Marketing Assistant

Job Description

Overview

Claremont School is seeking a proactive Marketing Assistant to support the day-to-day delivery of our marketing activity, helping to promote the school and strengthen engagement with current and prospective families.

This is an exciting time to join a growing team and organisation, with a progressive approach to marketing and communications that values creativity, open-mindedness and adaptability.

Working closely with the Head of Marketing and collaborating with colleagues across Admissions and the wider school, you will contribute to a varied workload across content and communications, event promotion, channel management and performance reporting, with opportunities to bring ideas and take ownership of tasks from brief through to delivery.

Location : Claremont Prep School, Ebden’s Hill, St Leonards-on-Sea, TN37 7PW

Line Manager : Jordan Whitefoot (Head of Marketing)

Hours: Part-time, 16 Hours (0.4 FTE). Working days to be discussed during interview stage.

Other: Travel between the school’s different sites (St Leonards-on-Sea and Bodiam) and off-site locations may be required.

Key Responsibilities

• •Lead on the development of key marketing channels
• •Support on the delivery of the school’s annual marketing strategy
• •Work with the Admissions team to promote and deliver our calendar of domestic events
• •Collaborate with internal and external stakeholders on creative campaigns and long-term projects
• •Support the Head of Marketing with reporting on KPIs and channel performance

Key Tasks

• •Creating email campaigns and managing the customer database in Hubspot (CRM)
• •Managing the school’s social media channels and bringing new ideas to increase growth
• •Utilise reporting and analytics tools to track performance of campaigns and channels
• •Supporting with the marketing department’s lead generation activities
• •Act as the first line of support for internal and external queries relating to marketing

Other considerations

• •To undertake such other duties as the Head of Marketing may reasonably request.
• •To continue the roles outlined in this job description to the highest level.

Skills, Qualifications and Experience

Essential

• •Organisation skills: well organised and able to prioritise tasks
• •A flexible, "can do" attitude
• •Ability to collaborate within a dynamic team
• •Excellent written and communication skills
• •Understanding of marketing strategy and creating effective campaigns

Beneficial

• •Experience using certain creative software/ digital platforms, such as Adobe or Canva
• •Knowledge of managing and updating websites
• •Experience with managing and/or supporting at events
• •A familiarity with modern approaches to generating and sharing content

Benefits

• •Remission of fees in line with the school fees discount policy
• •Free dining and refreshments during term time
• •Free on-site parking
• •Employee Assistance Programme – a 24-hour individual assistance programme
• •Company Pension
• •Access to iSP Learning Hub – an online professional development platform with hundreds of courses to widen your knowledge and support career growth
• •Part of the ISP group of schools, with opportunities for international career development and international learning opportunities

The above statement of responsibilities is agreed to be an accurate job description.

This job description should be read in conjunction with the Staff Handbook, staff policies and your contract.

Employee signature:

Date signed:

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ISP Principles

At ISP, we put learners and learning first.

1. Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.

2. Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

3. Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

4.Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Teacher Role Profile - Key competencies

1. Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.

2. Shared Ideas. You know and model the school’s values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.

3. A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,

4. Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalised needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching.

5. Evidence of Learning. You gather, document and analyse evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.

6. Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.

7. Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe,