Education Keyworker - The Harbour School

Do you believe that the hardest days can still hold the moments that matter most?

At our Lighthouse Campus, many of our young people arrive carrying more than most adults ever see-anxiety, trauma, anger, mistrust, or simply the belief that school isn’t a place for them. Some mornings you’ll welcome a student who won’t speak. Other days you’ll be helping someone who’s already in crisis before the day even begins. You’ll adapt, reset, breathe… and try again.

As an Education Keyworker, you’ll be the steady person who sits alongside a young person and helps them make sense of their goals, their emotions and their next steps. You’ll design personalised programmes when the usual approaches have already failed them, build trust one conversation at a time, and spot the tiny signs of progress that others might miss.

And those moments-a small smile, a calmer transition, a student trying again after giving up-are what make this role powerful.

If you’re someone who believes in slow, steady change and in meeting young people exactly where they are, this could be where you make your difference.

What you’ll be doing:

• Supporting students to navigate barriers that make learning feel impossible-academic, social, emotional and everything in between.

• Designing and delivering creative, personalised and accredited learning programmes, including ILPs and EHCP contributions.

• Tracking progress carefully, spotting the tiny shifts, and adjusting support with patience and optimism.

• Building relationships that feel real and safe-because connection always comes before behaviour change.

• Growing confidence, resilience and self‑esteem, even when it’s a slow burn and the steps forward don’t always come in a straight line.

• Using trauma‑informed and restorative approaches to help every young person feel valued, understood and safe enough to try.

• Turning “I won’t” into “I might,” and sometimes into, “I did it.”

Who we’re looking for:

• Experience supporting children with SEMH needs, exclusions or significant barriers to learning.

• Someone who sees challenge as an opportunity to get creative and curious, not discouraged.

• A team player who thrives in a strong, compassionate and collaborative staff community.

• Someone with NVQ Level 4 (or equivalent) and solid literacy and numeracy.

• Adaptable, resilient and ready to embrace the unpredictability of each day.

• Passionate about inclusion — the kind of person who knows that for some young people, simply showing up is a victory worth celebrating.