Working Hour
- Monday: 2:00 pm - 4:00 pm
- Tuesday: 1:30 pm - 4:30 pm
- Wednesday: 2:00 pm - 4:00 pm
- Thursday: 1:30 pm - 4:30 pm
The personnel will work according to the schedule above, except on public holidays and when otherwise requested by the school (e.g. during examination periods or other school activities).
Core Responsibilities
1) Specialised Support and Engagement with HNS
- Provide targeted support and guidance across various HNS programmes to build meaningful relationships and encourage positive growth.
- Create and maintain an inclusive, supportive environment that promotes student engagement and development.
- To supervise the after-school dropping centre.
2) Monitoring and Reporting
- Maintain comprehensive records and share insights on HNS development with the Core Team and Form Teachers.
- Track individual student progress through documented observations, including attendance, challenges faced, personal experiences, and achievements within the programmes.
- Provide termly progress updates to staff during Connect Time.
- Present semesterly progress reports to school leaders.
3) Support for HNS through FLY/L.O.L
- Together with Year Heads to plan, implement, and review a group mentoring after-school programme focused on building self-worth, mindfulness, resilience, and compassion.
- Deliver tailored experiential learning activities to strengthen communication skills, broaden perspectives, and foster mutual support among students.
4) Support for HNS through Homework Support Club
- Establish and maintain a conducive learning environment to support HNS in completing their homework effectively.
- Provide personalised guidance in organising homework schedules, monitoring academic progress, and cultivating positive study habits and attitudes.
- Facilitate relationship-building through individual or small-group engagement activities when academic tasks are progressing well.
5) Conflict Resolution Clinic
- Where necessary conduct a weekly conflict resolution clinic.
- Train and empower selected HNS students to serve as peer mediators.
6) Staff Workshops
- Support staff capability development by conducting relevant training workshops to strengthen staff competencies in supporting HNS.
Qualifications, skills and experience
- Must be registered with MOE
- Must possess at least two (2) years of direct experience working with at-risk children and/or youths, with demonstrated strong competency in engaging and building trust with high-needs or vulnerable student populations.
- Must have at least two (2) years of experience in a primary school environment in roles directly supporting student development. This includes experience in: Supporting students with behavioural, emotional, and/or learning needs through targeted interventions, mentoring, or developmental programmes and Engaging students across diverse learning domains, such as music, art, and physical education activities, to support holistic development.
- Hold a degree from a recognised institution (e.g., National University of Singapore, Nanyang Technological University, or equivalent recognised universities).
- Non-degree holders may be considered if they possess the relevant experience and skills.
- Be an accredited mediator with a recognised mediation body (e.g., Singapore Mediation Centre, Singapore International Mediation Institute, or equivalent).
- Be a certified Art and Music Instructors Scheme (AMIS) instructor.
- Hold certification in Early Childhood Education, Child or Adolescent Development or equivalent.
- Demonstrate experience in designing and implementing conflict resolution workshops for students and/or children/youths, and be able to provide at least one (1) reference or documented evidence of such workshops conducted, including details on scope, content, and outcomes.
- Proven experience in maintaining detailed and accurate records relating to student engagement, progress monitoring, and reporting.
- Exhibit strong interpersonal and communication skills, particularly in working with youths, educators, and parents.
- Demonstrate a high level of cultural sensitivity and understanding of the socio-emotional challenges faced by at-risk students.
- Demonstrated ability to work collaboratively with school teams, including Year Heads, teachers, counsellors, and other relevant stakeholders.
