Graduate Learning Mentor – Secondary Schools | Greenwich | September 2026 Start

Engage Partners Limited

Greenwich

On-site

GBP 17,000 - 24,000

Full time

14 days+
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Benefits offered by this job

Training & development
Mentor support
Consultant assistance

Job summary

Engage Education is seeking Graduate Learning Mentors for secondary schools across Greenwich starting September 2026. This role provides one-to-one and small group academic support to Key Stages 3 and 4, helping students overcome barriers and build confidence.

You will work with teachers and pastoral teams to deliver targeted intervention programmes, encourage positive behaviour, and monitor progress. This is ideal for graduates considering careers in teaching, psychology, counselling, or youth

Qualifications

  • Hold a degree in any subject.
  • Passion for working with young people.
  • Excellent communication and relationship-building skills.

Responsibilities

  • Provide one-to-one and small group academic support to students across Key Stages 3 and 4.
  • Help students develop confidence, resilience, and effective study habits.
  • Support learners who require additional encouragement to engage with their education.
  • Work alongside teachers and pastoral teams to deliver targeted intervention programmes.
  • Encourage positive behaviour and promote high expectations throughout the school.
  • Monitor student progress and contribute to support plans where appropriate.
  • Build meaningful relationships with students, acting as a positive role model.

Skills

Communication skills
Relationship-building
Empathy
Patience
Motivation

Education

Bachelor's degree

Job description

Are you a graduate who wants to make a real difference while gaining invaluable experience in a secondary school?

Engage Education is recruiting Graduate Learning Mentors for a number of secondary schools across Greenwich starting in September 2026.

This role is ideal for graduates who are passionate about supporting young people and are considering careers in teaching, educational psychology, counselling, youth work, or pastoral care. You’ll play a key role in helping students overcome barriers to learning and achieve their full potential.

The Role

As a Graduate Learning Mentor, you will:

  • Provide one-to-one and small group academic support to students across Key Stages 3 and 4.
  • Help students develop confidence, resilience, and effective study habits.
  • Support learners who require additional encouragement to engage with their education.
  • Work alongside teachers and pastoral teams to deliver targeted intervention programmes.
  • Encourage positive behaviour and promote high expectations throughout the school.
  • Monitor student progress and contribute to support plans where appropriate.
  • Build meaningful relationships with students, acting as a positive role model.
The Ideal Candidate

We’re looking for graduates who:

  • Hold a degree in any subject.
  • Have a genuine passion for working with young people.
  • Are patient, empathetic, and enthusiastic.
  • Have excellent communication and relationship-building skills.
  • Can motivate and inspire students from a range of backgrounds.
  • Have experience tutoring, mentoring, coaching, volunteering, or working with young people (desirable but not essential).
What’s on Offer
  • Full-time position starting September 2026.
  • Competitive daily pay based on experience.
  • Long-term roles with the opportunity to secure a permanent position.
  • Excellent preparation for teacher training and other education-related careers.
  • Ongoing training, mentoring, and professional development.
  • Dedicated support from your Engage Education consultant.
Why This Role?

This is more than just classroom support—it’s an opportunity to make a genuine impact on students’ lives while developing the practical skills, confidence, and experience needed for a successful career in education.

If you’re a graduate looking to take your first step into education and want to make a lasting difference, we’d love to hear from you.

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