Learning Mentor

🏫 Education South West
📍 Devon💷 £26,847⏱ Part Time
📅 Posted Today📅 Closes 1 Jul 2026🔗 Via Tes Jobs
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About this role

Learning Mentor – South Devon UTC Kingsteignton Road, Newton Abbot, Devon, TQ12 2QA Permanent Salary: C6: £26,847.00 - £26,847.00 Annually (FTE) Part-Time: 29.5 Hours Per Week, 38 Weeks Per Year Closing Date: Midday, Wed 1st Jul, 2026 Start Date: 01-09-2026 Interview Date(s): 06-07-2026 About this Role Job Description: Learning Mentor Reporting to: Operational SENDCo Days Mon-Fri: 8.45-3.15 Role Purpose The Learning Mentor will support students to access learning, with a particular focus on those in Key Stage 4 who have Education, Health and Care Plans (EHCPs) and identified Special Educational Needs (SEN). The role is centred on removing barriers to learning to ensure equity of access to the curriculum, enabling all students to participate, achieve, and make progress in line with their potential. The Learning Mentor will promote independence while ensuring students can engage fully in college life and learning. Key Responsibilities Student Support Provide in-class support for Key Stage 4 students with EHCPs and SEN across a range of subjects. Support students to understand instructions, access learning materials, and remain engaged in lessons. Deliver small group and 1:1 interventions as directed by the Operational SENDCo. Promote independence, resilience, and self-regulation in students. Support students with social, emotional, and mental health needs where required. Take proactive steps to identify and remove barriers to learning, ensuring equitable access for all students. Support students in preparation for GCSEs, coursework, and formal assessments. EHCP & SEND Provision Implement strategies and provision outlined in students’ EHCPs and SEND support plans. Assess, monitor, and record student progress against outcomes and targets. Assess and record the impact of interventions to ensure provision is effective and outcome-focused. Provide structured feedback to teachers and the Operational SENDCo on student engagement, barriers, and prog

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