Learning Mentor - Alternative Provision

Stable Futures is entering an exciting new phase of growth.

A brand-new alternative provision site is being developed to support Amegreen Education’s new secondary SEN school, Juniper House. This provision, delivered under Stable Futures, will play a vital role in supporting the transition and development of new pupils joining the school, alongside our established settings at Haywards Farm and Northcroft School.

The new site will be structured initially around three core curriculum departments: Forest, Horticulture & Culinary, and Animal Care, each designed to provide high-quality, hands-on, experiential learning opportunities for learners aged 5–17.

We are seeking dedicated Learning Mentors to work across these departments, supporting the delivery of engaging, therapeutic, and skills-based learning under the guidance of specialist Department Leads. This is a unique opportunity to be part of a new provision from the ground up, helping to shape its culture, routines, and impact on learners.

Stable Futures is an Alternative Provision working with children and young people who have faced significant challenges accessing mainstream education. We support individual learning journeys through outdoor, experiential education rooted in relational and skills-based approaches.

Main purpose of the role: 

This is more than a job-this is a role for those seeking to positively impact the lives of children and young people.

As a Learning Mentor within Stable Futures, you will work as part of a multi-disciplinary Alternative Provision team, supporting learners who have faced significant challenges in accessing mainstream education. You will play a key role in helping them re-engage with learning, develop confidence, and build the skills needed to succeed both in education and in life.

You will work flexibly across all provision sites, supporting department leads in:

• Horticulture & Culinary
• Animal Care
• Bushcraft & Forest Provision

Your role will involve delivering and supporting alternative curriculum sessions, alongside contributing to curriculum-based learning linked to Juniper House School and Amegreen Education settings.

You will support learners on both a 1:1 basis and in small groups, acting as a positive role model, setting clear boundaries, and maintaining a consistent, therapeutic approach.

Aims and Objectives

• Assist department leads in planning and delivering high-quality sessions in:
• Horticulture & Culinary
• Animal Care
• Bushcraft & Forest Provision
• Ensure sessions are safe, engaging, and accessible for all learners
• Adapt quickly to different environments, activities, and learner needs

Supporting Children and Young People

• Provide tailored support for learners on a 1:1 basis and in small groups
• Build strong, positive, and professional relationships with young people
• Act as a consistent and reliable role model
• Support and contribute to the delivery of a bespoke alternative curriculum, including
• PSHE and emotional wellbeing
• Art, design, and creative activities
• Assist in delivering curriculum-based learning linked toJuniper House School
• Amegreen Education settings
• Adapt sessions to meet individual needs, ensuring engagement and progression
• Encourage creativity and flexibility in session delivery

Social, Emotional & Behavioural Support

• Provide a therapeutic, nurturing environment while maintaining clear boundaries
• Support learners to develop:
• Emotional regulation
• Social skills and communication
• Positive relationships
• Use appropriate strategies to manage behaviour effectively
• Promote respect, responsibility, and accountability

Safeguarding & Pastoral Care

• Follow all safeguarding policies and procedures rigorously
• Prioritise the safety, wellbeing, and emotional needs of all learners
• Report any concerns promptly and accurately
• Support learners with pastoral needs and emotional challenges

Holistic Working & Partnerships

• Build positive relationships with
• Families and carers
• Local Authorities
• Referring schools and professionals
• Support a holistic approach to each learner’s development
• Contribute to transition planning and reintegration pathways
• Transport learners between sites and activities where required
• Support preparation of daily activities (including practical tasks such as food preparation)
• Contribute to the smooth running of sessions and the wider provision
• Engage in ongoing professional development and training
• Remain flexible to meet the evolving needs of the provision
• Prepare lunches – freshly prepared lunch offered daily