Learning Support Mentor

Are you a supportive, empathetic, and proactive individual looking to empower students with special educational needs in further education? We are seeking dedicated Learning Support Mentors to join a dynamic curriculum directorate in Cambridge on a permanent, term-time basis, with both full-time and part-time roles available.

In this role, you will work in collaboration with subject lecturing staff and assessors within the Construction and Motor Vehicle department to support students with a wide range of learning difficulties and disabilities-including Autistic Spectrum Disorders, physical access needs, D/deaf students, visual impairments, and language impairments. Your primary focus will be empowering young people to build independence, access practical and classroom curriculum, and successfully achieve their personalised Education, Health and Care Plan (EHCP) outcomes.

• Position: Learning Support Mentor

• Department: Construction and Motor Vehicle (Curriculum Directorate)

• Location: Cambridge

• Working Options: Part-time (22.5 hours per week) and full-time options available

• Classroom & Workshop Support: Work alongside lecturing staff and assessors to support students across various learning environments. Assist with note-taking, reading out materials, word processing, defining language, using enabling technologies, and adapting class resources (e.g., modifying carrier language or enlarging text).

• Promoting Independence: Empower students to achieve their personalised EHCP targets and champion learning support, inclusion, and student independence.

• Out-of-Classroom Support: Provide support outside formal lessons-including during break times, lunches, pre-arranged college trips, and off-campus study program delivery.

• Therapy & Wellbeing Support: Help deliver therapy interventions (such as Speech and Language Therapy or Physiotherapy) under the guidance of appropriate professionals. Assist colleagues in identifying student support or safeguarding concerns.

• Record Keeping & Reviews: Maintain daily Pro-Monitor records reflecting support given, track attendance, contribute to annual review meetings, and participate in team focus sessions.

Essential:

• Qualifications: General education including GCSE English and Maths (or equivalent) at grade C/4 or above.

• Experience: Recent, demonstrable experience supporting individuals with special educational needs.

• Skills & Attributes: High level of sensitivity, empathy, patience, and strong communication and interpersonal skills. Computer literate with the ability to work independently using your own initiative.

• Flexibility: Willingness to support students across campus environments, attend welcome events, and undergo relevant training.

• Safeguarding: This post constitutes regulated activity; appointment is subject to a satisfactory Enhanced DBS check with Barred List check.

Desirable / Key Attributes:

• Level 2 Learning Support Qualification (or working towards one).

• Qualifications or experience in Moving and Handling / Assisting People to Move, Dyslexia support, or sighted-guiding.

• Familiarity with digital assistive technology.

• Experience working with young people or adults within a Further Education (FE), healthcare, or social services setting.

To apply for these permanent full-time or part-time positions, please forward your updated CV and cover letter outlining your relevant experience to [email removed] or call [phone removed] for further details regarding the application process.

We are strictly committed to safeguarding and promoting the welfare of children and vulnerable adults. All successful applicants will undergo thorough pre-employment checks, including an enhanced DBS disclosure.

experience

Teaching

skills

ability to track progression in attainment,background in youth work,behaviour management,building relationships,classroom management,communication,de-escalation techniques,empathy,experience in administering medication,experience in managing challenging behaviour,experience with autism spectrum disorders,experience with learning difficulties,experience with social emotional mental health,inclusiveness,manual handling,marking,mentor experience,personal care experience,planning,resilience,restraint training,speech and language therapy experience