Keyworker (1:1 Student Support)

The Keyworker will work closely with a sixth-form student to support access to learning, develop executive functioning and organisational skills, encourage self-advocacy, and promote emotional regulation and wellbeing. The successful candidate will play a vital role in helping the student become increasingly independent while ensuring they can fully engage in school life., Learning and Classroom Support

• Support the student to access lessons, complete work and participate in classroom activities
• Help translate ideas and understanding into written responses
• Use visual prompts, structured questioning and scaffolding techniques
• Support the development of independent learning strategies
Executive Functioning and Organisation
• Teach and reinforce organisational skills
• Support workload planning, homework recording and time management
• Help break larger tasks into manageable steps
• Develop effective use of planners, reminders, calendars and organisational systems
• Encourage increasing independence in managing academic responsibilities
Self-Advocacy and Communication
• Support the student to recognise and communicate their needs
• Encourage appropriate help-seeking from teachers and support staff
• Build confidence in communicating with peers and unfamiliar adults
• Promote independence in requesting support and reasonable adjustments
Emotional Regulation and Wellbeing
• Recognise signs of feeling overwhelmed, fatigued and/or experiencing reduced engagement
• Support the use of agreed coping and regulation strategies
• Encourage self-awareness and reflection
• Reinforce approaches recommended through wider pastoral and professional support
Sensory Regulation
• Identify environmental factors that may impact learning
• Support agreed sensory and movement-break strategies
• Encourage the student to recognise and communicate sensory needs
Academic Development
• Support note-taking, organisation of information and revision planning
• Help the student interpret questions and structure responses
• Encourage self-checking and independent use of learning strategies
Monitoring and Reporting
• Record evidence of progress and growing independence
• Monitor the effectiveness of strategies and interventions
• Contribute to reviews, target setting and support planning
• Work collaboratively with teaching staff, Learning Support, families and external professionals
• Book and attend weekly external therapeutic sessions and implement/monitor agreed strategies
  
  Has experience supporting young people, ideally within an educational or SEND setting
• Understands the importance of executive functioning, organisation and self-advocacy
• Is patient, empathetic and encouraging
• Can build positive professional relationships while maintaining clear boundaries
• Is an excellent communicator with strong observation and recording skills
• Can work independently and collaboratively as part of a wider support team
• Is committed to promoting independence rather than creating reliance on adult support