Pastoral jobs in London

The Learning Engagement and Support Worker will work with a caseload of young people developing a consistent and trusted relationship with each young person. S/he initially engaging them in an environment where they feel safe, including within the family home where appropriate. The role will focus on gradually building confidence, resilience, independence and motivation, helping young people take manageable steps towards leaving their home, participating in their community and ultimately re-engaging with education, training, employment or other meaningful activities.

The postholder will work closely with critical stakeholders including parents/carers, education services, CAMHS and other community services to provide coordinated support around the young person.

Key duties and responsibilities

1. Engagement and relationship building

• Develop safe, trusting and consistent relationships with young people who may be reluctant or unable to engage with traditional services.
• Take a patient, non-judgemental and young-person-centred approach to engagement.
• Meet young people initially within their home or another environment in which they feel safe and gradually support engagement beyond that setting.
• Understand the individual barriers preventing each young person from leaving home, engaging socially or participating in education.
• Use creative and flexible approaches to maintain engagement when young people experience setbacks or periods of withdrawal.
• Ensure the young person has a meaningful voice in setting their own goals and determining the pace of their support
• Work in close collaboration with the local authority support worker attached to the provision to optimise the effectiveness of support provided to the young person

• Gradual community re-engagement

Work alongside each young person to develop a personalised and progressive plan for re-engagement. This could include:

• initially building a relationship within a setting where they are comfortable, including within the family home
• supporting the young person to spend short periods outside the home;
• accompanying them on short walks or local journeys;
• using public transport together;
• accessing parks, libraries, cafés, leisure facilities or community centres;
• exploring hobbies, sports and positive recreational activities;
• supporting participation in small-group activities;
• developing confidence in unfamiliar social environments;
• gradually reducing the level of direct support as confidence and independence increase.

The emphasis will be on manageable, agreed steps rather than placing young people under pressure to progress before they are ready.

• Mentoring and pastoral support

• Provide regular one-to-one mentoring sessions.
• Help young people identify their strengths, interests and aspirations.
• Support the development of self-confidence, resilience and positive self-esteem.
• Help young people develop strategies for managing anxiety, stressful situations and everyday challenges.
• Support improvements in communication, relationships and social interaction.
• Encourage healthy routines, including sleep, activity and preparation for education.
• Provide a consistent trusted adult relationship while maintaining appropriate professional boundaries.
• Recognise and celebrate progress, including achievements that may initially appear small but are significant to the individual young person.
• Signpost young people to specialist support where necessary

Re-engagement with Education

Support young people make a gradual and sustainable return to learning.

• Explore the young person's previous experiences of education and identify barriers to attendance and engagement
• Identify the young person's baseline position regarding their educational level and prior attainment
• Help the young person rebuild confidence in their ability to learn and achieve.
• Work collaboratively with the young person to agree an initial plan for their reengagement to education
• Prepare young people for their introductory visit to the First Rung centre working out the journey with them and ensuring they are provided with necessary travel support
• Coordinate with colleague to facilitate the young person's introductory visit to the First Rung Centre ensuring it is welcoming and inclusive and puts them at ease.
• Ensure the young person gets the opportunity to develop a full understanding of the learning and developing opportunities available at First Rung and can access taster sessions if they wish
• Develop an individual learning plan in conjunction with the young person that combines online learning opportunities with centre-based provision
• Support a phased transition into learning, which may begin with short visits or limited hours and develop as confidence increases.
• Provide classroom support to young people in sessions
• Support young people in developing engaging with their peers and developing positive social relationships
• Support the young person to develop routines associated with education, including getting ready, travelling and arriving at an agreed time.
• Advocate for the young person to ensure their needs, strengths and views are understood by First Rung teaching and support staff
• Help prevent disengagement by identifying difficulties early and coordinating appropriate support.
• Promote sustained participation rather than simply achieving an initial return to education.

Careers advice and guidance and next steps

• Explore each young person's interests, strengths, skills and aspirations.
• Help young people understand the connection between education and their longer-term goals.
• Provide accessible information about education, training, apprenticeship and employment pathways available through First Rung
• Help young people build confidence in making choices about their future.
• Liaise with careers services, education providers, training organisations and employers where relevant.