School Sports Coach Apprentice
Kestrel Mead Primary Academy
Hamilton, Leicester
Closes in 12 days (Tuesday 30 June 2026 at 11:59pm)
Posted on 18 June 2026
Contents
Summary
We are looking for a sports apprentice to work across all our sites, delivering curriculum PE alongside our teachers. You will take a lead on sports clubs and competitions with guidance from more experienced teachers. Alongside the subject champions, you will review PE planning and development for all staff to use with confidence.
- Wage
-
£15,816 a year
- Training course
- Sports coach (level 4)
- Hours
-
Monday - Friday: 8.30am - 3.30pm (with an additional 2-3 hours for clubs or competitions, timing to be agreed).
37 hours a week
- Start date
-
Tuesday 25 August 2026
- Duration
-
2 years
- Positions available
-
1
Work
Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.
What you'll do at work
- Planning and delivering lessons
- Supporting pupils at breaks and lunchtimes
- Leading activities during unstructured times
- Leading after school clubs
Where you'll work
You can select which locations you want to apply for in your application on Find an apprenticeship.
This apprenticeship is available in these locations:
- Junior Building, Mundesley Road, Hamilton, LE5 1WE
- Infant Building, Maidenwell Avenue, Leicester, LE5 1TG
Training
Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.
Training provider
LOUGHBOROUGH COLLEGE
Training course
Sports coach (level 4)
Understanding apprenticeship levels (opens in new tab)
What you'll learn
Course contents
- Influence key stakeholders in the sporting context through own coaching philosophy and professional practice.
- Enhance coaching competencies and inter-intra-personal skills through continued professional development and self-awareness skills training.
- Develop transformational coaching strategies and tactics that consider sector, sport, organisation and participants unique needs.
- Comply with legal, ethical, effective and efficient coaching systems that align to the organisational vision, strategies, policies and processes.
- Promote the value of the coaching team considering workforce structures and scopes including support staff, coaches, coaching assistants, and volunteers.
- Facilitate the development of the coaching team through due diligence, inductions, development and performance monitoring.
- Deliver effective coaching services through industry support networks and a collaborative, cohesive and competent coaching team.
- Design high quality curriculum that considers participants’ unique profiles, promotes ownership and informs micro, meso and macro plans as relevant to the sporting context.
- Designs and delivers progressive programmes and selects coaching pedagogies that maximise engagement, whole child/person development and accelerates sustainable skill acquisition.
- Delivers safe and effective coaching support to participants in practice, at events or competitions and influences learning and skill transfer across situations.
- Embrace each participants uniqueness, their rights and advocates fairness, equality and diversity within the coaching environment.
- Promote holistic wellbeing to control/contain stressors experienced by participants in their own context and environment.
- Facilitate participant development by applying learning theory and skill acquisition techniques relevant to participants needs, sport specific demands and context.
- Facilitate participant development and skill acquisition through positive learning environments and behaviour management strategies.
- Facilitate participant development and skill acquisition through technological advancements and wider industry support mechanisms.
- Measure the impact of the coaching strategies though analysis of participant, coach, coaching team and organisational perception and performance data.
- Proactively responds to global trends, strategies, and contemporary issues in high performance sport to ensure best practice in coaching.
- Embrace the high-performance context, culture, organisational direction, and codes to deliver effective coaching processes.
- Profile athletes or players to measure bio-psycho-social attributes and inform whole person optimisation.
- Profile athlete/players to measure sport specific technical and tactical attributes and inform sustainable development and high-performance goals.
- Plan sessions that consider high performance athlete's/player's unique needs, goals, curriculum, progressive programmes, practice, and competition schedules.
- Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with high performance sport policy.
- Deliver safe, inclusive sessions and makes adaptations in the moment to accelerate development and maximise performance gains through relevant coaching and communication methods.
- Evaluate sessions to monitor sustainability of athlete/player development and performance gains to shape future plans as part of the continuous enquiry cycle.
- Measure the impact of the coaching practice on the national and international positioning of the sport by comparing athlete or player results against national and international benchmarks.
- Proactively responds to sector strategies, social change agendas, national and local trends in physical activity participation and contemporary influences.
- Embrace the community category, context, culture, codes, stakeholders and public sector duty to deliver effective coaching pedagogies and processes.
- Profile participants to measure whole child/person development dimensions considering cognitive, social, emotional and physiological capabilities.
- Profile participants motives, behavioural norms, psychomotor skills, technical and tactical awareness in community sport and physical activity contexts to enable goals to be agreed.
- Plan targeted and accessible sessions that consider each participant's unique motives, development needs, goals and seasonal plans.
- Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with community organisation health and safety policy.
- Deliver safe and inclusive and effective sessions and makes adaptations in the moment to engage and enrich participants though tailored coaching and targeted communication methods for maximum impact.
- Evaluate sessions to monitor engagement, enrichment and whole child/person development dimensions to shape future plans as part of the continuous enquiry cycle.
- Measure the impact of coaching practice on social change associated with access, participation, performance, equality and wellbeing by comparing results against local and national benchmarks.
- Proactively responds to national trends in education standards, paradigm shifts, strategies and contemporary influences in school and physical education.
- Embrace the school category, context, culture, codes, stakeholders, and statutory guidelines to deliver effective coaching pedagogies and processes.
- Profile whole child development dimensions considering cognitive, social, emotional and physiological stages of development.
- Profile children's psychomotor, technical and tactical skills in physical activity contexts drawn from the DfE National Curriculum to enable physical education targets to be agreed.
- Plan safe, inclusive and effective sessions that consider each child's unique development needs, educational targets and curriculum plans.
- Prepare for sessions by organising resources, conducting event risk assessment and ensures safe operating procedures in line with school health and safety policy.
- Delivers safe, inclusive and effective sessions and makes necessary adaptations to develop children’s psychomotor skill mastery though tailored coaching and communication methods for maximum impact.
- Evaluate sessions to monitor children's mastery of physical education standards, psychomotor skills and whole child development to shape plans as part of the continuous enquiry cycle.
- Measure and evaluates the impact of coaching practice on school standards by comparing children's results against local and national benchmarks.
- Influence key stakeholders in the sporting context through own coaching philosophy and professional practice.
- Enhance coaching competencies and inter-intra-personal skills through continued professional development and self-awareness skills training.
- Develop transformational coaching strategies and tactics that consider sector, sport, organisation and participants unique needs.
- Comply with legal, ethical, effective and efficient coaching systems that align to the organisational vision, strategies, policies and processes.
- Promote the value of the coaching team considering workforce structures and scopes including support staff, coaches, coaching assistants, and volunteers.
- Facilitate the development of the coaching team through due diligence, inductions, development and performance monitoring.
- Deliver effective coaching services through industry support networks and a collaborative, cohesive and competent coaching team.
- Design high quality curriculum that considers participants’ unique profiles, promotes ownership and informs micro, meso and macro plans as relevant to the sporting context.
- Designs and delivers progressive programmes and selects coaching pedagogies that maximise engagement, whole child/person development and accelerates sustainable skill acquisition.
- Delivers safe and effective coaching support to participants in practice, at events or competitions and influences learning and skill transfer across situations.
- Embrace each participants uniqueness, their rights and advocates fairness, equality and diversity within the coaching environment.
- Promote holistic wellbeing to control/contain stressors experienced by participants in their own context and environment.
- Facilitate participant development by applying learning theory and skill acquisition techniques relevant to participants needs, sport specific demands and context.
- Facilitate participant development and skill acquisition through positive learning environments and behaviour management strategies.
- Facilitate participant development and skill acquisition through technological advancements and wider industry support mechanisms.
- Measure the impact of the coaching strategies though analysis of participant, coach, coaching team and organisational perception and performance data.
Training schedule
- Online portfolio to update with learning and development completed onsite
- Diarised visits from dedicated Trainer / Assessor
- Attendance to Loughborough College for Functional Skills (if required)
- On-the-job training
- Off-the-job training
Requirements
Essential qualifications
GCSE in:
- English (grade 4/C or above)
- Maths (grade 4/C or above)
BTEC in:
Sports related qualification (grade Pass)
Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.
Skills
- Communication skills
- Organisation skills
- Problem solving skills
- Team working
- Initiative
About this employer
We are a large primary school, split across 2 sites and with a specialist provision on site. PE is a strength of our curriculum offer and our sports apprentice will work alongside knowledgeable PE champions as well as highly skilled class teachers and support staff.
http://www.kestrel-tmet.uk (opens in new tab)
Company benefits
- 6.3 weeks annual leave, inclusive of bank holidays
- Vivup
After this apprenticeship
Your earnings can increase over time with an apprenticeship. Find out about potential future pay (opens in new tab).
- Higher Education
- Employment at the school
- Coaching in education
- Community sports coaching
- International sports coaching
Ask a question
The contact for this apprenticeship is:
LOUGHBOROUGH COLLEGE
Sophia Cleaver
apprenticeships@loucoll.ac.uk
The reference code for this apprenticeship is VAC2000031727.
Apply now
Closes in 12 days (Tuesday 30 June 2026 at 11:59pm)