We're Hiring: SML Mentor

Two new permanent roles at The Centre for Self Managed Learning at Sussex - a unique opportunity in a unique learning community!

Do you believe that every young person should be able to find their own voice, and be supported to find their own way to learn, in a safe and inclusive community?
Do you believe that learning looks different for every one of us, but that it should always be enjoyable and authentic?
Do you want to be part of changing education?

The Centre for Self Managed Learning is an educational charity that has gained an international reputation throughout the last several decades, supporting learners using our evidence-based approach of Self Managed Learning (SML). SML provides structures for learners to plan their learning according to their passions, strengths and inspirations, to continually carry and adapt their plans according to their own evaluation, and to prepare themselves to become self-sufficient citizens and empowered community members in a democratic society.

Our main learning community, located near Brighton, supports close to 80 young people (aged 9-17), who love to learn – as they have the autonomy and support to plan and choose what, when and how to do so. There is no imposed curriculum, no imposed teaching, no imposed timetable – and there are no classrooms. We are looking for passionate full-time mentors to join us in September 2025, mainly working directly with young people, and occasionally supporting our other SML-related activities, such as working with adults’ learning communities. These are totally new roles that have been created to take forward our work in a climate where needs have changed greatly over the last 23 years of our existence.

We are using the term ‘mentor’ as it indicates a role that is not about teaching but about understanding learners as whole persons who need assisting in their learning journeys. The new appointees might come up with a better term and so the label could change. What we do know is that the role is needed as an evolution from past practice.

Who are we?

The SML Community, sometimes called SML College, supports young people’s learning by providing them with a non-judgmental and respectful environment where they can take autonomy in their own learning, and feel safe to share their ideas, values, and needs. The SML Community has a local record of success over the last 23 years as identified by a wealth of independent research, including from four universities.

What is the role of the Mentor in SML Community?

At the SML community, mentors will work with young people to support their self-managed learning while maintaining a safe and inclusive community. We do that by establishing trusting relationships, developing a genuine curiosity in young people's interests and choices, and facilitating a respectful and open culture.

We actively value young people’s diversity across age, gender, race, culture, ability, neurotype and social background. All students are equally valued – genuinely.

No specific background or expertise is needed. The focus for this role is the ability to relate to young people, help them understand the pathways their interests can open, and find positive ways to support these pathways.

Mentors will also be responsible for the work it takes to keep our setting open and running safely and smoothly.

The specifics of the role:

Mentors will 0.9 FTE including 36 weeks during term time, and 10.5 weeks off term time.
The salary is £34,000 per annum (so £30,600 for 0.9 FTE).
Core working hours are between 08:30 am and 4:30 pm, five days a week.
Although 0.9 FTE is preferred, in certain cases, part-time roles can be negotiated, e.g., working five mornings a week (08:30 am – 1 pm) or five afternoons a week (1 pm – 4:30 pm).
A monthly staff meeting, a termly Open day and a termly meeting with parents is expected outside of the working hours.
25 days of annual leave per annum will be taken outside of term time.
Work outside of term time can be taken flexibly, according to the charity’s needs, planned meetings and other planned activities.
The mentor will report to the charity’s Director.
There will be a probation period of three months.
The mentor will be directly responsible for up to five or six small (typically composed of six young people) groups of learners (or up to three groups if works only mornings and afternoons).
For each such group, the mentor will be the facilitator, and the young people’s, their families’ and external agencies’ first point of contact within the SML community with regard to the young people’s learning and any other related reporting.
The mentor will work in a team and, when needed, might be expected to support colleagues in their tasks and responsibilities.
Mentors will attend daily community meetings, weekly Learning Groups meetings, respond to young people’s needs, offering one-to-one support and workshops, open new opportunities for them, supervise their health and safety, and support the community in upholding its agreements and standards.
Mentors are expected to occasionally offer activities from their own interests to model Self Managed Learning, suggest appropriate resources and offer to facilitate plans that accommodate the young people’s needs, but also respect their need to work independently or rest.
Mentors are expected to support young people in choosing and leading activities freely and consensually, asking good questions, supporting conflict management, challenging power dynamics, and while appropriately expressing their opinions, needs, and boundaries.
Mentors are expected to support the responsible use of technology, other equipment, the grounds and the environment.
Mentors will be required to progress their own development at the charity (with support) and are expected to familiarise themselves with all of The Centre for Self Managed Learning’s policies and codes.
Mentors are expected to maintain open and respectful relationships with the families of the young people and share concerns and celebrations in a sensitive and timely manner.
Mentors are expected to support other staff and volunteers while taking care of their own physical and mental health by regularly connecting with them throughout the day and being attentive to their evolving needs and concerns as well as to their own.
Mentors are expected to attend fortnightly or monthly staff meetings to discuss safeguarding, plans, troubleshooting, resources, and professional and personal development.
Mentors are expected to support learners in setting their learning goals and designing their Learning Agreements, offer strategies and tools to help young people achieve their objectives whilst encouraging reflection, critical thinking, and problem-solving (see the appendix below).

Personal specification

You do not need to be a qualified teacher to apply. First and foremost, we are looking for people who will be passionate and curious about the ethos of Self Managed Learning, learning communities and democratic education. We are looking for diversity in our staff to represent the wide variety of interests, abilities and demographics of the community in the area of Sussex.

We’re looking for people with significant experience in supporting learning, wellbeing or personal development – for example in education, youth work, mental health, or community-based settings. This is not an entry-level role. While formal qualifications aren’t essential, strong practical experience is.

It is essential that our mentors will:

Enjoy working with children aged 9-17.
Be willing to take leadership roles with at least one of the following:
- Special Educational Needs, and working with EHCPs
- Safeguarding of young people, preferably as a Designated Safeguarding Lead in educational settings
- Mental health support for young people, preferably as a mental health 1st aider and/or a wellbeing leader in educational settings.
Be actively and empathetically listening, assisting young people in enhancing their emotional literacy.
Looking to work collaboratively, experiment and learn from both positive and negative experiences, while reflecting openly on their learning.
Be reliable, punctual, with strong self-management skills, and are safety- and privacy-conscious.
Be adaptive to daily changes, possess high levels of personal maturity and authenticity and can respectfully manage differences of opinions and feedback.
Have their own talents, passions and interests and are looking to share them with young people (anything from art, music, Maths, sciences, drama, outdoors, hand work, forest school/bushcraft skills – or literally anything.).
Flexible and able to join young people in learning topics they are not an expert on, while supporting them in finding suitable resources.

It could be helpful if you are able to do the following, but it is definitely not essential (and we support people to learn in these areas):

Be able to work full five days a week preferably. However, job-share could be considered (e.g., just mornings, and just afternoons).
Have experience or openness to working in other learning environments.
Have a knowledge and understanding of child protection, safeguarding and equal opportunities policies and procedures.
Have experience and knowledge of working with SEND young people, including PDA.
Have a good understanding and experience with supporting young people with study skills and learning how to learn.
Have a good understanding of post-16 education options.
Have experience in setting up work experience opportunities.
Are experienced in working and running an alternative education setting.
Have a current 12-hour Paediatric First Aid Certificate (or be ready to work towards that)
Have a Food Handling & Hygiene Certificate (or be ready to work towards that)

To apply:

We value diversity and inclusion and welcome applications from candidates with diversity in age, gender, race, culture, ability, neurotype and background. Our full Equality, Diversity and Inclusion Statement can be found here.
If you have a disability or require any adjustments during the recruitment process or while performing the role, we encourage you to let us know. We are happy to discuss your needs and ensure you that we will do our best the support you to succeed in this position.

Please apply by email to carmel@smlcollege.org.uk until midnight 20/5/2025. Please include in your email:

An updated CV; and
An accompanying letter (no longer than two A4 pages with a size 12 font). Your accompanying letter should clarify to us why you would like to work with us and what you could offer to our young people.

We will contact long-list applicants by phone soon after receiving applications. This process is especially designed to make certain that we have full information on each person so that the selection process is fair.

We will invite the shortlisted applications to at least one selection event in our space at Fishergate and may ask for other meetings. Please make sure to be available to attend on the 29th and/or 30th of May 2025

We will send a task to be prepared in advance for the shortlisted candidates.

Please let us know if you will need any reasonable adjustments.

The start date we are looking into is around 25/8/2025.

We may be able to offer assistance with relocation where needed.

If you’d like to know more about the Centre for Self Managed Learning, please have a look at https://selfmanagedlearning.org/.

If you’d like to know more about our Self Managed Community for young people, please have a look at https://smlcollege.org.uk .

If you have any specific questions, please contact Carmel at carmel@smlcollege.org.uk.

Privacy Notice for Job Applicants

The Centre for Self Managed Learning is committed to protecting your privacy and ensuring your personal data is handled in accordance with the General Data Protection Regulation (GDPR).

By submitting your application, you consent to the collection and use of your personal information for recruitment purposes. This may include assessing your suitability for the position, contacting you regarding the application process, and storing your information for record-keeping in line with our legal obligations.

Your data will be processed securely and only shared with relevant staff or third-party partners assisting us in the recruitment process. We will not use your personal information for purposes unrelated to recruitment or share it with third parties without your explicit consent, unless required by law.

If your application is unsuccessful, we will securely retain your data for 6 months to consider you for future opportunities, unless you request its deletion. After this period, your data will be permanently deleted.

For more information on how we handle your data or to exercise your rights under GDPR, such as accessing or deleting your personal information, please contact us at office@smlcollege.org.uk or refer to our full Privacy Notice on https://smlcollege.org.uk/policies/.

Appendix – the mentors’ responsibilities as facilitating a Learning Group

Mentors are not expected to be a subject expert in any area that affects students in the group – rather they are expected to know well all students in their group and act on their behalf.

In order to do this they need to do the following:

First point of contact on student’s personal information (e.g., SEND, EHCPs, safeguarding), mentors need to be well familiar all the information and reports we have on their students.
First point of contact with regard to their students (e.g., with parents, schools, other staff members).
Making sure all students have learning plans that are dynamic and challenged throughout the term. Develop with the young person a viable learning plan.
Discuss with each student the revision of learning plans each term, as a minimum.
Making sure learning groups have agreed on ground rules.
Making sure learning group sessions are held weekly and that students can continuously reflect and challenge their choices. Conduct an engaging weekly learning group where each student reviews the actions on their learning and plans for the coming week – and where they can, as needed, talk through any problems.
Making sure community agreements are agreed, understood and challenged.
Help the group to bond at the start of the term including the group picking a name for the group so that the group is never ‘my group’ (because it isn’t) but always referred to by its name.
Inform other staff of learning needs of particular students and, where necessary, help to introduce the student to a relevant staff member.
Support students in following up on their plans and progress, make plans with other staff members when interventions are needed, and make sure that they are well advised on post-16 and careers options.
Suggest learning resources that might be needed by individuals.
Collate students feedback, fill self-evaluation forms, make sure parent meetings are well-informing and record the outcomes of these.
Report to the monthly staff meeting on any problems affecting students in the group.
Refer matters to the Director in emergency or where you need assistance.
Help older students to develop a portfolio of work that they can take forward e.g. in order to get a college place. Also help with the creation of CVs or other portfolios.