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Vision for Education Nottingham is seeking a dedicated 1:1 Tutor to support students in Maths and English, delivering tailored sessions that meet individual needs.
You can choose your hours (part-time or full-time), with sessions in students' homes, libraries or schools. Competitive pay (£30/hour) and a dedicated consultant accompany flexible, rewarding opportunities. The role enables you to spark confidence, improve progress and help learners overcome barriers to education.
£30 an hour (dependent on experience/qualifications)
Are you searching for something that will meet your passions of helping students succeed and feeling rewarded? Spark curiosity, increase engagement and inspire students who need that little bit of extra support - all whilst choosing your own working hours (during or after school hours).
Join a top 10 UK employer you will have the opportunity to work 1:1 with students unable to attend school, supporting them in their development in Maths and English. Plan, adapt and tailor sessions to meet their needs around barriers to learning. Any experience from all age groups and levels is welcomed. We will match you with a student where your strengths will help them thrive and provide consistency. Sessions will take place in student's homes, libraries or schools.
The successful 1:1 Tutor will have:
Vision for Education helps teachers, teaching assistants, and school staff find temporary and permanent roles in primary, secondary, SEND schools, colleges, and alternative provisions across the UK.We offer flexible short-term, long-term, andpermanent positions, supporting both experienced and newly qualified educators.The Edwin Group is a Top 10 UK-employer in The Sunday Times Best Places to Work 2025.As part ofThe Edwin Group, we focus on building strong relationships with schools and candidates to ensure the right fit for every role.
We do not discriminate on the grounds of age, gender, race, colour, religion, disability or sexual orientation, and we welcome applications from all sections of the community.
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