Total 14 Education / Training job vacancies in Aylesford, ME20 7NJ

Contract Type: Fixed Term until 31 August 2025Working Hours: Full Time, 08:00 - 16:30Number of positions: 1
DBS Check Required: Yes
Qualifications Required: Qualified Teacher Status
Start Date (Subject to pre employment checks): 1 January 2025Newly Qualified Teachers: Accepted
Salary: Main Scale to Upper Scale £30,000 to £46,525 per annum

The Governors are seeking to appoint a highly motivated teacher to join our hard working and dedicated staff.

We are looking for a teacher who:

• Is able to inspire and motivate by providing high-quality teaching and learning experiences
• Has an excellent understanding of the National Curriculum and contemporary pedagogy
• Has the ability to work effectively within a strong and committed team
• Has a commitment to enriching the Catholic life of the school
• Has high expectations of all children’s learning and behaviour
• Is solution-focused, determined, flexible and approachable
• Is committed to their own professional development
• Has evidence of excellent classroom management
• Has a can-do attitude and a positive outlook

We offer:

• A distinctive Catholic ethos
• Supportive parents and an experienced and dedicated staff
• A professional, friendly, caring, inclusive and supportive working atmosphere
• Well-behaved and friendly children, who are motivated to achieve and be the best they can be
• Excellent opportunities for career and professional development including curriculum leadership skills
• Governors and a leadership team who prioritise well-being and are committed to supporting all staff to ensure that our children receive the high-quality education they deserve

The Person Specification is an important part of the application process and will be used to shortlist candidates. You will need to demonstrate in your supporting statement/application form how you meet the criteria in the person specification. Please find attached person specification and job description documents for further information.
To apply for this role, please visit the school website to download an application form and other associated recruitment documentation: Vacancies - Sacred Heart R.C. Primary School If the link does not redirect you, please copy and paste it directly into your browser: https://sacredheartschool-gorton.org.uk/about-us/vacancies/ If you are viewing this job on our Greater Jobs site then please click on the apply now button to view the full advertisement details and relevant attachments.

We are fully committed to safeguarding and promoting the welfare of children, younger learners and vulnerable adults and we expect all staff and volunteers to share the same commitment. The above post will be subject to enhanced DBS checks, satisfactory references and will be exempt from the provisions of the Rehabilitation of Offenders Act 1974. DBS Code of Practice which can be viewed here.

This post is also subject to satisfactory references, proof of right to work in the UK in accordance with the Asylum and Immigration Act 1996 and other pre-employment checks where applicable.

We strive to create a fair and inclusive workplace that is as diverse as the communities we serve. We positively welcome applications from all candidates regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy, and maternity, race, religion or belief, sex and sexual orientation

Calculate your take home pay

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Communication Develop high quality, up to date and easy to follow end user training materials using the GSTT style and appropriate format. This includes manuals, teaching aids, PowerPoint presentations, quick reference leaflets, eLearning packages and online learning programmes. Gain sign off from subject matter experts prior to release. Communicate highly complex work processes with knowledge of local workflows which may create contentious situations. Be responsible for decision making processes which may require management of hostile or highly emotive workshops or meetings. Guide staff on course of action to take during design of new patient pathways. Develop and deliver formal and complex presentations for large groups of staff. Deliver training and eLearning support as necessary, on a one-to-one basis, or in a larger group environment dependent on service requirements blend. Apply a blended learning approach wherever possible. Provide education and training to GSTT and its partner organisations ensuring you follow the Trust policies and protocols. Actively participate in continuous professional development and take part in the Train the Trainer accreditation required by the Trust. Attend and deliver refresher training sessions to other team members (and learners) as required. Analysis and judgement Ensure attendees are appropriately booked; slots on courses are fully utilised, and attendance records/training outcomes are recorded accurately and timely on the Learning Management System (LMS), working closely with other Trainers, Application and Configuration teams and the Training Administrator(s) as required. Accurately update and maintain the LMS with course information. Assess user competence during training identifying and taking action where staff fail to achieve the required level. Actions include completing a report or recording a risk.Ensure both the Training Manager and appropriate Line Manager(s) are informed and record using agreed processes. Identify complex user queries and take appropriate action to resolve these in conjunction with colleagues/Super Users/Training Manager. Fully participate in peer observations, offering supportive and constructive feedback to Training colleagues. Responsible for ensuring formative and summative competence assessments are developed for each course. Assessments should be in line with adult learning styles for the relevant module to demonstrate achievement of course objectives and level 2 Kirkpatrick evaluation. Management Work in a complex and unstructured multi-disciplinary environment; be able to act with minimum guidelines. Be an expert in the application area. Line management responsibility for IT Trainers and Junior Trainers, ensuring the quality and adherence to the standards and agreed criteria. Work with Lead Analysts and other Principal Trainers to incorporate feedback from training sessions into future developments or make urgent changes to build as appropriate. Assist with training colleagues in the application area and deliver specialist training when required. Deliver specialist training and demonstrations to staff. Planning Project management experience or relevant experience is required to formulate the long term and complex training plans for the Trust and its partners. Responsible for the planning and scheduling of Trust staff into appropriate training sessions for their role. Ensure training provided meets the needs of the service and can be delivered to the timescales agreed. Provide support based on expert knowledge of EHR applications/modules and operational processes in order to deliver high quality, effective and timely training to multidisciplinary end users. Travel to required locations on Trust sites to deliver training and support to staff based at GSTT and all partner organisations. Setup IT training equipment at training venues (lifting and carrying is involved). Provide cover in the event of sickness and/or annual leave to ensure the continuity of service is maintained across all sites and cancellation of training sessions are kept to an absolute minimum. Respond effectively, and within the Trust agreed target timescales, to end user support queries logged on the IT Service Desk Policy/Service Level of Supervision Support end users to achieve required competency of the required application(s), using pre-determined course materials. Where appropriate make EHR and/or local managers aware of areas of concern. In conjunction with the Training Manager, ensure effective training timetables are implemented and user attendance is reported accurately, according to relevant processes. There will be a requirement to deliver training outside of normal working hours, evenings and weekends. Review and evaluate end user feedback, identifying constructive ideas for improving future delivery/content. Ensure changes continue to meet business needs. Produce and ensure course/lesson plans are relevant, up to date and in line with current practice and policies. Maintain accurate training records for audit purposes. Extract and customise reports from the LMS for Service Level Agreement (SLA) and management purposes as required.

An Epic certified and learner-focused Trainer, with significant Digital training expertise. The Principal Trainer vacancies are in the The ITCS (Information Technology Clinical Services) Emergency / Diagnostics and Ambulatory teams.

Principal Trainers are expected to lead the analysis, design, delivery, implementation and evaluation of cross-organisational solutions for staff (clinical and non-clinical) in relevant application areas. Epic Emergency / Diagnostics or Ambulatory training certification is required, or other Epic certification with Emergency / Diagnostics or Ambulatory certification within 6 months in post.

The Emergency / Diagnostics team is responsible for Epic applications including ASAP, Cupid, Radiant, Beaker and Lumens. The Ambulatory team is responsible for Epic applications including Outpatients, Beacon, Wisdom, Phoenix and Community.

The post holder will manage a team of IT Trainers and Junior Trainers, focused on Epic and associated Clinical IT systems, working closely with other ITCS teams and engage with relevant clinical and operational stakeholders, to meet IT training requirements for staff.

As an Epic Principal Trainer, you will define the training curriculum and develop course materials, working closely with the Application Teams, to produce a long term and complex training programme for specific EHR / Epic applications.

You will ensure that the Training Programme and associated curriculum incorporates not only ‘how to use the system’, but also; the critical changes in working practice, and the importance of these in terms of improving the efficiency, quality and overall delivery of patient care.

You will also be involved in workflow design and systems build alongside the Application Teams. Your expertise in clinical and operational workflows will be required to build the Training Programme for the Trust and its partners.

Guy’s and St Thomas’ NHS Foundation Trust (GSTT) and King’s College Hospital NHS Foundation Trust (KCH) are two of London’s largest and busiest teaching hospitals, with a long and proud history, international reputations for their speciality services, teaching and research excellence, and a strong profile of local services to local residents in south east London.

Together the Trusts have an annual turnover of nearly £3bn and employ around 30,000 staff, with main GSTT sites at St Thomas’ Hospital and Guy’s Hospital, and main KCH sites at King’s College Hospital, Denmark Hill, the Princess Royal University Hospital, Bromley and Orpington Hospital. The Trusts are key partners within King’s Health Partners AHSC (KHP), and Guy’s and St Thomas’ merged with the Royal Brompton and Harefield NHS FT (RBH) in the Spring of 2021.

The two Trusts share a Chief Digital Information Officer (CDIO) and a vision for digital services that are lean and agile, that maximise the benefits of a shared service operating model, and deliver the digital ambition for both Trusts. This ambition is supported by a forward-looking and strategic approach, and significant investment in a new Electronic Health Record (EHR) which will catalyse a programme of work across both Trusts to transform the way technology and data is used across our services.

Communication
• Develop high quality, up to date and easy to follow end user training materials using the GSTT style and appropriate format. This includes manuals, teaching aids, PowerPoint presentations, quick reference leaflets, eLearning packages and online learning programmes. Gain sign off from subject matter experts prior to release.
• Communicate highly complex work processes with knowledge of local workflows which may create contentious situations.
• Be responsible for decision making processes which may require management of hostile or highly emotive workshops or meetings.
• Guide staff on course of action to take during design of new patient pathways.
• Develop and deliver formal and complex presentations for large groups of staff.
• Deliver training and eLearning support as necessary, on a one-to-one basis, or in a larger group environment dependent on service requirements blend. Apply a blended learning approach wherever possible.
• Provide education and training to GSTT and its partner organisations ensuring you follow the Trust policies and protocols.
• Actively participate in continuous professional development and take part in the Train the Trainer accreditation required by the Trust.
• Attend and deliver refresher training sessions to other team members (and learners) as required.

Analysis and judgement
• Ensure attendees are appropriately booked; slots on courses are fully utilised, and attendance records/training outcomes are recorded accurately and timely on the Learning Management System (LMS), working closely with other Trainers, Application and Configuration teams and the Training Administrator(s) as required.
• Accurately update and maintain the LMS with course information.
• Assess user competence during training identifying and taking action where staff fail to achieve the required level. Actions include completing a report or recording a risk. Ensure both the Training Manager and appropriate Line Manager(s) are informed and record using agreed processes.
• Identify complex user queries and take appropriate action to resolve these in conjunction with colleagues/Super Users/Training Manager.
• Fully participate in peer observations, offering supportive and constructive feedback to Training colleagues.
• Responsible for ensuring formative and summative competence assessments are developed for each course. Assessments should be in line with adult learning styles for the relevant module to demonstrate achievement of course objectives and level 2 Kirkpatrick evaluation.

Management
• Work in a complex and unstructured multi-disciplinary environment; be able to act with minimum guidelines. Be an expert in the application area.
• Line management responsibility for IT Trainers and Junior Trainers, ensuring the quality and adherence to the standards and agreed criteria.
• Work with Lead Analysts and other Principal Trainers to incorporate feedback from training sessions into future developments or make urgent changes to build as appropriate.
• Assist with training colleagues in the application area and deliver specialist training when required.
• Deliver specialist training and demonstrations to staff.

Planning
• Project management experience or relevant experience is required to formulate the long term and complex training plans for the Trust and its partners.
• Responsible for the planning and scheduling of Trust staff into appropriate training sessions for their role.
• Ensure training provided meets the needs of the service and can be delivered to the timescales agreed.
• Provide support based on expert knowledge of EHR applications/modules and operational processes in order to deliver high quality, effective and timely training to multidisciplinary end users.
• Travel to required locations on Trust sites to deliver training and support to staff based at GSTT and all partner organisations.
• Setup IT training equipment at training venues (lifting and carrying is involved).
• Provide cover in the event of sickness and/or annual leave to ensure the continuity of service is maintained across all sites and cancellation of training sessions are kept to an absolute minimum.
• Respond effectively, and within the Trust agreed target timescales, to end user support queries logged on the IT Service Desk

Policy/Service Level of Supervision
• Support end users to achieve required competency of the required application(s), using pre-determined course materials. Where appropriate make EHR and/or local managers aware of areas of concern.
• In conjunction with the Training Manager, ensure effective training timetables are implemented and user attendance is reported accurately, according to relevant processes.
• There will be a requirement to deliver training outside of normal working hours, evenings and weekends.
• Review and evaluate end user feedback, identifying constructive ideas for improving future delivery/content. Ensure changes continue to meet business needs.
• Produce and ensure course/lesson plans are relevant, up to date and in line with current practice and policies.
• Maintain accurate training records for audit purposes. Extract and customise reports from the LMS for Service Level Agreement (SLA) and management purposes as required.




This advert closes on Wednesday 20 Nov 2024

What skills and experience we're looking for

• Working within the English department to contribute to raising student achievement
• To contribute to the continued development of the department
• Teach the English curriculum across the ability range to years 7-11
• Contribute to enrichment and intervention within the department
• To undertake a designated programme of teaching across all key stages
• To teach consistently high-quality lessons
• To plan and deliver schemes of work and lessons that meet the requirements of KS3 and KS4
• To be a role model for students, inspiring them to be actively interested in your subject
• To set expectations for staff and students in relation to standards of achievement and the quality of learning & teaching
• To prioritise and manage time effectively, ensuring continued professional development in line with the role
• To follow the school policies and procedures
• To ensure the effective/efficient deployment of classroom support
• To maintain discipline in accordance with the school procedures and to encourage good practice with regard to punctuality, behaviour, standards of work and homework
• To update professional knowledge and expertise as appropriate to keep up to date with developments in teaching practice and methodology

What the school offers its staff

• Some of the benefits of working at Orchard Park High School:
• Well behaved students

• The behaviour at our school is excellent: our students are keen to learn and polite. They are used to concentrating, reading for extended periods of time, engaging in independent practice and producing developed pieces of writing.
• Outside of the classroom, students also behave well: transitions are orderly and calm and the playgrounds and social spaces are warm and welcoming.
• The behaviour system is centralised, meaning that teachers have time to teach.

• Sensible approach to marking and feedback

• We do not expect teachers to regularly mark books with lengthy comments: instead, we use whole class feedback processes which are much more efficient
• We are keen on live feedback in class which is much more efficient than lengthy written marking.

• Supportive, visible SLT

• Our SLT are highly visible and supportive: their main role is to ensure that teachers are able to teach as effectively as possible

• Our CPD offer is exceptional

• The majority of our CPD is department specific
• All staff receive instructional coaching once a fortnight to develop their teaching
• All our teaching methods are research informed
• We provide excellent training programmes for teachers, main scale teachers, lead practitioners and SLT

Further details about the role

We are looking for a Teacher of English. This is an exciting opportunity to join Orchard Park High School and become an integral member of the English department.

The successful applicant must be high performing and passionate about education and the improvement of life changes for our children, and committed to continuing to develop the foundations we have already built here at Orchard Park High School. Our school will be disruption free every minute, of every lesson, of every day. We are relentless in our drive for high expectations. Our CPD provision is excellent. Beginning teachers (especially) develop rapidly in our school.

Greenshaw Learning Trust is a highly successful multi academy trust that provides excellent quality, comprehensive, non-selective and inclusive education through primary schools and secondary schools. Our schools are based in London, Surrey, Berkshire, Gloucestershire and South Gloucestershire, Bristol and Plymouth. We also have three shared service hubs with remote / hybrid working opportunities where appropriate. We are building a family of like-minded schools, that collaborate to provide mutual support, share their good practice and learn from each other, whilst retaining and developing their own distinctive character. We thrive from collaboration at every level. We encourage a culture of sharing ideas and learning from one another. As a Trust of schools, we are ‘Always Learning’.

Please download the recruitment pack for further information.

Closing date for receipt of applications is 9am Tuesday 5th November 2024.

We reserve the right to appoint before the closing date.

We are committed to building an inclusive, diverse workplace where everyone can thrive.

If you require any support or adjustments to interact with us, please let us know. Greenshaw Learning Trust is committed to safeguarding and promoting the welfare of children and young people and expects staff and volunteers to share this commitment.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

What skills and experience we're looking for

• To set, monitor and evaluate the pupil progress in KS3 and in KS4 public examinations to make a measurable contribution to whole school performance
• To lead curriculum development of KS3 RE, core RE at KS4 and GCSE RE to ensure the delivery of an appropriate, comprehensive, ambitious, resourced, high quality and cost-effective curriculum programme
• To drive departmental improvement which contributes positively to the achievement of the school development plan and which actively involves staff in its direction and implementation
• To engage all subject staff in the consistent implementation in schemes of learning

What the school offers its staff

• Some of the benefits of working at Orchard Park High School:
• Well behaved students

• The behaviour at our school is excellent: our students are keen to learn and polite. They are used to concentrating, reading for extended periods of time, engaging in independent practice and producing developed pieces of writing.
• Outside of the classroom, students also behave well: transitions are orderly and calm and the playgrounds and social spaces are warm and welcoming.
• The behaviour system is centralised, meaning that teachers have time to teach.

• Sensible approach to marking and feedback

• We do not expect teachers to regularly mark books with lengthy comments: instead, we use whole class feedback processes which are much more efficient
• We are keen on live feedback in class which is much more efficient than lengthy written marking.

• Supportive, visible SLT

• Our SLT are highly visible and supportive: their main role is to ensure that teachers are able to teach as effectively as possible

• Our CPD offer is exceptional

• The majority of our CPD is department specific
• All staff receive instructional coaching once a fortnight to develop their teaching
• All our teaching methods are research informed
• We provide excellent training programmes for teachers, main scale teachers, lead practitioners and SLT

Further details about the role

We are looking for a Head of Religious Education. This is an exciting opportunity to join Orchard Park High School and become an integral member of the school.

The successful applicant must be high performing and passionate about education and the improvement of life changes for our children, and committed to continuing to develop the foundations we have already built here at Orchard Park High School. Our school will be disruption free every minute, of every lesson, of every day. We are relentless in our drive for high expectations. Our CPD provision is excellent.

Greenshaw Learning Trust is a highly successful multi academy trust that provides excellent quality, comprehensive, non-selective and inclusive education through primary schools and secondary schools. Our schools are based in London, Surrey, Berkshire, Gloucestershire and South Gloucestershire, Bristol and Plymouth. We also have three shared service hubs with remote / hybrid working opportunities where appropriate. We are building a family of like-minded schools, that collaborate to provide mutual support, share their good practice and learn from each other, whilst retaining and developing their own distinctive character. We thrive from collaboration at every level. We encourage a culture of sharing ideas and learning from one another. As a Trust of schools, we are ‘Always Learning’.

Knowledge and understanding underpins compassion, sympathy, tolerance and wisdom. We believe religious education has a key role to play in the lives of our pupils. The Head of RE will ensure an ambitious and inclusive curriculum is delivered across the school, both in and out of the classroom and helps shape our pupils academic and character education.

Please download the recruitment pack for further information.

Closing date for receipt of applications is Tuesday 5th November 2024.

We reserve the right to appoint before the closing date.

We are committed to building an inclusive, diverse workplace where everyone can thrive.

If you require any support or adjustments to interact with us, please let us know. Greenshaw Learning Trust is committed to safeguarding and promoting the welfare of children and young people and expects staff and volunteers to share this commitment.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Contract Type: Permanent
Working Hours: Full Time
Number of Positions: 1
Qualifications Required: QTA
Salary: £43,266 - £46,525 per annum
Start Date: 1st January 2025 Due to the retirement of one of our wonderful teachers, the Governors are seeking to appoint a highly motivated teacher and leader to join our hard-working and dedicated staff.
We are looking for a teacher and leader who:

• Is able to inspire and motivate by providing high quality teaching and learning experiences
• Has an excellent understanding of the National Curriculum and contemporary pedagogy
• Is an excellent communicator with the interpersonal skills to lead, motivate and inspire
• Has strong problem-solving skills and a willingness to embrace new initiatives
• Has excellent organisational skills and the ability to meet regular deadlines
• Has the ability to lead effectively within a strong and committed team
• Has evidence of excellent behaviour and classroom management
• Has high expectations of all children’s learning and behaviour
• Has a commitment to enriching the Catholic life of the school
• Is solution-focused, determined, flexible and approachable
• Is committed to their own professional development
• Has a can-do attitude and a positive outlook
• Has a passion for teaching and learning
  

To apply for this role please complete the application form and email it to: Hannah Ellis h.ellis@sacredheart-jun.manchester.sch.uk If you are viewing this job on our Greater Jobs site then please click on the apply now button to view the full advertisement details and relevant attachments. We are fully committed to safeguarding and promoting the welfare of children, younger learners and vulnerable adults and we expect all staff and volunteers to share the same commitment. The above post will be subject to enhanced DBS checks, satisfactory references and will be exempt from the provisions of the Rehabilitation of Offenders Act 1974. DBS Code of Practice which can be viewed here

This post is also subject to satisfactory references, proof of right to work in the UK in accordance with the Asylum and Immigration Act 1996 and other pre-employment checks where applicable.

We strive to create a fair and inclusive workplace that is as diverse as the communities we serve. We positively welcome applications from all candidates regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy, and maternity, race, religion or belief, sex and sexual orientation.

What skills and experience we're looking for

The Governors are seeking to appoint an enthusiastic and well-qualified graduate teacher of History to this selective school.

The successful candidate will join an experienced History Department teaching from Year 7 to Year 13. GCSE and A Level History courses are well established and examination results are outstanding.

This opportunity will ideally suit someone who enjoys teaching well-motivated and intelligent pupils in an academic school which is committed to the ideals of Catholic education. Applications from Early Career and experienced teachers are welcome.

What the school offers its staff

St. Michael's Catholic Grammar School has been four times judged OUTSTANDING by OFSTED, the most recent Inspection being November 2022.

The school provides a very rewarding working environment where employees are valued and there is a focus on staff welfare.

Commitment to safeguarding

We are committed to safeguarding and promoting child welfare The post is subject to an enhanced DBS check

Are you a nurse looking for an exciting career challenge, working in the heart of London for the largest NHS occupational health service in the country? Would you like to play a key role in providing expert advice on employee health and wellbeing? Are you considering occupational health nursing as a career or do you have experience of occupational health nursing and are looking to develop your existing knowledge? If so, this may be the position for you.

This advert is open to all applicants with an active Nursing and Midwifery Council Personal Identification Number (PIN). This refers to an NMC PIN, which allows you to work as a registered nurse or midwife in the UK.

Please note, this does not include the Personal Reference Number (PRN) used during the pre-OSCE application process. If you only have a PRN, we kindly ask that you do not apply for this post.

For more information on how to apply for International Nurse or Midwifery positions, please contact Capital Nurse or Capital Midwife atCapital Nurse and Midwife.

Closing date: 11/09/2024

Interview date: 02/10/2024



Main duties of the role:

Playing a key role in:

The day to day operational delivery of occupational health services to the Trust and commercial service users including pre-commencement and immunity screening, management of body fluid exposures and infection prevention and control advice to staff

Promoting excellence in nursing and maintaining and improving clinical standards

Supporting the creation of a service that is patient focused and inspires patient and employer confidence.

For further details please refer to the Job Description and Person Specification on our website.

What we can offer you:

Unparalleled learning and career development opportunities, in a supportive and inclusive environment

An experienced, knowledgeable and friendly multidisciplinary team of over 100 colleagues, including: doctors, nurses, health and safety specialists, psychologists, physiotherapists, dieticians, manual handling advisers, researchers and administrators

The opportunity to be part of delivering and building a broad and varied Public Health portfolio

Access to our wide ranging 'showing we care about you' staff health and wellbeing programme, as well as a generous benefits package.

What we want from you:

An interest in occupational health nursing.

A willingness to learn.

Excellent communication and teamworking skills

Commitment to driving clinical governance standards

Ability to be flexible, responsive and dynamic

Motivation and commitment to continuous learning and development.


This advert closes on Wednesday 11 Sep 2024

TeacherActive are currently supporting one of our partner primary schools in recruiting an unqualified PE Teacher. This role is to start from September 2024 on a permanent basis at an Ofsted rated Outstanding School.

You will teach PE across all year groups as part of teachers PPA release. This role could be ideal for recent sports graduates or experienced sports coaches looking to move into the education sector

Duties:

• To plan engaging, innovative and inspiring PE lessons to children.
• To work closely with the school’s designated PE Lead.
• To show good understanding of children’s safeguarding legislations.
• To provide cover lessons when necessary to whole classes of children.
• To nurture challenging behaviour and find effective approaches to engage children with SEN requirements.
• To support the school's senior leadership team to develop the school's Physical education strategy and inspire students to participate in sports events and a healthy lifestyle.
• To act as a professional of the school and trust at all times.

The ideal Higher Level Teaching Assistant should:

• Hold a Teaching Assistant Qualification.
• Have experience working with children in at least a Teaching Assistant/TA or Cover Supervisor Level.
• Have experience teaching P.E.

In return for the above you can expect:

• A dedicated team of consultants available 24/7 to help you with the simple onboarding process
• Guaranteed Payment Scheme *Terms and Conditions Apply*
• CPD Courses and certificates as part of the My-Progression channel
• Market leading rates of pay
• TeacherActive Referral Scheme – Receive up to £100 when you refer a friend *Terms and Conditions apply*

Our staff are paid on a PAYE basis, so you can rest assured that you’re paying the right level of TAX and National Insurance and there’s no messing around with admin charges coming out of your hard-earned cash.

If you are interested in this opportunity, then click “Apply Now” and I will be in touch regarding this fantastic opportunity.

Please feel free to contact me on the following for more information about the role or on how to reply:

Email: joe.festorazzi@teacheractive.com

Contact Number : 01622 321 234

All applicants will be contacted to discuss suitability and then invited to register with TeacherActive.



Registration involves an enhanced DBS check, ID checks and will require you to supply good professional references. We pride ourselves on excellent service. We can provide a wide range of opportunities in schools and other educational institutions, with good rates of pay, at times to suit your needs.



Regular external audits have shown repeatedly that our standards are exceptional. We are passionate about finding the right staff for each environment.

TeacherActive is an equal opportunities employer, and operates as an Employment Business in providing temporary or contract job-seeking services.

Clinical practice· All clinical practice activity relates to assisting the PCN as required in line with achieving IIF targets and in relation to managing long term conditions as defined by clinical research projects Assess, plan, develop, implement and evaluate programmes to promote health and well-being, and prevent adverse effects on health and well-being Implement and evaluate individual treatment plans for patients with a known long-term condition Identify, and manage as appropriate, treatment plans for patients at risk of developing a long-term condition Prioritise health problems and intervene appropriately to assist the patient in complex, urgent or emergency situations, including initiation of effective emergency care Support patients to adopt health promotion strategies that encourage patients to live healthily, and apply principles of self-care Deliver opportunistic health promotion using opportunities such as new-patient medicals Support patients to adopt health promotion strategies that promote patients to live healthily, and encourage principles of self-care Support and advise women requesting information relating to family planning needs Support and manage health needs of women presenting for cervical cytology consultations Recognise, assess and refer patients presenting with mental health needs in accordance with the National Framework (NSF) for Mental Health Clinical Research To assist the clinicians across the PCN practices in the assessment of patients/volunteers for eligibility for research and monitoring of their condition throughout their participation. To provide ongoing advice and information to patients/volunteers with regard to their participation in clinical research in order to facilitate effective informed consent. · To assist the clinicians to report and record any adverse events as dictated by protocol and local protocols. · To co-ordinate and carry out patient visits in accordance with study protocols, including co-ordinating special tests in other departments, collection of data, coding, data entry and patient support · To carry out consent, treatment procedures and treatment interventions according to pre-determined protocols, including venepuncture, venous cannulation, administering of intra-venous drugs and vital sign recording · To report on a regular basis to the Nurse advisor and Research Network staff across network for professional support and guidance. · To ensure that all clinical research activity is ICH GCP compliant and conducted in accordance with the agreed protocols · To ensure that all data is collected and managed effectively and accurately within timelines · To carry out the collection, processing and shipping of biological specimens according to protocol requirements and follow up appropriately on alert values · To be involved in the education of patients and their various aspects of their disease · To ensure that patient safety is paramount in all procedures that take place for trial purposes · To ensure clinical and research documentation and record keeping is completed accurately and efficiently in accordance with the EU Directive, ICH GCP Guidelines. Communication Utilise and demonstrate sensitive communication styles, to ensure patients are fully informed and consent to treatment Communicate with and support patients who are receiving ‘bad news’ Communicate effectively with patients and carers, recognising the need for alternative methods of communication to overcome different levels of understanding, cultural background and preferred ways of communicating Utilise communication skills to support patients to adhere to prescribed treatment regimens Anticipate barriers to communication and take action to improve communication Estimate and maintain effective communication with individuals and groups within the practice environment external stakeholders Act as an advocate when representing the patients’ and colleagues’ viewpoints to others Delivering a quality service Recognise and work within own competence and professional code of conduct as regulated by the Nursing and Midwifery Council (NMC) Produce accurate, contemporaneous and complete records of patient consultation, consistent with legislation, policies and procedures Prioritise, organise and manage own workload in a manner that maintains and promotes quality Deliver care according to the NSF and the National Institute for Clinical Excellence (NICE) guidelines and evidence-based care Assess effectiveness of care delivery through self and peer review, benchmarking and formal evaluation Participate in the maintenance of quality governance systems and processes across the PCN organisation and its activities Utilise the audit cycle as a means of evaluating the quality of the work of self and the team, implementing improvements where required In partnership with other clinical teams, collaborate on improving the quality of health care, responding to local and national policies and initiatives as appropriate Evaluate the patients’ response to health care provision and the effectiveness of care Support and participate in shared learning across the practice and wider organisation Participate in the management, review and identify learning from patient complaints, clinical incidents and near-miss events utilising a structured framework (e.g. root-cause analysis) Understand and apply legal policy that supports the identification of vulnerable and abused children and adults, being aware of statutory child/vulnerable adult health procedure and local guidance Work within policies relating to domestic violence, vulnerable adults, substance abuse and addictive behaviour, and refer as appropriate Team working Understand own role and scope in the PCN organisation and identify how this may develop over time Work as an effective and responsible team member, supporting others and exploring the mechanisms to develop new ways of working Delegate clearly and appropriately, adopting the principles of safe practice and assessment of competence of those taking on delegated duties Ensure clear understanding and utilisation of referral mechanisms within the practices and PCN Accept delegation from other nurses, prioritise own workload and ensure effective time-management strategies are embedded in own practice Work effectively with others to clearly define values, direction and policies impacting upon care delivery Participate in team activities that create opportunities to improve patient care Participate in and support local projects as agreed with the practice management team Management of risk Manage and assess risk within the areas of responsibility, ensuring adequate measures are in place to protect staff and patients Monitor work areas and practices to ensure they are safe and free from hazards and conform to health, safety and security legislation, policies, procedures and guidelines Ensure safe storage, rotation and disposal of vaccines and drugs is undertaken. Where appropriate, oversee the monitoring, stock control and documentation of controlled drug usage according to legal requirements Undertake mandatory and statutory training Apply infection control measures within the practice according to local and national guidelines Apply policies that reduce environmental health risks, are culturally sensitive and increase access to health care for all Participate in the local implementation strategies that are aligned to the values and culture of general practice

TeacherActive is looking for a HLTA to join a passionate, dedicated team of professionals at a lovely Primary School in Aylesford, Kent. The school is looking for a HLTA to support the team and deliver Art lessons.

The School has most recently been awarded an Ofsted report of “Outstanding” and is looking for a HLTA that will accompany the team in promoting these values.

This is an opportunity for a Higher Level Teaching Assistant to nurture and support young minds and to also conduct cover lessons in the absence of a Primary Teacher.

This is a long-term, temporary role with the opportunity to be made a permanent member of staff.

The ideal Higher Level Teaching Assistant should:

• Hold a Teaching Assistant Qualification.
• Have experience working with children in at least a Teaching Assistant/TA or Cover Supervisor Level.
• Have experience teaching Art or studying Art at a Degree level.

In return for the above you can expect:

• A dedicated team of consultants available 24/7 to help you with the simple onboarding process
• Guaranteed Payment Scheme *Terms and Conditions Apply*
• CPD Courses and certificates as part of the My-Progression channel
• Market leading rates of pay
• TeacherActive Referral Scheme – Receive up to £100 when you refer a friend *Terms and Conditions apply*

Our staff are paid on a PAYE basis, so you can rest assured that you’re paying the right level of TAX and National Insurance and there’s no messing around with admin charges coming out of your hard-earned cash.

If you are interested in this opportunity, then click “Apply Now” and I will be in touch regarding this fantastic opportunity.

Please feel free to contact me on the following for more information about the role or on how to reply:

Email: joe.festorazzi@teacheractive.com

Contact Number : 01622 321 234

All applicants will be contacted to discuss suitability and then invited to register with TeacherActive.



Registration involves an enhanced DBS check, ID checks and will require you to supply good professional references. We pride ourselves on excellent service. We can provide a wide range of opportunities in schools and other educational institutions, with good rates of pay, at times to suit your needs.



Regular external audits have shown repeatedly that our standards are exceptional. We are passionate about finding the right staff for each environment.

TeacherActive is an equal opportunities employer, and operates as an Employment Business in providing temporary or contract job-seeking services.

Clinical practice· All clinical practice activity relates to assisting the PCN as required in line with achieving IIF targets and in relation to managing long term conditions as defined by clinical research projects Assess, plan, develop, implement and evaluate programmes to promote health and well-being, and prevent adverse effects on health and well-being Implement and evaluate individual treatment plans for patients with a known long-term condition Identify, and manage as appropriate, treatment plans for patients at risk of developing a long-term condition Prioritise health problems and intervene appropriately to assist the patient in complex, urgent or emergency situations, including initiation of effective emergency care Support patients to adopt health promotion strategies that encourage patients to live healthily, and apply principles of self-care Deliver opportunistic health promotion using opportunities such as new-patient medicals Support patients to adopt health promotion strategies that promote patients to live healthily, and encourage principles of self-care Support and advise women requesting information relating to family planning needs Support and manage health needs of women presenting for cervical cytology consultations Recognise, assess and refer patients presenting with mental health needs in accordance with the National Framework (NSF) for Mental Health Clinical Research To assist the clinicians across the PCN practices in the assessment of patients/volunteers for eligibility for research and monitoring of their condition throughout their participation. To provide ongoing advice and information to patients/volunteers with regard to their participation in clinical research in order to facilitate effective informed consent. · To assist the clinicians to report and record any adverse events as dictated by protocol and local protocols. · To co-ordinate and carry out patient visits in accordance with study protocols, including co-ordinating special tests in other departments, collection of data, coding, data entry and patient support · To carry out consent, treatment procedures and treatment interventions according to pre-determined protocols, including venepuncture, venous cannulation, administering of intra-venous drugs and vital sign recording · To report on a regular basis to the Nurse advisor and Research Network staff across network for professional support and guidance. · To ensure that all clinical research activity is ICH GCP compliant and conducted in accordance with the agreed protocols · To ensure that all data is collected and managed effectively and accurately within timelines · To carry out the collection, processing and shipping of biological specimens according to protocol requirements and follow up appropriately on alert values · To be involved in the education of patients and their various aspects of their disease · To ensure that patient safety is paramount in all procedures that take place for trial purposes · To ensure clinical and research documentation and record keeping is completed accurately and efficiently in accordance with the EU Directive, ICH GCP Guidelines. Communication Utilise and demonstrate sensitive communication styles, to ensure patients are fully informed and consent to treatment Communicate with and support patients who are receiving ‘bad news’ Communicate effectively with patients and carers, recognising the need for alternative methods of communication to overcome different levels of understanding, cultural background and preferred ways of communicating Utilise communication skills to support patients to adhere to prescribed treatment regimens Anticipate barriers to communication and take action to improve communication Estimate and maintain effective communication with individuals and groups within the practice environment external stakeholders Act as an advocate when representing the patients’ and colleagues’ viewpoints to others Delivering a quality service Recognise and work within own competence and professional code of conduct as regulated by the Nursing and Midwifery Council (NMC) Produce accurate, contemporaneous and complete records of patient consultation, consistent with legislation, policies and procedures Prioritise, organise and manage own workload in a manner that maintains and promotes quality Deliver care according to the NSF and the National Institute for Clinical Excellence (NICE) guidelines and evidence-based care Assess effectiveness of care delivery through self and peer review, benchmarking and formal evaluation Participate in the maintenance of quality governance systems and processes across the PCN organisation and its activities Utilise the audit cycle as a means of evaluating the quality of the work of self and the team, implementing improvements where required In partnership with other clinical teams, collaborate on improving the quality of health care, responding to local and national policies and initiatives as appropriate Evaluate the patients’ response to health care provision and the effectiveness of care Support and participate in shared learning across the practice and wider organisation Participate in the management, review and identify learning from patient complaints, clinical incidents and near-miss events utilising a structured framework (e.g. root-cause analysis) Understand and apply legal policy that supports the identification of vulnerable and abused children and adults, being aware of statutory child/vulnerable adult health procedure and local guidance Work within policies relating to domestic violence, vulnerable adults, substance abuse and addictive behaviour, and refer as appropriate Team working Understand own role and scope in the PCN organisation and identify how this may develop over time Work as an effective and responsible team member, supporting others and exploring the mechanisms to develop new ways of working Delegate clearly and appropriately, adopting the principles of safe practice and assessment of competence of those taking on delegated duties Ensure clear understanding and utilisation of referral mechanisms within the practices and PCN Accept delegation from other nurses, prioritise own workload and ensure effective time-management strategies are embedded in own practice Work effectively with others to clearly define values, direction and policies impacting upon care delivery Participate in team activities that create opportunities to improve patient care Participate in and support local projects as agreed with the practice management team Management of risk Manage and assess risk within the areas of responsibility, ensuring adequate measures are in place to protect staff and patients Monitor work areas and practices to ensure they are safe and free from hazards and conform to health, safety and security legislation, policies, procedures and guidelines Ensure safe storage, rotation and disposal of vaccines and drugs is undertaken. Where appropriate, oversee the monitoring, stock control and documentation of controlled drug usage according to legal requirements Undertake mandatory and statutory training Apply infection control measures within the practice according to local and national guidelines Apply policies that reduce environmental health risks, are culturally sensitive and increase access to health care for all Participate in the local implementation strategies that are aligned to the values and culture of general practice

An Epic Credentialed and learner-focused Trainer with significant digital training expertise. The Information Technology Clinical Services (ITCS) IT Trainer will be responsible for specific Epic applications within either the Inpatient or Diagnostic and Emergency Department training teams.

They will support Principal trainers in the analysis, design, delivery, implementation and evaluation of cross-organisational training solutions for clinical and non-clinical staff.

There will be opportunities to develop skills and experience across the Epic application areas, including opportunities for Epic accreditation in the future.

The post holder will be expected to work as part of a team, analysing,
designing, delivering, implementing and evaluating IT (Digital) training based on a range of internal and external competencies and standards.

The post holder will autonomously develop learning interventions utilising all aspects of the learning cycle. Although the post holder will be required to be part of a specialist training team, they will be required to deliver training across all disciplines within the complex portfolio.

As a Learning and Performance Specialist the post holder requires a
developed knowledge and expertise about the NHS, its culture, best practices and patient pathways. The post holder will have the ability to use their specialist knowledge, skills and theoretical and practical knowledge, to convey highly complex and multi-stranded clinical scenarios, pathways and processes to variety of audiences to ensure the smooth delivery of a range of role-based core Trust-wide IT Training modules.

The post holder requires sound knowledge of adult learning, digital learning technologies, facilitation skills, coaching, ADDIE framework and learning/performance knowledge and skills. The post holder will provide coaching support, mentoring and training to staff within the Trust, and wider NHS and will be expected to work when required out of hours/weekends, and travel to any site to support the department’s objectives.

Guy’s and St Thomas’ NHS Foundation Trust (GSTT) and King’s College
Hospital NHS Foundation Trust (KCH) are two of London’s largest and busiest teaching hospitals, with a long and proud history, international reputations for their speciality services, teaching and research excellence, and a strong profile of local services to local residents in south east London.

Together the Trusts have an annual turnover of nearly £3bn and employ around 30,000 staff, with main GSTT sites at St Thomas’ Hospital and Guy’s Hospital, and main KCH sites at King’s College Hospital, Denmark Hill, the Princess Royal University Hospital, Bromley and Orpington Hospital. The Trusts are key partners within King’s Health Partners AHSC (KHP), and Guy’s and St Thomas’ merged with the Royal Brompton and Harefield NHS FT (RBH) in the Spring of 2021.

The two Trusts share a Chief Digital Information Officer (CDIO) and a vision for digital services that are lean and agile, that maximise the benefits of a shared service operating model, and deliver the digital ambition for both Trusts. This ambition is supported by a forward-looking and strategic approach, and significant investment in a new Electronic Health Record (EHR) which will catalyse a programme of work across both Trusts to transform the way technology and data is used across our services. We will increase the care that can be provided at home, build our focus on wellness and prevention, and engage patients as partners in their care

Analysis and Design

· Responsible for analysing complex user and group Digital (IT) learning requirements based on the Learning Training Needs Analysis model, which include producing scope, performance task analysis, training solutions and measurable objectives, competency assessment training plan/documentation, post training benefits and evaluation criteria

· Responsible for designing and updating learning modules based on role-based task analysis, business processes, workflows and best practice criteria, incorporating, learning preferences, styles and other aspects of adult learning theory. The post holder will need to work closely with business, senior members of training team, CA’s, SME’s, product designers, PM’s and broad range of other roles to ensure design meets functionality, process and pathways to drive business change and achieve desired behaviours

· The post holder will take into account the specific and complex role[1]based business requirements and service design in order to develop the learning deliverables. Deliverables will include, but not limited to: scenario-based training guides, lesson plans, exercises, competency, action learning sets, QRG’s for variety of differing learning interventions.

· Regularly review learning interventions to ensure alignment to current process, scenarios and best practice

· Actively participate and communicate with range of subject matter experts, clinical analysts, design teams, operational experts and other stakeholders to design, develop and update learning interventions

· Responsible for designing, development, testing and maintaining variety of training environments, including sandpits. Each environment requires development of role-based anonymised patient data and range of complex scenarios based on workflow to ensure process, scenario and work flow driven learning

· Develop formative and summative competency assessments to aid transfer of learning to demonstrate achievement of learning objectives

· Ensure all learner activities are accurately created, tracked, updated, and issues resolved on Learning Management Systems (e.g. TrustOLE, Tracker, Service Now and other platforms)

· Actively contribute to relevant review processes and system designs with variety of job roles, including SME’s, CA’s and design teams to support role-based multi-disciplinary and speciality job role learning

· Shadow staff in various job-roles and specialities to develop an understanding of job roles, workflows, best practice and processes to support identification of the current and future state requirements for learning interventions

· Responsible for quality assurance; ensuring all materials created adhere to the NHS brand, version control and IT Training team’s best practice standards and templates

Training Delivery

· Deliver training to individuals and groups based on the methodology and key principles of the TPMA framework. Employ learner-focused delivery techniques appropriate to the individual learning styles. Ensure training delivery is balanced and each learning module objective is achieved using the major training elements of; interactive learning, monitoring, recap and assessment. Ensure engagement and focus is maintained for long periods during training event

· Where required, develop, implement and adjust training plans which impact across the organisation in support of a broad range of training activities

· Employ effective communication, questioning skills and techniques to relay complex and multi-stranded processes, scenarios and pathways to aid learning and transfer of knowledge

· Through professional conduct, effective communication and standards ensure at all times a conducive learning environment which promotes a positive and active learner participation and a safe and respectful non-judgemental approach, recognising the differences of each member of staff

· Monitor and assess each learner and adapt methods of instruction according to learner progression. Ensure each training session achieves the defined training objectives and competency and learners have the necessary knowledge and skills to transfer learning to the workplace. Where necessary agree action plans and arrange one-to[1]one coaching with any learner to resolve any training/capability issues

· Manage group dynamics, deal effectively with groups of staff with mixed ability providing tailored activities where appropriate. Employ a range of coaching and delivery skills to encourage and motivate learners. Handle barriers to learning and change issues professionally, especially when difficult situations are presented

· Where individual coaching has been identified as the required form of training, ensure personal aims and objectives have been identified and ensure training delivery relates to the objectives. Monitor and review learner’s progress in the session and at the workplace

· Manage effective relationships, deal with conflict as required within learning events to overcome barriers to learning

· Organise and deliver presentations (either F2F or Virtual) to large multi-disciplinary groups, to demonstrate functionality, processes, scenarios and best practice. Using knowledge and expertise answer questions and overcome barriers to acceptance and resistance to change to new ways of working

· Design, deliver and plan a range of TtT interventions for on boarding and training of new members of training team

Finance

· Responsible for the safe use of variety of devices, peripherals and environments by staff at a range of learning events and within training arena’s

· Authorise timesheets for bank/agency staff attending training where there is requirement to verify attendance for financial payment as a result of project/programme implementations and BAU

eLearning and Live Online

· Analyse, design and plan a variety of Live Online Learning events aligned to COLF competency framework and design principles aligned to business objectives, processes and key learning objectives

· Analyse, design and facilitate a range of synchronous and asynchronous TEL events, Webinars, video, and online moderated sessions using virtual classroom software (WebEx, MS Teams or other platforms)

· Responsible for analysing, designing and developing bitesize IT interventions utilising eLearning development software, utilising Captivate, Articulate, Storyline or other tools.

Pilot and Testing

· Regularly undertake user acceptance testing for new adaptations, configurations and upgrades to core clinical and corporate training and sandpit environments. This includes regularly undertaking system design/build activities, structuring database and undertaking alpha, beta, penetration and UAT testing for programme/projects and BAU upgrades

· Test all upgrades and releases to training and sandpit environments and log and escalate bugs and issues according to process

· Participate in piloting of new courses, materials and training approaches, evaluating effectiveness and accuracy for stakeholder and peer review and signoff

Evaluation

· Responsible for developing Reaction, Learning and Behavioural level evaluation criteria. Work in collaboration with training colleagues to incorporate required changes into learning programme and materials

· Analyse and resolve complex Digital (IT) user queries. Provide specialist advice, support and guidance to help resolve issues and problems surrounding core functionality, pathways and processes

· Review and evaluate level 1 evaluation criteria, identifying and implementing ideas for improving future delivery/content

· Design, develop and perform level 2 evaluation across the organisation within differing working environment to asses and demonstrate achievement of transfer of knowledge and behavioural change

Performance Coaching (Floorwalking)

· Regularly undertake performance coaching in support of BAU and Projects. Ensure transfer of learning is embedded by utilising coaching skills

· Performance coach (floor walking) across all areas of Trust and external settings, including, but not limited to: Community, Critical Care, Theatres and Wards

· Build and maintain professional relationships with staff in areas where support is provided

· Whilst working on projects, regularly develop a variety of activity reports for stakeholders and steering groups. Present activity reports at a number of steering boards and meetings

· Analyse, investigate and resolve complex queries from staff regarding processes, pathways and functionality issues during performance coaching activities

· Develop (when required) performance coaching deployment plans, including rota’s and schedules that supports programme/BAU 24/7 operational framework

Education & Professional Development

· To be responsible for continued personal development sustaining and developing own knowledge, skills and professional awareness

· Actively seek opportunities to research, shadow and expand knowledge

· To attend courses as deemed relevant, including mandatory training, and to attend internal and external meetings and conferences as appropriate


This advert closes on Monday 15 Jul 2024

As an apprentice Chef at Vintage Inns, we will help you master our menu, with your food being the reason guests keep coming through our doors! You'll thrive off the hustle and bustle of a fast-paced kitchen, with the support of a close-knit team, because it's the people that make it all worthwhile.

Responsibilities

Be a champion of brand standards

Keep your kitchen clean

Prepare everything that is needed before a busy shift

Cook to spec and work with recipes

You don't need any experience as we can teach you everything! If you are willing to learn and be proud to work with us, we can show you exactly what it takes to become a vital team member in any kitchen.

You'll take on a full-time role in the kitchen under the supervision of passionate chefs alongside your training. Not only do you gain a Level 2 Production Chef Apprenticeship, you will be able to support the running of our kitchens, creating some amazing moments making sure that quality never slips for our guests!

What your apprenticeship includes

A mixture of face to face and skype/phone catch ups every 4 - 6 weeks

A mixture of on and off the job training, including workshops and webinars

Reviews every 12 weeks with the Apprentice, Line Manager and Lifetime Trainer

Feedback sessions to discuss progress

Obtain Functional Skills in English and Maths (if you don't already have GCSE or equivalents)

30 hours paid work every week

BENEFITS FOR M&B STAFF

Love eating out? You'll love it even more with a massive 33% discount across all our brands. Whether its date night at Miller & Carter or family roast at Toby Carvery, we've got you covered.

Never a dull moment - fun, laughs and lifelong friends!

Funded qualification up to degree level

Charity is important to us. From the company charities to the one which is close to your heart; you can choose how to give something back.

Enjoy a 33% discount off a cosy stay at our Inn Keepers Lodges.

On top of all this, we offer a pension; 28 days paid holiday; high-street shopping discounts; and we even give you free shares!

Wage will be:

16-20 year olds: £8.60 per hour

21+ year olds: £11.44 per hour

At Mitchells and Butlers you will be working towards a Production Chef Level 2 Apprenticeship standard over the course of 15 months.