Job: Project Officer – North West

About the Role

We’re recruiting for two new Project Officers to join our team in Manchester. 

Contract: Full time (probationary period of 6 months).

Working Hours: 37.5 hours a week – flexible hours around general 9:00-17:30 working pattern to include regular evening work to 20:00.

Location: Manchester (Project delivery in and around region)

Start date: 1st August 2022.

Salary: £21,500 per annum 

Application deadline: Applications are assessed on a rolling basis. To be eligible to attend our first assessment centre, where the vacancies may be filled, please submit your application by Wednesday 29 June at 5:00 pm. 

ReachOut’s Project Officers are responsible for overseeing the day to day logistics of ReachOut mentoring programmes in schools across their location and ensuring the projects impact every young person involved. ​

This includes the line management of our sessional Project Leaders, liaising with contacts in partner schools and working collaboratively with the Project Managers and Volunteer team to support ReachOut’s growth.

For the full job description, person specification and background information, please download our information pack.

How to apply

Stage 1 – Submit your cover letter and CV

To apply, please send your CV and a supporting statement, addressing each point of the person specification, clearly describing how your skills and experience make you suitable for this role and providing evidence for each point.​

Please sent both documents to Chady Sabeti, In the subject line, quote PO-2022-Manchester.

Applications will be assessed as they come in and assessment centres will be held on a rolling basis. Once the positions are filled the vacancy will be closed so applicants are advised to apply early.

Stage 2 – Assessment Centre

The first Assessment Centre will be held in the evening on Monday 4th July. If the positions are filled, the vacancy will be closed. 

To get a space in this assessment centre you should send your application by Wednesday 29th June at 5:00 pm.

Stage 3 – Interview

Successful candidates will then be invited to interviews.

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“At first, I was really hesitant to take on the Project Leader role, despite having mentored with ReachOut. However, with the support of the team I’ve really developed my skills. For example, at the Mentee Graduation, I stood up in front of 200 people and presented an award which is something I would never ever have been able to have done before, and isn’t an opportunity I could gain in my other situations.”

Amy McCutcheon, Project Leader at ReachOut Academy, Dean Trust Ardwick, Manchester.


“Being able to spend the summer working at Rede Partners, was an amazing experience. Whether it was working in HR or Finance, I learned so much about the world of private equity, made great connections with fantastic people and I got to learn first-hand what it would be like to work there! I really believe that I can go onto build the career I want now I’ve been a part for a workplace for real”

Victor Adekunle, 18 years old, ReachOut Ambassador, London


“When I first my mentee, she was very reluctant to participate in the sessions. Now, I see a completely different person! Her confidence has grown and she is happy to join in! She still has some self-doubt when it comes to academic work, but that’s what I hope to help her overcome, because she is a very bright person!

Through mentoring, I’ve learnt I’m a lot more patient than I realised. There will be days where she refuses to participate and those are the days that I really see the importance of the character strengths, for both the mentees and the mentors. It also makes it easier for the mentee to understand the character strengths, when I use them myself”

Myrtle, ReachOut Club mentor at Tufnell Primary School, London


“There are more distractions than ever outside of school, and the commitment of our students to attend ReachOut sessions is testament to the value they place on the relationships they foster there, and the challenge and enjoyment they provide.

ReachOut’s focus on communication skills and character development has become an important aspect of our provision of support for these students. The opportunity to relate to a positive role- model other than their usual teachers is key to the programme’s impact, and the evidence of this has been seen in the students’ attendance, resilience and to their overall progress across all the subjects in the school.”

Thomas Janvrin, Assistant Vice Principal at the Petchey Academy London