Behaviour Mentor
About This Role
JOB TITLE: Behaviour Mentor
Grade: Scale 5 SP 12 £ 35,493 - SP15 £ 27,077(FTE)
Responsible to: Lead Behaviour Mentor
Location: The Cambridge School, LBHF
Contract: Term Time Only
Job Purpose
To support pupils with a range of social, emotional, mental health (SEMH), autism spectrum condition (ASC) and additional learning needs to achieve positive outcomes in behaviour, attendance, engagement, personal development and future aspirations. The Behaviour Mentor will model exemplary practice, deliver targeted interventions, support staff and families, and contribute to a consistent whole-school culture founded on high expectations, positive relationships and effective behaviour support.
Key Responsibilities
Behaviour Support and Intervention
Lead, model and deliver effective behaviour support strategies across the school.
Provide direct support, coaching and mentoring to pupils experiencing behavioural, emotional or relational difficulties.
Deliver individual and small-group interventions to develop emotional regulation, resilience, communication skills, social understanding and self-esteem.
Work effectively with pupils presenting with SEMH needs, ASC and associated communication and sensory differences.
Implement behaviour plans, risk assessments and support strategies consistently.
Support successful reintegration following periods of dysregulation, absence, suspension or crisis.
Promote positive behaviour through proactive intervention rather than reactive responses.
Maintain high expectations while building positive, trusting relationships with pupils.
Emotional Literacy and Wellbeing
Deliver ELSA-informed interventions and emotional wellbeing support programmes.
Support pupils to understand and manage emotions, relationships and conflict.
Act as a calm, consistent and positive role model at all times.
Use restorative approaches, mediation and conflict-resolution techniques to repair relationships and resolve disputes.
Support pupils in developing self-advocacy, independence and confidence.
Family and Professional Liaison
Build positive relationships with parents and carers to support behavioural and emotional outcomes.
Liaise regularly with families regarding progress, concerns and agreed interventions.
Attend professional meetings, reviews, annual reviews and multi-agency consultations where appropriate.
Work collaboratively with therapists, educational psychologists, social workers, family support practitioners and other professionals.
Contribute to planning, review and evaluation meetings relating to pupils' support needs.
Academic Aspirations and Preparing for Adulthood
Promote ambition, aspiration and positive attitudes towards learning.
Support pupils in understanding future pathways, careers and employability opportunities.
Contribute to Education, Employment and Training (EET) preparation and transition planning.
Encourage pupil engagement in enrichment opportunities and wider school life.
Support attendance and participation in curriculum activities.
Staff Support and Development
Model effective de-escalation and behaviour management strategies for staff.
Provide practical guidance to colleagues regarding individual pupils and intervention approaches.
Support the implementation of Team Teach principles and positive handling procedures where required.
Assist in delivering training, workshops and briefings to staff relating to behaviour, SEMH, ASC and regulation strategies.
Promote consistency in behaviour expectations, responses and consequences across the school.
Data, Monitoring and Evaluation
Collect, analyse and interpret behaviour, attendance and ssupension data.
Identify patterns, trends and emerging concerns to enable preventative intervention.
Contribute to the evaluation of intervention effectiveness and impact.
Produce reports and summaries for leaders and professionals as required.
Use data intelligently to inform proactive support plans and measure progress.
School Culture and Safeguarding
Champion and uphold the school's values, expectations and culture.
Promote consistency and professionalism in all interactions with pupils and families.
Maintain accurate records in accordance with school policies.
Adhere to safeguarding, child protection, health and safety and confidentiality requirements.
Demonstrate commitment to inclusion, equity and positive outcomes for all pupils.
Person Specification
Essential Qualifications and Training
Educated to GCSE level (or equivalent) including English and Mathematics.
Relevant qualification in behaviour support, youth work, mentoring, education or related field.
Team Teach training or willingness to undertake training.
Understanding of ELSA principles and emotional wellbeing interventions.
Essential Experience
Experience working with children and young people with SEMH needs.
Experience supporting pupils with ASC and associated communication needs.
Experience delivering individual and small-group interventions.
Experience working collaboratively with families and external professionals.
Experience managing challenging behaviour positively and effectively.
Experience using behaviour data to identify needs and inform interventions.
Essential Knowledge and Skills
Excellent understanding of behaviour as communication.
Strong de-escalation, conflict resolution and mediation skills.
Knowledge of trauma-informed and relational approaches.
Understanding of safeguarding and child protection procedures.
Ability to analyse and interpret behaviour-related data.
Strong written and verbal communication skills.
Ability to remain calm under pressure.
High levels of organisation, resilience and professionalism.
Ability to challenge and support pupils appropriately while maintaining positive relationships.
Personal Qualities
Calm, consistent and emotionally intelligent.
Positive role model for pupils and staff.
Committed to inclusion and raising aspirations.
Solution-focused and proactive.
Reliable and resilient.
Able to build effective relationships across all stakeholder groups.
Committed to maintaining and strengthening the school's culture and values.
Demonstrates integrity, professionalism and accountability at all times.
Key Outcomes for Success
The successful postholder will:
Improve behaviour, engagement and attendance outcomes for identified pupils.
Reduce incidents of dysregulation and behavioural escalation.
Strengthen relationships between school, families and external agencies.
Support pupils to develop emotional regulation and independence.
Increase participation in enrichment and future planning opportunities.
Contribute to a calm, safe and consistent school culture where all pupils can thrive.