Junior Apprenticeship Coach in Construction
Junior Apprenticeship Coach in Construction
This role is term-time + 3 weeks.
The Board of Directors of Coleg Sir Gar and Coleg Ceredigion (the College) are committed to appointing the very best staff who achieve excellence in their work. Working to the values and behaviours that underpin the strategic plan and business of the institution, the College seeks staff that display creativity and innovation, whilst driving their own performance, and the performance of others, to provide the very best experience and service to learners.
The college wishes to appoint a Junior Apprenticeship Coach to provide support and guidance to Junior Apprentices programme. The work of the Pastoral Coach will enable young people to better overcome barriers to learning and to achieve successful learner outcomes.
The Junior Apprenticeship Programme is a part of 14–16 provision delivered within a compulsory education framework. Learners remain on the roll of their home school and attend College as part of a statutory programme. As such, this role differs from standard post-16 FE delivery and carries enhanced responsibilities in relation to safeguarding, behaviour, attendance and engagement.
The work of the JA Coach will complement the wider support network of the Learner Experience Directorate within the College and activities within Curriculum Areas. The work will require a high level of cooperation and collaboration with other staff across the College and externally with the Local Authority and the young person’s school. The role involves making early interventions and addressing learner issues and concerns, promoting a positive and caring culture, delivering personal development sessions, and working collaboratively with the Junior apprentice team to achieve annual key performance indicators.
Key Responsibilities
General Duties/Allocation:
- Provide students with appropriate levels of support and guidance to help them understand their learning styles, utilising coaching processes to enable the learners to learn more effectively
- Facilitate support in-class to help learners access and engage with the curriculum, tailoring assistance to their individual needs and learning styles
- Supervise and support junior apprentice learners during unstructured times, such as breaks, lunchtimes, and transitions, to ensure their safety and well-being while encouraging positive social interactions
- Collaborate with all staff to adapt lesson plans and classroom activities to meet the diverse needs of learners
- Build positive relationships with learners and act as a mentor and advocate, providing guidance and encouragement as they navigate their educational journey
- Act as a liaison between learners, staff, parents/guardians, and external agencies to ensure cohesive and holistic support for learners
- Support and participate in transition activities to support learners entering, progressing through, and exiting the Junior apprenticeship programme
- Address attendance issues as indicated in the attendance and safeguarding policy
- Monitor attendance for individual learners and address attendance issues using positive behaviour management techniques
- Maintain accurate and timely records of early interventions, progress, and outcomes, ensuring all documentation aligns with college policies and standards
- Complete learner interim and summative reports
- Attend and contribute to parental consultation events as a pastoral coach
- Contribute to the college work on safeguarding in line with the policy and reporting processes
- Attend and participate in any relevant internal meetings such as disciplinary hearings, learner reviews, multi-disciplinary meetings, team meetings
- Develop, facilitate and deliver transition activities aimed at supporting learners into college;
- Work collaboratively with all other faculty staff to share relevant information
One-to-One Support:
- Provide Tutorial (personal development sessions) to the junior apprentice groups
- Undertake individual learner one-to-one progress review and targets setting sessions once every half-term
- Liaise with the course leader and utilise course digital systems to monitor and track the progress of learners
- Support learners in setting and achieving their individual goals
- Play an active part in supporting positive attendance for Junior Apprentices ( following the College’s guidelines)
- Make appropriate referrals in and out of College. 2.3 Personal Development/Tutorial Sessions:
- Deliver personal tutorial sessions planned by the central learner support team
- Support learners in developing skills and knowledge beyond their qualifications
- Encourage active participation in personal development and enrichment activities
- Liaising with teaching staff to identify reasons for underachievement with students and implementing a variety of tools such as referral, 1:1 work, challenging target setting and listening to learners to build up confidence levels
- Liaise with the Be Ambitious team to coordinate an employability programme for all learners
- Assist learners in making informed decisions regarding their future career paths and progression routes
- Support learners in their transition to their next steps in education, further training, or employment opportunities
Learner Voice Participation:
- Support learners to complete Learner Voice activities and processes
- Administer learner questionnaires and achieve allocated Key Performance Indicators (KPIs) related to learner participation
Positive Behaviour Management:
- Maintain accurate and timely records of early interventions, progress, and outcomes, ensuring all documentation aligns with college policies and standards
- Promote positive behaviour in line with the college values of Be Ready, Be Respectful and Be Safe
- Address learner behaviour concerns promptly and in accordance with college policies and procedures
- Promote a positive and respectful learning environment
At-Risk Student Support:
- Collaborate with curriculum colleagues and learner services to identify, support and refer "at-risk" students
- Complete Individual learner risk assessments where these are required
- Implement appropriate early interventions and student support strategies
- Monitor and track the progress of at-risk learners
Work Placement:
- Work closely with the Junior Apprenticeship Co-ordinator in order to source, undertake the necessary risk assessments and monitor learners in a work placement settings
Skills Knowledge and Expertise
Welsh Language Requirements:
- Welsh Oracy (Listening/Speaking) - Level 0/1
- Welsh Literacy (Writing/Reading) - Level 0/1
See detailed language descriptions attached.
Essential Criteria:
- Degree or equivalent
- Relevant Level 3 or above qualifications
- GCSE English and Mathematics at minimum Grade C or O Level equivalent
- Experience and understanding of working in a Trauma Informed way
- Good communicator
- Good interpersonal skills
- Ability to work harmoniously with colleagues
- Good presentational skills
- Ability to relate to target group
- Good computer literacy skills
Desirable Criteria:
- PGCE
- Relevant experience of working with young people
- Experience of actively participating in the pastoral care of young people
- Experience of delivering teaching and learning
- Experience of effectively managing challenging behaviour
Benefits
- Extremely generous pension scheme with employer contributions of 20%.
- Award-winning professional learning and development programme.
- Cycle to work scheme
- Free on-site car parking
- Online and instore retail discounts
About Coleg Sir Gâr and Coleg Ceredigion
Coleg Sir Gâr was created in 1985 and became a corporate institution in 1993. In 2013 it became Coleg Sir Gar Ltd, a company within the University of Wales: Trinity Saint David Group, and part of a regional Dual Sector University. The College has an annual turnover of over £35m and employs around 800 staff.
Coleg Ceredigion was created in 1985 and became a corporate institution in 1993. The college merged with the University of Wales Trinity Saint David as a subsidiary company in 2014. The college has an annual turnover of £6m and employs around 180 staff.
Coleg Ceredigion was created in 1985 and became a corporate institution in 1993. The college merged with the University of Wales Trinity Saint David as a subsidiary company in 2014. The college has an annual turnover of £6m and employs around 180 staff.
The College is based in South West Wales and has seven main campuses at Llanelli (Graig), Carmarthen (Pibwrlwyd and Jobs Well), Ammanford, Llandeilo (Gelli Aur), Aberystwyth and Cardigan. The College is also home to Carmarthen School of Art which has its origins dating back to 1854.
Inspiring Learners
Fulfilling Potential
Achieving Excellence
Fulfilling Potential
Achieving Excellence
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Equality, Diversity & Inclusion
At Coleg Sir Gar & Coleg Ceredigion, we inspire learners to fulfil potential and achieve excellence. To do this, we need the best employees to continue our culture of respect, unity and professionalism. We are proud to be an Equal Opportunity Employer and therefore welcome applications from all backgrounds and areas of the community to the college.
Visit our dedicated page to find out more.
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Coleg Sir Gar and Coleg Ceredigion are proud to be a disability confident employer. As a result, we ensure our recruitment process is fully inclusive and accessible to all, communicate and promote all opportunities, anticipating and providing reasonable adjustments, support existing employees who acquire a disability or long term health condition to stay in work, and offer an interview to disabled people who meet the minimum criteria for the job.
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