1-1 TUTOR

Remedy Education; Kingston upon Thames; On-site; GBP 21,000 - 34,000; Part time

Job summary

Remedy Education is seeking an experienced SEN Tutor to provide bespoke 1:1 education for an 11-year-old with ASD and Global Developmental Delay in Kingston upon Thames.

You will plan highly personalised lessons, adapt to the student’s learning profile, and employ multi-sensory, structured approaches. A calm, predictable environment and close collaboration with a Teaching Assistant will be essential.

Qualifications

• Experience supporting children with ASD and/or GDD
• Ability to differentiate learning to below-age expectations
• Strong understanding of communication and sensory needs

Responsibilities

• Plan and deliver highly personalised lessons tailored to the learner
• Adapt learning to the student’s developmental profile and needs
• Support development of attention, listening and engagement
• Use simple language with visual supports and demonstrations
• Include multi-sensory, practical activities in sessions
• Break learning into short chunks with movement/sensory breaks
• Use visual timetables and timers to support routines
• Support communication, interaction and emotional regulation
• Interpret behaviour as communication and adjust approach
• Create a calm, predictable, low-arousal learning environment
• Work with a Teaching Assistant for consistent 2:1 support
• Monitor progress and adjust learning based on engagement

Skills

QTS/PGCE

ASD experience

GDD experience

Differentiated learning

Communication needs

Visual supports

Education

QTS or 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

• 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

• 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.