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Job Purpose:

To provide targeted support to students exhibiting challenging behaviour, social, emotional, or behavioural difficulties, helping them to engage positively in education and achieve their potential. The Behaviour Mentor will work closely with teaching staff, pastoral teams, and external agencies to develop and implement strategies that promote positive behaviour and attendance.

Key Responsibilities:

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Work one-to-one or in small groups with students to support behaviour, social skills, and emotional wellbeing.

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Develop and implement personalised behaviour support plans in collaboration with teachers, pastoral staff, and parents/carers.

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Monitor and track student behaviour, attendance, and progress, maintaining accurate records and reports.

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Support reintegration of students following behavioural incidents or exclusion, helping them to re-engage with learning.

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Liaise with teaching staff to identify triggers, develop interventions, and promote consistency across school settings.

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Provide mentoring, guidance, and coaching to help students develop self-regulation, resilience, and coping strategies.

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Support students in accessing learning, ensuring barriers to education are addressed.

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Communicate effectively with parents/carers regarding student progress, behaviour strategies, and support plans.

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Attend relevant meetings, safeguarding briefings, and professional development sessions.

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Promote the school’s ethos, values, and policies regarding behaviour management and safeguarding.

Person Specification / Skills & Qualities:

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Experience working with children or young people with behavioural, emotional, or social difficulties.

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Knowledge of behaviour management strategies and restorative approaches.

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Strong interpersonal, communication, and conflict-resolution skills.

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Patient, empathetic, and resilient with the ability to build positive relationships with students.

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Ability to work independently and as part of a multi-disciplinary team.

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Understanding of safeguarding procedures and child protection.

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Experience in an alternative provision or SEN environment is highly desirable