June 15, 2022
Job Type
Short Summary
We are seeking to appoint a Learning Mentor to join our team to provide support for students.
Grade 5, SCP 12-17 £15,477-£17,088 per annum
Working Pattern
Part Time • From September 2022
Closing Date
July 15, 2022


30 Hours per week • 9am to 3.30pm Monday to Friday • Term time only, plus two inset days

The Holt is a popular and oversubscribed 11-16 girls and 16-18 co-ed comprehensive school which converted to academy status in July 2011. The school was judged ‘outstanding’ by Ofsted in 2008; there are 1245 on roll (216 in the Sixth Form) and we have a record of academic success with 89% of students achieve 5 or more standard passes including English and Maths

We are seeking to appoint a Learning Mentor to join our team to provide support for students. Your duties will be wide ranging, focusing primarily on helping Sixth Form students to achieve their full potential by developing their skills as independent learners and offering higher education/careers advice. You will also be required to support the Sixth Form Team in the day to day running of the Sixth Form.

We can offer you:

  • a learning environment that promotes innovation and creativity;
  • appealing and well- resourced specialist teaching and display spaces;
  • interested and committed students who achieve significantly above the national average;
  • training and support.

    Further details and the Support Staff application form can be downloaded from our school website.

    Prospective applicants are welcome to telephone Miss Emma Ward, Head of Sixth Form for more information about this post.

    Please note that we are unable to accept CVs.

    We would encourage you to apply early as applications will be reviewed as they are received and interviews arranged accordingly.

    This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All posts are subject to an enhanced Disclosure and Barring Service Check.

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