Reading Intervention Mentor – Millside School

Are you passionate about making a difference in the lives of young people?

Do you have the energy, empathy, and skills to support pupils with Social, Emotional and Mental Health (SEMH) and additional needs?

Do you have a passion to help empower pupils to thrive through learning, mentoring, and positive engagement enabling them to reach their full potential?

If so, you could be the person for us!

A fantastic opportunity has arisen to join the SEND Team at Haybrook College Trust and make a real difference in the lives of some of Slough’s most vulnerable young people. We are seeking a committed and enthusiastic Reading Intervention Mentor to join us as soon as possible, or by September 2026 at the latest.

Haybrook College Trust is an Alternative Provision (AP) academy supporting pupils across Slough, the Royal Borough of Windsor and Maidenhead, and surrounding areas who have been excluded or are at risk of exclusion from mainstream education. We also run a small special school for pupils with a range of social, emotional and mental health (SEMH) needs.

Our Ofsted report from January 2025 recognised that we “rapidly build positive and trusting relationships with pupils. This means that pupils’ needs are quickly known by staff and well met. As such, most pupils achieve very well.”

Working within an AP or specialist setting is highly rewarding, varied and deeply purposeful. Delivering structured 1:1 reading interventions allows you to develop strong relationships with pupils while helping them build confidence, independence and essential literacy skills.

About the Role

This Reading Intervention Mentor role sits within the College’s SEND Team and will be based at Millside Special School, working with pupils who have Education, Health and Care Plans (EHCPs). You will deliver high‑quality, evidence‑based reading and literacy interventions on a 1:1 basis as part of their statutory provision.

You will deliver structured interventions using the Rapid Plus reading programme, alongside other evidence‑based approaches and reading programmes that may be appropriate for individual pupils. These may include:

• Rapid Plus (for struggling readers)

• Reading fluency and comprehension strategies

• Vocabulary development and reading confidence building

Pupils accessing these interventions may have significant gaps in their reading skills, SEMH needs, or specific learning difficulties affecting literacy. This is a highly impactful role, offering the chance to support meaningful academic progress, improve reading confidence and contribute to positive long‑term outcomes.

Full training in Rapid Plus and other interventions will be provided where needed, although experience in delivering reading or literacy support would be highly advantageous.

The Ideal Candidate

We are looking for someone who is:

• Passionate about improving literacy and committed to closing attainment gaps

• Skilled at delivering structured, 1:1 interventions or willing to be trained

• Patient, nurturing and able to build positive relationships with pupils who may lack confidence

• Knowledgeable about (or keen to learn about) phonics, reading development and barriers to reading

• Resilient, flexible and able to adapt approaches to meet individual needs

• A strong communicator who can liaise effectively with teachers, the SEND Team, parents and external professionals

• A collaborative team player with an interest in SEMH and SEND

Experience working in a mainstream, special school or alternative provision setting would be desirable, though not essential if you can demonstrate the right values and commitment.

Key Responsibilities

• Deliver 1:1 evidence‑based reading interventions as identified in pupils’ EHCPs

• Assess pupils’ reading needs and track progress over time

• Adapt resources and approaches to ensure accessibility and engagement

• Work closely with the SEND Team, class teachers and the Head of Centre

• Promote a positive reading culture, confidence and enjoyment of reading

• Follow all policies relating to safeguarding, SEND and behaviour

Working with young people with a range of SEND needs is not for everyone. It takes a special kind of person to give kindness and compassion to a complex and often challenging cohort of young people. We work hard to support our staff so they can do the best possible job and find that work life balance everyone deserves.

We offer:

• Excellent professional support from a welcoming wider team across the college

• Regular line management support from a member of the senior leadership

• Additional support from an experienced central team

• Free access to Educational Support Partnership

• Highly valuable Continued Professional Development delivered by experts

• A thorough induction package

• Competitive salary

• Access to Teachers Pension Scheme

• Free flu vaccinations

• Access to salary sacrifice schemes for cycles, ICT/Electronics and Ikea

• Wellbeing days

Closing date: 9am, Friday 8 2026 May 2026 with interviews in the week commencing Monday 11 May 2026

Interested candidates are welcome to visit the school or to have an informal conversation. Please contact Suzanne Green (Executive Head Teacher’s PA) on 01628 696075 or suzannegreen@haybrookcollege.co.uk to arrange.

Haybrook College Trust is committed to safeguarding and promoting the welfare of all children and young people according to child protection and safeguarding guidelines. We expect all staff and volunteers to share in this commitment.

This post is classed as having a high degree of contact with children or vulnerable adults and is exempt from the Rehabilitation of Offenders Act 1974. All post holders are subject to necessary pre-employment checks, including a satisfactory Enhanced Disclosure and Barring Service (DBS) Check, including a Child/Adult’s Barred List check (where applicable to the role in question). Shortlisted candidates will be subject to online searches for publicly available information.

Haybrook College Trust is committed to creating a diverse workforce. We will consider all qualified applicants for employment without regard to sex, race, religion, belief, sexual orientation, gender reassignment, pregnancy, maternity, age, disability, marriage, or civil partnership.