Level 3 Student Voice Facilitator*

Establish and maintain strong and effective relationships with community groups and key partners to support school students effectively.
Develop effective communication techniques to ensure cohesive support and positive outcomes for school students. Develop thorough understanding of local and national factors that impact on school students, including social, environmental, economic, and political influences. Establish knowledge of and engage with local community networks in order to encourage school students’ involvement. Build partnerships and foster collaboration with multi-agency networks.

Build trust and rapport with school students, using informal education practices to develop their social education.
Manage professional boundaries while providing programmes of activities, services and facilities. Ensure a safe environment for group work by conducting positive risk-benefit assessments. Use group work theory, and methods to establish trust and rapport, adapting approaches to different settings. Encourage the participation of school students in developing their own learning.

Actively participate in supervision with the head of pastoral care and external agencies, and collaborate with other team members.
Actively participate in their own supervision with the head of pastoral care to enhance practice and ensure continuous professional development in the following knowledge and skills: key reflective practice models and their impact; critical reflection to enhance their own continuous professional development. Reflect individually and through supervision on practice in line with daily tasks to enhance the support school students receive, and monitor and record the outcomes of own practice to identify areas for development and improvement.

Support school students by facilitating activities and techniques that promote self-confidence and build self-esteem and resilience.

Manage individuals effectively in line with organisational procedures . Apply knowledge of reflective practice models and their impact, and encourage critical reflection to drive professional growth. Monitor and record the outcomes of own practice to identify areas for development and improvement.

Apply knowledge to work within relevant legislative requirements, ensure the discharge of administrative duties, and work within the limits of professional behaviour boundaries in line with school policies and procedures.
Legislative requirements. Work with and maintain professional behaviour boundaries when working with school students through Implementation of : Health and Safety policies, relating to care and wellbeing; Safeguarding procedures and protocols; Child Protection policy, including Indicators for abuse and exploitation and how to recognise these and take action within the context and setting; Data Protection policy, including current obligations regarding administration, recording and management of data; Equalities Act 2010, to ensure compliance and the protection of school students.

Administrative duties. Apply systems and procedures relevant to the role: participation in risk assessments and manage risk and risk benefits within the school; managing budgets and resources; record keeping, and reporting; collection and use of sources of information in order to demonstrate the impact and benefits of students' support work.

Facilitate the learning and development of school students.
Plan for and deliver experiences by using professional approaches to informal education with individuals and groups in different settings. Record and evaluate, by using established methods, how these experiences are applied in practice. Appropriately manage behaviour boundaries in line with organisational policies. Support school students to participate in planning, organising, delivering and evaluating activities and programmes, and engaging on issues of importance to them.

Enable school students to explore their values, beliefs and identity in line with student participation principles to promote and facilitate student voice and influence.
Encourage school students to explore what is meant by values, beliefs, ideas, interests and concerns and why they are important. Teach different contexts, including cultural, social and political perspectives operating within school students’ communities and wider society. Apply methods that encourage and enable school students to participate in an inclusive manner. Encourage active participation and create opportunities for student voice and leadership in accordance with Article 12 of the United Nations Convention on the Rights of the Child in student work settings. Embed in own practice a commitment to the rights of school students. Identify, appropriately challenge and act upon oppressive or discriminatory attitudes, behaviours and situations, promoting acceptance and understanding, supporting positive engagement, celebrating success, respecting school students’ decisions, and fostering justice, fairness, and equality.

Specialised Units:

Support school students that have been excluded from school:
Understand the issues affecting school students that have been excluded from school. Explain the effects of exclusion on the health, safety and well-being of school students and describe the information, support and community services which are available to support them. Support young people to recognise the benefits that education may offer to them.
Where appropriate, support excluded school students to identify and access relevant sources of information, advice and guidance about their employment and training options, rights and responsibilities, and help them to recognise the opportunities available to them and how to achieve their goals.

Support school students transition to independence:
Understand how to support young school students’ information and guidance needs when moving toward independence. Prepare them for the practical and emotional challenges of independence, and to assess personal risks and protect themselves.
Prepare young people to assess personal risks and protect themselves.
Understand how to support young people’s information and guidance needs when moving toward independence.

Support school students to achieve their learning potential:
Understand legislation and policies that affect school students’ education and learning. Be able to work independently and with internal and external professionals, and parents or carers, to support school students to use their interests, talents and abilities in order to achieve learning outcomes.

Social Action:
Understand Social Action and the key elements of Social Action Projects with school students.Understand how to address challenges of team work and leadership when implementing and delivering Social Action projects.Understand the impact of Social Action projects in the school and wider community.

Benefits of Having Level 3 Student Voice Facilitator*

*This qualification results in achievement of the IFATE apprenticeship standard Youth Support Worker L3 including the Diploma in Youth Work Practice L3 and the UCAN certificate in Student Voice Facilitator.

Enhanced Inclusion: Create a more inclusive learning environment where every student feels supported and able to reach their full potential.

Sustainable Workforce Development: Build a skilled and knowledgeable workforce to support your long-term goals. This approach fosters loyalty and reduces staff turnover.

Cost-Effective Training: Use the Apprenticeship Levy to cover the programme cost, making it a budget-friendly professional development option and an excellent way to upskill staff.