Hub Mentor - Behaviour and Restoration

Job Description

ROLE SPECIFICATION – Hub Mentor – Behaviour and Restoration
Job Title: Hub Mentor – Behaviour and Restoration
Salary: Grade 6 SCP 9 - SCP 12 Starting Salary £22,431.68 to £23,538.40 (incremental progression)
Contract: Permanent, Term Time Only.
35 hours per week, Monday to Friday 8:30am to 4pm to include a 30-minute unpaid break
Reporting to: Assistant Headteacher of Inclusion
Start Date: ASAP

Join Our Team at Downlands Community School
Downlands Community School is a thriving, inclusive, and ambitious school committed to providing transformative opportunities that take all pupils beyond their lived experience. We are seeking an enthusiastic and committed Hub Mentor – Behaviour and Restoration to join the Hub and Reflection Room.
Purpose of the Role:
• To build positive and trusting relationships with parents/carers, working with pastoral teams to communicate effectively with the families of our most vulnerable pupils.
• To provide support within the Reflection Room for one designated day each week, and at other times when required, ensuring pupils have a purposeful opportunity to reflect, reset and prepare for successful reintegration into the wider school environment.
• To provide support within the Compass Room, ensuring pupils have a purposeful opportunity to reflect, reset and prepare for successful reintegration into the wider school environment.

Main Responsibilities

Intervention and Support for Pupils
• Promote consistency in the application of the school’s behaviour expectations, policies and procedures, ensuring pupils experience clear, fair and appropriate boundaries.
• Support pupils to understand and take responsibility for their behaviour through individual and group reflection, mentoring and restorative work, including understanding the impact of their actions on others.
• Work with pupils to identify barriers to positive behaviour, learning and engagement, and develop strategies to support emotional regulation, resilience, positive decision-making and successful participation in lessons.
• Build positive and trusting relationships with pupils, providing consistent encouragement, challenge and support while maintaining high expectations and appropriate professional boundaries.
• Support the successful reintegration of pupils into their normal lessons following time in the Hub or Reflection Room, working collaboratively with teaching and pastoral staff to ensure appropriate strategies and support are in place.
• Contribute flexibly to the effective running of the Hub, Reflection Room, and Compass Room providing a calm, structured and purposeful environment and responding to emerging behavioural and pastoral needs across the school.

Supervision and Support for Pupils in the Hub
• Receive and settle pupils referred to the Hub, ensuring they understand the expectations, routines and purpose of the provision.
• Supervise pupils throughout their time in the Hub, maintaining a calm, safe and purposeful working environment that enables them to complete work set by teaching staff.
• Challenge, encourage and motivate pupils to engage positively with their work, maintaining high expectations for behaviour, conduct and learning.
• Support the delivery of effective learning within the Hub by liaising with teaching staff regarding work set, providing appropriate assistance and encouraging pupils to remain focused and productive.
• Maintain accurate records of pupil attendance, behaviour, work completed and relevant incidents, and monitor and report behaviour data to the line manager as required.

Other Duties
• Follow and implement the School’s Child Protection and Safeguarding policies and procedures, raising concerns promptly and appropriately.
• Contribute to the organisation, smooth running and effective use of the Hub and Reflection Room, ensuring environments are safe, orderly and fit for purpose.
• Complete administrative, record-keeping and other duties as directed by the line manager, contributing to the effective operation of the provision.
• Maintain professional knowledge and practice by attending relevant training and participating in appropriate professional development opportunities.
• Engage positively with the school’s performance review and development processes, setting and working towards agreed objectives.
• Undertake any other reasonable duties commensurate with the role, as required by the line manager or School.
Additional Information
This role specification contains an outline of the jobholder's principal accountabilities and is not intended to be exhaustive. It will be reviewed with the jobholder annually in Performance Review as necessary
Person Specification
Knowledge and Experience
• A level of education sufficient to support pupils aged 11–16 with their learning, including pupils working towards GCSE-level qualifications. This would normally include GCSE Grade 4/C or above in English and Maths, or equivalent qualifications or relevant experience.
• An understanding of the factors that can contribute to challenging behaviour and barriers to learning in young people, and an awareness of strategies that can support positive behaviour, engagement and successful learning.
• Knowledge and understanding of effective approaches to working with young people who may present with emotional, social or behavioural difficulties. Experience of working with such pupils would be desirable.
• An understanding of how young people learn and develop, and the importance of creating a calm, structured and supportive environment that promotes engagement and positive outcomes. Experience of working in an educational setting would be desirable.
• A clear understanding of safeguarding and child protection responsibilities, with a strong commitment to promoting the safety, welfare and wellbeing of young people.
• An understanding of the principles of restorative practice, positive behaviour management and the importance of building respectful and professional relationships with young people.
Skills and Abilities
• Excellent interpersonal and communication skills, with the ability to establish positive, respectful and professional relationships with young people and adults.
• The ability to respond sensitively and appropriately to individual pupil needs, while maintaining clear, consistent and fair boundaries and high expectations.
• The ability to convey calm authority, gain pupils’ respect and motivate them to engage positively with learning and school expectations.
• The ability to remain calm and effective when managing challenging or difficult behaviour, using appropriate de-escalation, communication and restorative approaches.
• The ability to work effectively both independently and as part of a wider team, using initiative while recognising when to seek advice or support.
• Good organisational skills and the ability to manage competing priorities, maintain accurate records and work efficiently within established procedures.
• Effective written and verbal communication skills, including the ability to communicate relevant information clearly and appropriately with pupils, colleagues and other professionals.
• Competence in using relevant IT and software systems, with the ability and willingness to learn and use School systems.
Personal Qualities
• A confident, calm and positive approach to working with young people who may present with emotional, social or behavioural difficulties.
• A genuine enjoyment of working with young people and a commitment to supporting their wellbeing, development and success.
• Patient, resilient and emotionally mature, with the ability to remain calm and consistent when working with challenging behaviour or difficult situations.
• A kind, empathetic and non-judgemental approach, while maintaining appropriate professional boundaries and high expectations.
• The confidence and ability to work independently with individual pupils or small groups for sustained periods, while recognising when additional support or advice is required.
• Flexible and willing to respond positively to the changing needs of the school and to support colleagues and pupils where required.
• High levels of personal integrity and sound judgement when dealing with confidential, sensitive or safeguarding-related information.
• A commitment to personal and professional development, with an interest in developing knowledge, skills and practice relevant to the role.
• A professional manner and demeanour that provides a positive role model for young people and reflects the values and expectations of the school.
• A professional and smart appearance, in accordance with the school’s dress code.

Safeguarding Statement
Downlands Community School and West Sussex County Council are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to an appropriate Disclosure and Barring Service check along with other relevant employment checks, including satisfactory references.

Downlands Community School and West Sussex County Council are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment.
All successful candidates will be subject to an enhanced Disclosure and Barring Service (DBS) check and other relevant pre-employment checks, including satisfactory references.
Shortlisted applicants will also be subject to an online search. This is not part of the shortlisting process, and candidates will have the opportunity to discuss any concerns identified during the search at interview.

How to Apply
Applications should be made using the West Sussex application form, available to download from the school website under the "Vacancies" section.
Completed applications should be addressed to: Mr M Ashdown, Headteacher and emailed to recruitment@downlands.org
Closing Date 9:00am on Monday 2nd November 2026
Interviews to be held week commencing 9th November 2026
Please note that references may be requested prior to interview unless applicants indicate on their application form that they do not wish referees to be contacted at that stage.
Start Date – ASAP

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