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Student Support Officer (x2 posts) (Term-time only)

David Game Higher Education (DGHE)

Location: London, Hybrid
Salary: £14 - £16 per hour
Hours: Part Time
Contract Type: Temporary, Fixed-Term/Contract
Placed On: 21st August 2026
Closes: 20th September 2026

Term-time only

SUMMARY: The Student Support Officer (x2) is a part-time role supporting students and ensuring the highest professional service standards are provided in relation to student support and admissions services during the designated working days and hours.

MAIN DUTIES & RESPONSIBILITIES:

Student Services

  • Provide reception cover during evenings, weekends and other periods as required.
  • Welcome students, visitors and external stakeholders, providing a professional first point of contact.
  • Respond to student enquiries in person, by telephone and by email, resolving queries or directing them to the appropriate department.
  • Provide excellent customer service while maintaining a positive student experience.

Attendance Monitoring

  • Monitor student attendance email inbox and identify students requiring follow-up or authorising of absence. Escalate any issues to Head of Student Experience or Head of Student Finance as appropriate
  • Liaise with academic staff regarding attendance issues where appropriate.
  • Support institutional attendance monitoring procedures ensuring The Head of Academic Delivery is made aware of attendance data collection issues.

  Student Onboarding

  • Support induction events and assist new students during enrolment periods.
  • Deliver onboarding support for students who are unable to attend scheduled induction sessions.
  • Assist students in completing enrolment requirements and accessing institutional systems.

Registry and Administrative Support

  • Support Registry administration and monitor the shared Registry inbox, responding to enquiries or escalating where appropriate.
  • Record and maintain Unique Learner Numbers (ULNs), ensuring accuracy and completeness of student data.
  • Support student records audits by updating records within Quercus.
  • Assist with compliance activities, data verification and record maintenance.
  • Tutor support: Provide support to tutors in the use of the College printing and copying facilities
  • Library: Cover any absence of the librarian.

Reception and general support duties

  • Provide reception cover during evenings, weekends and other periods as required.
  • Welcome students, visitors and external stakeholders, providing a professional first point of contact.
  • Respond to student enquiries in person, by telephone and by email, resolving queries or directing them to the appropriate department.
  • Provide excellent customer service while maintaining a positive student experience.
  • Provide general practical support to students during evening opening hours, including helping them locate rooms, services and appropriate sources of support.
  • Receive and pass on messages accurately and refer non-routine, specialist or sensitive enquiries to the appropriate department or member of staff for follow-up.
  • Provide basic assistance with College facilities and services where appropriate, escalating technical, academic, finance, wellbeing, admissions, registry or compliance matters to the relevant team.

Optional supplementary responsibilities (additional hrs may be required):

Supporting Digital Literacy

  • Support digital induction and provide catch-up assistance for students who miss sessions or have knowledge gaps.
  • Provide individual, drop-in and small-group help with College systems and standard study tools, including Moodle, Microsoft 365 and the Student Hub.
  • Develop accessible guidance, frequently asked questions and short instructional resources.
  • Support agreed digital-capability and AI-literacy activities with academic and professional-services colleagues.
  • Identify and report recurring needs, encouraging independent and responsible digital practice and referring specialist needs appropriately.

To apply, please click the 'Apply' button above.

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