• Strong organisation and communication skills, including the ability to plan ahead and maintain accurate records.
• An understanding of safeguarding responsibilities and safe working practices.
• The ability to assess risks, follow procedures and make sound decisions when leading activities.
• A flexible, solution-focused approach and the ability to work effectively as part of a small team.
• A commitment to improving outcomes for young people and helping them develop the skills needed for their future.

Essential Requirement

• Full UK driving licence and access to a suitable vehicle for work-related travel, where required by the role and subject to appropriate insurance and organisational arrangements.

Desirable Qualifications and Experience

• Outdoor education or outdoor activity qualification.
• Forest School qualification.
• Sports coaching or physical activity qualification.
• Duke of Edinburgh Award experience.
• Youth work qualification.
• Teaching, HLTA, TA, SEND, SEMH or vocational qualification.
• Experience working in alternative provision, a pupil referral unit, special school or inclusion setting.
• Experience developing outdoor learning, enrichment, personal development or life skills programmes.
• Experience leading educational visits or community-based activities.
• First aid training relevant to the activities delivered.

Relevant practical experience, personal qualities and the ability to engage young people will be considered alongside formal qualifications.

Safeguarding

Dale Futures CIC is committed to safeguarding and promoting the welfare of children and young people. All staff are expected to share this commitment and uphold the highest standards of professional conduct.

The successful candidate will be subject to appropriate safer recruitment checks, including an enhanced DBS check, children's barred list check where legally appropriate for the role, satisfactory references, identity and qualification checks, and verification of the right to work in the UK.

Equality, Diversity and Inclusion

Dale Futures CIC is committed to creating an inclusive environment where every young person and member of staff is valued, respected and supported. We welcome applicants who share our commitment to inclusion, fairness and improving outcomes for vulnerable learners.

Benefits

• Company pension.
• Free on-site parking.
• Casual dress appropriate to the activities and professional setting.
• The opportunity to shape a developing alternative provision.
• The opportunity to make a meaningful difference to young people’s lives.

Our vision: Every Young Person, Every Chance.

Work location: In person, Dale Futures CIC, Rochdale.

Pay: £25,420.00-£30,420.00 per year

Benefits:

• Company pension
• Free parking
• On-site parking

Work Location: In person