1-1 TUTOR

Remedy Education; Kingston upon Thames; On-site; GBP 15,000 - 21,000; Part time

Job summary

Remedy Education is seeking an experienced SEN Tutor to provide a highly personalised education package for an 11-year-old student in Kingston upon Thames.

The role focuses on ASD and GDD, with a 15-hour weekly commitment, 3 hours per day, Monday to Friday. You will plan differentiated lessons, use visual supports, and work with a Teaching Assistant to deliver a consistent 2:1 support package.

Qualifications

• QTS, PGCE or equivalent teaching qualification.
• Proven experience supporting children with ASD and/or GDD.
• Experience delivering highly differentiated learning to students.
• Strong understanding of communication and sensory needs.

Responsibilities

• Plan and deliver engaging, highly personalised lessons.
• Adapt learning to the student’s developmental level and interests.
• Support development of attention, listening and engagement.
• Use clear language with visual supports and demonstrations.
• Incorporate multi-sensory, practical activities into sessions.
• Break learning into short chunks and allow movement breaks.
• Utilise visual timetables and timers to support routines.
• Support communication, interaction and emotional regulation.
• Recognise behaviour as communication and adapt approach.

Skills

ASD support

Differentiated learning

Communication support

Patience & flexibility

Education

QTS/PGCE

Job description

SEN Tutor - 1:1 Provision

Location: Kingston upon Thames
Hours: 3 hours per day, Monday to Friday
Total: 15 hours per week
Start: Subject to confirmation

Remedy Tutors are looking for an experienced and dedicated SEN Tutor to provide a highly personalised education package for an 11-year-old student.

The student has Autism Spectrum Disorder (ASD) and Global Developmental Delay (GDD), alongside complex needs relating to communication, social interaction, attention and listening, sensory processing, emotional regulation and independence.

The successful candidate will be responsible for planning and delivering a highly differentiated and individualised curriculum, tailored to the student's developmental level and specific learning needs.

The student is motivated by music, singing, sensory activities, movement and tactile learning, and benefits from predictable routines, repetition and a flexible approach to learning.

The Role

As the Tutor, you will be responsible for:

• Planning and delivering engaging, highly personalised lessons.
• Adapting learning to the student's developmental profile, interests and individual needs.
• Supporting the development of attention, listening and engagement.
• Using clear, simple language alongside visual supports and demonstrations.
• Incorporating multi-sensory, practical and motivating activities into sessions.
• Breaking learning into short, manageable chunks and allowing appropriate movement or sensory breaks.
• Using visual timetables, Now & Next boards and timers to support routines and transitions.
• Supporting communication, interaction and emotional regulation throughout sessions.
• Recognising behaviour as a form of communication and adapting your approach accordingly.
• Creating a calm, predictable and low-arousal learning environment.
• Working closely with a dedicated Teaching Assistant to provide a consistent 2:1 support package.
• Monitoring progress and adapting learning in response to the student's engagement and needs.

The Ideal Candidate

The successful Tutor will have:

• QTS, PGCE or an equivalent recognised teaching qualification.
• Strong experience supporting children or young people with ASD and/or Global Developmental Delay.
• Experience delivering highly differentiated learning to students working significantly below age-related expectations.
• A strong understanding of communication and sensory needs.
• Experience using visual supports and structured approaches to learning.
• A calm, patient, nurturing and flexible approach.
• The ability to build a strong and trusting relationship with a student who can find change and unfamiliar situations challenging.
• Experience supporting emotional regulation and responding appropriately to behaviours that may include physical behaviours when dysregulated.

Experience with approaches such as Attention Autism, Intensive Interaction, AAC, SCERTS, visual communication strategies or other social communication interventions would be highly desirable.

An Enhanced DBS on the Update Service, or willingness to obtain one, will be required.