Aspiring Children's Youth Worker

This role will give you great foundations in Mental Health and SEN education to take into your Criminal and Youth Justice aspirations, especially if you aspire to work in Criminal, Youth Justice, Social justice. We require someone who wants to sincerely advocate for SEMH children, understanding the student’s successes and challenges, all seen through a clinical and progressive and pragmatic lens. Youth and Community, Psychology & Criminology Graduates required for this LSA role in Newcastle, you will be working children aged 11-18 who have low tolerance levels for stress. If you have ambitions within advocacy and social care, this is a good role to start in. If you are not a graduate, I would still love to hear from you and discuss your objectives and where your compassion and empathy comes from for these sectors. Being able to raise student’s emotional & academic attainment is crucial, the ability to connect while also having good academic content, is key. But connecting comes first and in an Alternative Provisions and Specialist SEN schools. At the point of referral to the provision many pupils have additional, associated and sometimes complex needs, which may include ADHD (Attention Deficit and Hyperactivity Disorder); ADD (Attention Deficit Disorder); many of the children will have extreme anxiety, pressures from within and outside of school. The school’s aims are not having to exclude any students, finding a process or method that they can keep children in school, even if it is not full time. Building relationships, CONNECT BEFORE CONTENT. Aspiring Youth Mentor – Education and Training – Aspiring Youth Mentor Lewisham Can you make the student’s life just that little bit better today, keep them safe and demonstrate the value of an education to the students? Building relationships as much as each student allows, which will enable you to build the student’s academic attainment. Provision for 30 students, boys and girls, 11-18, with a range of anxiety, SEMH and Complex social needs Helping the children re-integrate back into school, into the wider community The Restorative approach will then aid each child’s education and academic ability and performance, but only when you have connected with the children first Role is based in a specialist SEMH classroom, can be 4-12 children at any one time, it depends on the emotional state and context of each child as to if they will be in school Some anti-social behaviour will be present and that will take some getting used to; this is all part of the role when aiding society’s most vulnerable children. All training and support provided by the school with their excellent training system Number of Therapies introduced and holistic processes, a little progress is a cause for success here High cognitive intelligence, SEMH and Autism focus Pathological Demand Avoidance and Pervasive developmental disorder Secondary aged students with levels of learning well below their stated age Positive engagement, giving the children a sense of acceptance, talking therapy will not always work here so different approaches required Why choose Milk? Milk Education are an eco-friendly, purpose-driven supply agency, driven to make a change. With a mission to be the MOST REWARDING agency to work both with and for. Benefits to YOU: Excellent rates of pay Wellbeing support Free Lesson Plans 24/7 access to your personal consultant Training support sessions And so much more. In order to be considered for this role we require you meet the following criteria; Applicants will be subject to variety of checks including: an enhanced DBS check, full references, including from your most recent employer and eligibility to work in the UK. We are committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. INLDN Job Type: Full-time Pay: £95.00-£100.00 per day Benefits: Health & wellbeing programme Referral programme Schedule: Monday to Friday No weekends Work Location: In person

Location: Newcastle Upon Tyne, GB

Posted Date: 2/26/2025