Overview and purpose of the role:
- To coordinate the employment programme at Stepping Stones School
- To support learners with additional learning needs and disabilities across Key Stages 2 to 5 to gain the skills and experiences necessary to transition into paid employment, ensuring quality and impact is delivered.
a) Broker new business partnerships and build on existing business partnerships already existing at the school/college.
b) To build relationships with young people, staff and parents / carers
c) To work with school staff to ensure learners are engaged in their employability programme.
d) To assess the needs of the young people, using outcome data to design tailored action plans.
e) To provide one-to-one coaching as well as group coaching sessions for young people to build work readiness.
f) To support young people to engage with opportunities provided by third parties including employers and partner charities.
g) To support young people into their placements.
h) To ensure that young people meet the required outcomes and make a sustained transition into further education, employment or vocational training
i) To adhere to all relevant policies (safeguarding, health and safety, etc) when delivering activities with young people.
j) To collaborate with colleagues to safeguard young people.
k) To document and evidence all work
l) To use data to provide the most effective support with young people.
m) To source and coordinate a termly/annual programme of educational, enrichment and ‘Ready for Work’ activities based on the needs of young people with learning difficulties.
n) To work closely with the Employability Lead to coordinate a programme of volunteer visitors into the school to run careers fayres, assemblies, mock interviews etc
o) To support teachers to develop links to employability into the curriculum offer for each subject
p) To map out employability skills across the school curriculum
q) To attend and collate supporting information for EHCP/Annual Review meetings where appropriate
a) Prepare businesses and their employees by:
• training staff members.
• carrying out risk assessments as required.
• obtaining feedback from participants and volunteers after activities.
b) assessing the impact and manage any reasonable adjustments.
c) Management of Alumni programme for young people who have transitioned from Stepping Stones School.
d) Review quality and impact on a termly basis.
e) Conduct a review with host businesses during and after the activities.
Job brokerage and on the job coaching:
a) Broker new business partnerships for the school whilst building on existing business partnerships.
b) Understand the local educational and employment landscape to ensure Stepping Stones School provides informed and relevant guidance and opportunities to its young people and their families
c) Set up and support young people to complete work experience placements.
d) To meet 1:1 with young people to prepare them for specific applications/interviews.
e) To provide in-work/education job coaching and support for young people to maximize the chances of the transition being sustained up to and beyond 6 months.
f) To communicate regularly with the school Multi-Disciplinary Team and other local coordinators to ensure work-based skills are developed and tracked and to share best practice, sector knowledge and any potential national partnerships.
With parents of young people:
a) Actively engage with parents and carers of the young people in their journey into employment and help them to build their aspirations and support for their child.
b) Attend ‘exit from education’ meetings with the young person and their parents / carers
c) Lead parental workshops offering up to date and relevant Information Advice and Guidance
d) Attend Annual Review meetings for post 16 students, when relevant
Impact and Data:
a) To track workplace exposure for all young people
b) To maintain accurate student records relating to work undertaken
c) To use data on young people’s career goals, predicted destination, and a vocational profile tool to assist with planning activities.
d) To use data such as behaviour, attendance, attainment and the vocational profile judgments to assess the impact of activities.