Job Description: Key Worker
Location: Gayton, Northampton - Outdoor Learning Alliance sites
Reporting To: Head of Centre
Hours / Contract
25 Hours a week, permanent, Term time only (pro rata)
Role Purpose
The Key Worker plays a central role in delivering personalised, relational and therapeutic outdoor education to children and young people who are disengaged from mainstream education. You will act as the primary adult for a caseload of students, taking lead responsibility for day-to-day support, planning and delivery of targeted learning, and communicating progress with schools, parents/carers and partner professionals.
You will help learners reconnect, re-engage and reintegrate by creating consistent routines, building trusted relationships, and providing purposeful outdoor learning experiences that develop confidence, wellbeing, practical skills and positive participation.
Key Responsibilities
1) Key Worker Lead for Allocated Students
- Serve as the named Key Worker for allocated students, providing consistency, structure and relational support. Develop and maintain professional, supportive relationships that promote trust, safety and engagement. Take lead responsibility for coordinating each student’s programme: learning goals, daily support strategies, planned next steps and outcomes. Support students to develop self-regulation, resilience, communication and positive behaviour for learning. Contribute to reintegration planning where appropriate (transition planning, stepped increases in attendance, return-to-school pathways).
2) Planning & Delivery of Outdoor Learning
- Plan, prepare and lead small group and 1:1 activities that are purposeful, engaging and matched to individual needs. Deliver practical, hands-on sessions (e.g., nature-based learning, bushcraft, land-based/horticulture projects, team tasks, problem solving, personal development activities). Differentiate activities to support SEND, SEMH needs, anxiety-based needs, trauma presentations and varying levels of confidence/ability. Use a reflective approach to adapt sessions in the moment, responding to learner needs, weather, risk and emotional presentation. Promote a positive learning culture through clear expectations, routines, encouragement and restorative practice.
3) Monitoring Progress, Assessment & Reporting
- Complete regular and ongoing progress reports for each student in line with organisational expectations. Track and evidence progress against agreed outcomes such as: o engagement, attendance and punctualityo social and emotional developmento behaviour, self-regulation and relationshipso communication, confidence and participationo practical skills and personal development targets Maintain accurate, timely and professional records (observations, session notes, incidents, achievements, interventions and outcomes). Contribute to review meetings and multi-agency meetings where required. Use assessment information and observations to inform planning and next steps.
4) Parent/Carer and Professional Communication
- Maintain proactive and professional contact with parents/carers, including: o celebrating successeso providing progress updateso addressing concerns earlyo supporting consistent strategies between home and provision Liaise with schools, local authority teams and relevant professionals to support joined-up planning, attendance improvement and reintegration. Ensure communication is appropriate, confidential and recorded in line with policy.
5) Safeguarding Responsibilities (KCSIE-Aligned)
Safeguarding is everyone’s responsibility. The Key Worker must act in accordance with current statutory guidance, including Keeping Children Safe in Education (KCSIE), and organisational safeguarding and child protection policies.
You will:
- Promote the welfare and safety of children and young people at all times, creating an environment where students feel safe, respected and listened to. Maintain high levels of vigilance and professional curiosity, recognising that safeguarding concerns can present in many forms. Identify, respond to, and report concerns immediately in line with policy, including concerns about: o a child’s welfare or significant changes in presentationo peer-on-peer abuseo online safety riskso self-harm indicators, exploitation risks or contextual safeguarding concernso staff conduct or unsafe practice (whistleblowing) Record safeguarding concerns accurately and promptly using agreed systems, using clear factual language and maintaining appropriate confidentiality. Follow safer working practice and maintain professional boundaries, including appropriate use of mobile phones, photos, communication channels and physical contact. Attend and engage in required safeguarding training and updates, including induction and annual refreshers. Work closely with the Designated Safeguarding Lead (DSL) and follow direction regarding referrals, risk management and action planning.
6) Health & Safety / Risk Management
- Contribute to a safe outdoor learning environment through appropriate planning, supervision and dynamic risk management. Follow site procedures and complete/contribute to risk assessments for activities, tools, environments and off-site visits. Model and reinforce safe practice with tools, fires, equipment and outdoor boundaries. Maintain awareness of student medical needs, care plans and required reasonable adjustments. Report incidents, near misses and hazards in line with policy and support continuous improvement.
7) Delivery of Short Course Qualifications & Awards
- Support the delivery of short course qualifications, unit awards and/or accredited outcomes as part of each learner’s personalised programme. Plan and deliver structured learning activities that contribute toward qualification outcomes, ensuring sessions are accessible, motivating and appropriate to learner needs. Work with the wider team to map activities to course/award criteria, ensuring learners have regular opportunities to evidence progress and achievement. Gather, produce and maintain appropriate evidence of learning in line with organisational procedures (e.g., observation notes, learner reflections, work products, witness statements, photographic evidence where permitted). Provide learners with clear feedback and next steps to help them progress through units and achieve outcomes. Contribute to quality assurance processes by supporting standardisation, internal verification and moderation requirements as directed. Implement reasonable adjustments to support access to learning and assessment, working with colleagues and professionals where appropriate. Promote and celebrate achievement, supporting progression into education, training and employment pathways.
8) Teamwork & Professional Practice
- Work collaboratively within a multidisciplinary team, contributing to planning, reflection and continuous improvement. Participate in supervision, training and ongoing professional development. Uphold organisational values, maintain high professional standards, and contribute to a calm, supportive culture. Undertake other duties reasonably required to support the effective running of the provision.
Person Specification
Essential
- Experience working with children and young people in education, youth work, alternative provision or a support role. Ability to build consistent, trusting relationships and act as a reliable, positive role model. Confidence planning and leading engaging learning activities for small groups and/or 1:1. Strong behaviour support skills, using calm, consistent and relational approaches. Strong written communication skills, including accurate record keeping and ongoing progress reporting. A clear understanding of safeguarding responsibilities and a commitment to working in line with statutory guidance, including KCSIE, and organisational policies and procedures. Ability to recognise concerns, record them accurately, and follow reporting procedures promptly and professionally. Ability to work independently, take initiative, prioritise effectively and remain reflective and solution-focused. Commitment to inclusion and the ability to support learners with SEND/SEMH needs and additional vulnerabilities. Willingness and ability to work outdoors in varying weather conditions and contribute to physical, practical learning.
Desirable
- Experience of outdoor learning, forest school, land-based learning or therapeutic provision. Experience supporting learners to achieve short course qualifications, unit awards or accredited outcomes. Understanding of evidence-building and assessment processes (e.g., portfolio evidence, observation-based assessment, witness statements). Experience contributing to quality processes such as standardisation, moderation or internal verification. Training/experience in trauma-informed practice, emotional regulation strategies or restorative approaches. Relevant qualifications in education, youth work, SEND support, outdoor learning, or assessment (or willingness to work towards). First aid qualification (or willingness to undertake training). Experience liaising with schools, parents/carers and multi-agency professionals. Confidence embedding literacy, numeracy and employability skills into practical learning contexts.
Pre-Employment Requirements
- Enhanced DBS check (and any other vetting required for regulated activity). Satisfactory references and safeguarding checks in line with safer recruitment procedures. Commitment to ongoing safeguarding training and professional development.
Working Environment
- Predominantly outdoors in varied weather conditions. Active role involving practical delivery, physical activity and environmental stewardship. Working with small groups of students who may present with heightened needs; requires calm consistency, emotional resilience and professional curiosity.
Pay: From £15.50 per hour
Benefits:
- Casual dress
- On-site parking
Work Location: In person
