Sociology Graduate
This role is ideal if you have career aspirations to become a Youth Worker, Probation/Prison Officer, Support/Social Worker, and roles that help with charitable causes.
Are you a recent Sociology Graduate with a passion for making a positive impact on young minds? Would you like to make a difference in children's quality of life? If so, we have the perfect opportunity for you!
We are looking for a dedicated Sociology Graduate to support children with moderate learning difficulties and additional mental health needs. This school is based in Lewes for children aged 4-16 and has specialized in SEMH to provide exceptional education and extra help for traumatized children and young people.
You will be helping children who have come from trauma/neglected backgrounds, challenging behaviour, ADHD or Autism, and who have developed mental health issues due to their needs and require additional support with improving social, emotional, and mental well-being.
Benefits of working as a Sociology Graduate:
1. Comprehensive Training and Development.
2. Generous Holiday Allowance, work in term time only.
3. Career Progression in your dream job role.
4. You will make a real difference to the lives of the child.
Responsibilities of a Sociology Graduate:
1. Assist the class teacher in providing the learning experience of students.
2. Behaviour and pastoral support.
3. Take an active role in forward planning with therapists.
4. Ability to build robust and effective relationships with students.
5. Practical approach to meet the individual needs of students.
6. Willing to work 1:1 and in small groups with students.
7. Ensure safeguarding of students, in line with procedures.
Requirements of a Sociology Graduate:
1. Proactive approach.
2. Impose patience and understanding.
3. Have an understanding of challenging behaviour.
4. Always be adaptable in any given situation.
5. Be able to develop strong and positive relationships with children.
Interviews are commencing immediately, apply today to ensure you do NOT miss out.
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