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JOB DETAILS

Learning Mentor and Attendance Support Officer

CompanyEducation Authority Northern Ireland

LocationCraigavon

Work ModeOn Site

PostedOctober 13, 2026

About The Company

The Education Authority (EA) was created on 01 April 2015 as a new organisation responsible to the Department of Education (DE) for the delivery of education services to schools and youth centres across Northern Ireland. The work we do impacts the lives of tens of thousands of children, young people and their families every day. The services we provide are essential in supporting, encouraging and facilitating learning within our communities to develop generations of young people who are equipped to succeed in life and work in the modern world. As a public sector organisation, we must continue to deliver these vital services in a challenging environment of increasing financial pressure and under intense public scrutiny. EA is at the beginning of an exciting journey of organisational transformation and modernisation. Emerging from the five Education and Library Boards (ELBs) our aim is to build a new organisation which is focused on meeting the needs of all our young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential.

About the Role

JOB DESCRIPTION

JOB TITLE:

Learning Mentor and Attendance Support Officer, Craigavon IC

REPORTS TO:

SLT member for Positive Behaviour and Attendance

Senior Executive Officer

JOB PURPOSE

To establish close partnerships between home and school to support improved levels of attendance of individual pupils and encourage a culture of regular attendance throughout the school.

To provide a complementary service to existing teachers and pastoral staff in the schools, addressing the needs of the children who need help to overcome barriers to learning both inside and outside the school, in order to achieve their full potential.

She/he will work intensively with young people who have been identified as requiring nurture intervention. The particular emphasis of this work is to provide a nurturing environment to help these pupils achieve their academic potential by minimising learning barriers. This will be done by delivering ‘needs led’ programmes of support in a diverse way. This will involve working with parents and a range of partners who will form a support structure and will be multi-disciplinary in nature.

Learning mentors aim to free teacher colleagues to carry out their core job of teaching.

MAIN DUTIES AND RESPONSIBILITIES

Work with Pupils and Parents

To develop a one to one mentoring relationship with young people needing particular support where necessary aimed at achieving agreed goals.
To work with small groups of young people needing nurturing support.
To ensure the development of ‘needs led’ programmes in support of young people including programmes that are curriculum related and have a direct relationship to work that is ongoing in the school.
To provide support to young people in a variety of ways and within a flexible working approach.
To have knowledge and appreciation of the range of activities, courses, opportunities, organisations and individuals that could be drawn upon to provide extra support for pupils.
To develop and co-ordinate a peer mentoring programme in school.
To develop a one-to-one mentoring relationship with pupils needing support where necessary aimed at achieving agreed pastoral, academic and personal goals.

Work with parent/carers

To maintain regular contact with families/carers of young people in need of extra support, to keep them informed of the young person’s needs and progress and to secure positive family support and involvement.
To negotiate home visits in order to establish relationships based on respect and trust with parents/carers of families.
To develop a parent’s resource point in school to include a range of materials reflecting the different facets of support and programming aimed at supporting young people and their parents and which can be used by parents at home.
Identifying pupils with poor attendance offering support, linking in with parents, referral to external agencies regarding counselling and further support.
Home visits to support the pupils and families of our school community

Working in partnership

To liaise with relevant agencies/disciplines to promote an integrated, holistic approach to service delivery and ensure that there is a wide resource pool to support the programme.
To establish links with current partnership groups e.g. community after school provision.
To work collaboratively with current in-house support structures.
To promote active co-operation between the home, school and community in supporting vulnerable children.
To work alongside practitioners from other disciplines to ensure school staff are involved in the development of the initiative.
To network with other learning mentors and share best practice.
To disseminate good practice among other educational bodies.
Liaise with Education Welfare Service/ SLT responsible for attendance.
Regular feedback to Pastoral Team.

Training responsibilities

To develop and provide staff training in mentoring techniques.
To ensure that parents can access opportunities to undertake training.

Administration/Finance

To be responsible for all administrative and financial matters relating to the work in their respective area.
To product monthly reports.
To manage the budget for the parenting programme so that it is spent in an appropriate and efficient manner.
To establish appropriate recording mechanisms in relation to the work.
To monitor the project’s development and the progress of the participants against targets on a monthly basis.
Monitoring of statistics i.e. number of referrals to counselling services, referrals to EWS.

To comply with all the requirements of Health and Safety and Child Protection legislation, taking appropriate action where necessary.

This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.

JE Ref: 05.07.04 (evaluated at SEO)

Updated for CIC 08.10.26

Person Specification - External

PERSON SPECIFICATION

NOTES TO JOB APPLICANTS

You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant.
You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
The stage in the process when the criteria will be measured is outlined in the table below.
Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.

In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria.

SECTION 1 - ESSENTIAL CRITERIA

The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.

Factor	Essential Criteria	Method of Assessment
Qualifications/ Experience	A third level qualification (UK Qualification and Credit Framework Level 4), or an equivalent or higher qualification in a relevant area AND Have a minimum of two years’ experience working with young people in a statutory or community setting OR Five years’ experience working with young people in a statutory or community setting	Shortlisting by Application Form
Knowledge	Demonstrable knowledge of how implementing a nurturing approach improves outcomes for young people Evidence of knowledge of SEND legislation relating to Social, Behavioural, Emotional and Wellbeing (SBEW) needs of pupils.	Shortlisting by Application Form
Skills / Abilities	Demonstrable evidence of supporting children and young people’s Social, Behavioural, Emotional and Wellbeing (SBEW) needs. Proven ability to advocate on behalf of children and young people who have Social, Behavioural, Emotional and Wellbeing (SBEW) needs.	Shortlisting by Application Form

SECTION 2 - ESSENTIAL CRITERIA

The following are additional essential criteria which will be measured during the interview/selection stage.

Factor	Essential Criteria	Method of Assessment
Knowledge	Evidence of knowledge of the role of a learning mentor in a nurture environment in relation to the SEN Code of Practice. Demonstrable evidence of strategies to support children and young people with Social, Behavioural, Emotional and Wellbeing (SBEW) needs.	Interview
Skills/Abilities	Proven effective planning and organisational skills and an ability to work under pressure to meet deadlines Committed to working in a way that is inclusive of young people and parents/carers Demonstrable evidence of sound interpersonal and communication skills in dealing with young people with Social, Behavioural, Emotional and Wellbeing (SBEW) needs	Interview
Values Orientation	Evidence of how your experience and approach to work reflect the school’s values/ethos. You will find information about the school’s values/ethos on our school website	Interview

SECTION 3 - DESIRABLE CRITERIA

Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted.

Factor

Desirable Criteria

Method of Assessment

Experience/ Knowledge

Evidence of experience of working in a school or college setting providing support for children with Social, Behavioural, Emotional and Wellbeing (SBEW) needs

Hold a qualification in counselling or nurture practice

Shortlisting by Application Form

DISCLOSURE OF CRIMINAL BACKGROUND

The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’.

In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage.

Further information can be accessed at NI Direct or the Department of Justice.

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes, please click here.

Key Skills

MentoringAttendance supportPastoral careNurture interventionStudent advocacyParental engagementMulti-disciplinary collaborationData monitoringReport writingBudget managementStaff trainingChild protectionHealth and safetySEND legislationConflict resolutionCommunication