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Become A ReachOut Project Leader

To apply for the role of Project Leader on the ReachOut Leadership Programme please complete the form below and attach your CV.

Applications are reviewed on a rolling basis until all spaces are filled so please apply as soon as possible. We aim to reply to your applications within one week.

Please read the Leadership Programme Information Pack and answer all the questions on this form.

After your application is completed you should receive an automatic confirmation email.

Project Leader Application Form

Project Leader Application Form

You must meet the minimum requirements in order to apply for this role:

  • I will be available 5 hours a week to plan and lead a weekly mentoring project (school term time only).
  • I am able to attend the residential LDP training on Saturday 26th November (9:00 - 17:30) at ReachOut's London office in Bethnal Green.
  • I am over 18 years of age.
  • I have a computer connection and I am able to use Zoom.
  • I am eligible to remain and work in the UK for the duration of the Leadership Programme should I be successful.
  • I understand that if I receive an offer, it will be conditional on me completing an enhanced Disclosure and Barring Service (DBS) check.

Please upload in Word or PDF format only

If you ticked 'Yes', please continue to complete and submit your application. If you are offered the role of Project Leader we will ask you to complete a self-declaration form, and will be in touch to discuss it further with you then.

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Your answers for any of the below questions should be about 150 words. You may want to refer to the Leadership Programme Information Pack.

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We are aiming for all of our Project Leaders to start in September-October 2022. A minority of projects might start in January 2023.

Projects will run for 2 hours on Mondays, Tuesdays, Wednesdays or Thursdays weekly during term time. 

They will either run between:
  • 3:30-5:30pm - Primary School Projects (ReachOut Club)
  • 5:00-7:00 pm or 6:00 – 8:00pm. - Secondary School Projects (ReachOut Academy/ ReachOut +)

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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