The Russell Martin Foundation are looking to add two ‘Transition Co-Ordinators’ to our education team.

The successful applicants will work on leading a newly funded project in KS2 transition, working with

primary and secondary schools in the city of Brighton & Hove. There are three phases to the new pilot

project.

Phase one, May – July 2022, will include placement at a primary school to support and assist the year 6

teaching team in the transition support work which the year group will be undertaking. You will assist by

leading year group teambuilding and leadership workshops, along with providing 1-1 support through

mentoring and creating documentation for the pupils to take with them onto secondary school to help the

transition journey go smoother. Phase two, July – August 2022, is providing enriching activities over the

summer holidays, inviting the whole year group of year 6 onto holiday courses and events that will also

look to recruit pupils of the same age, that are also going onto the same secondary schools that the year 6

group you have been working with will be attending. Focusing on building new friendships and

relationships. Phase three, September - December 2022, will then see yourself placed again in a

secondary school to continue the transitional support to the young pupils which you have been working

with in phases one and two. You will provide further support in lessons that are directed by the school,

along with leading support groups and interventions through pastoral support for the designated

secondary school.

This is an exciting opportunity to come on board with a continually growing and developing foundation that

is in the heart of community throughout Brighton, Hove and West Sussex.

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Job Title: Transition Co-Ordinator X2

Reporting to: Head Of Alternative Provision

Pay: Subject to experience

Contract type: Potential for Full Time  

Location: Brighton & Hove Days and

Hours of work: Monday-Friday 8:30am – 4.00pm (37.5 hours)

Document created: March 2022

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Key Responsibilities (but not limited to):

Support for the Pupils

· Supervise and provide particular support for pupils, ensuring their safety and

access to learning activities.

· Assist with the development and implementation of Individual Education /

Behaviour Plans and Personal Care programmes.

· Establish constructive relationships with pupils and interact with them

according to individual needs.

· Promote the inclusion and acceptance of all pupils.

· Encourage pupils to interact with others and engage in activities led by the

teachers/tutors.

· Set challenging and demanding expectations and promote self-esteem and

independence.

· Provide feedback to pupils in relation to progress and achievement under

guidance of the teachers/tutors.

Support for the Teacher

· Create and maintain a purposeful, orderly, and supportive environment in

accordance with lesson plans and assist with the display of pupils' work.

· Use strategies, in liaison with the teachers/tutors, to support pupils to

achieve learning goals.

· Assist with the planning of learning activities and daily curriculum.

· Monitor pupils' responses to learning activities and accurately record

achievement/progress as directed.

· Provide detailed and regular feedback to teachers/tutors on pupils'

achievement, progress, problems etc.

· Promote good behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. · Help to establish constructive relationships with partner schools and parents / carers.

· Administer routine tests and undertake routine marking of pupils' work.

· Provide clerical / administrative support, for example photocopying, typing, filing, money, administer coursework etc. Support for the Curriculum

· Undertake structured and agreed learning activities / teaching programmes, adjusting activities according to pupil responses.

· Undertake programmes linked to local and national learning strategies e.g. literacy, numeracy, KS2 & 3, early years, recording achievement and progress and feeding back to the teachers.

· Support the use of ICT in learning activities and develop pupils' competence and independence in its use.

· Prepare, maintain and use equipment / resources required to meet the lesson plans/relevant learning activity and assist pupils in their use.

· Design and deliver confidence and teambuilding workshops to the whole year group.

· To lead and support pupils that are identified as needing further support and guidance on their transition journey.

· To lead support groups and interventions weekly. Support for the educational settings

· Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality, and data protection, reporting all concerns to an appropriate person.

· Be aware of and support difference and ensure pupils have equal access to opportunities to learn and develop.

· Contribute to the overall ethos / work / aims of the schools placed within.

· Appreciate and support the role of other professionals.

· Attend and participate in relevant meetings as required

· Participate in training and other learning activities and performance development as required.

· Assist with the supervision of pupils out of lesson times, including before and after normal curriculum hours and at lunchtime.

· Accompany teaching staff and pupils on visits, trips and out of the centre activities as required and take responsibility for a group under the supervision of the teachers.

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To apply for these positions please send your CV and covering letter to tom.betts@rmfoundation.co.uk

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