Functional Skills Mentor Holbeach

Just Teachers Ltd; Spalding; On-site; GBP 83,000 - 124,000; Part time

Job summary

Just Teachers Ltd. seeks an Alternative Provision Tutor to support students with SEMH needs in Holbeach, delivering 2-3 hours of tailored daily support. Role starts September 2026 and runs through July next year, focusing on personalised learning in core subjects and life skills development.

You will use trauma-informed teaching strategies, clear routines, and hands-on approaches to promote engagement and emotional regulation, building trusting relationships for safe access to education.

Qualifications

• Must have QTS and be able to teach students with SEMH needs.
• Experience teaching or tutoring in alternative provision or PRUs.
• Strong understanding of SEMH and anxiety impact on learning.
• Ability to use trauma-informed responses to support regulation.
• Knowledge of active, adaptive teaching and clear explanations.

Responsibilities

• Deliver or support accessible learning for students with SEMH needs.
• Use trauma-informed strategies to promote engagement.
• Encourage positive behaviours with emotional regulation strategies.
• Build trusting relationships to help learners access education.

Skills

Trauma-informed teaching

Anxiety-sensitive teaching

Restorative approaches

Emotional regulation support

Structured learning delivery

Student engagement

Education

Qualified Teacher Status (QTS)

Job description

About the role:

We are working with an alternative provision in Holbeach that supports students with Social, Emotional and Mental Health needs. The setting focuses on personalised learning in core subjects alongside the development of independence and life skills.

We are seeking an Alternative Provision Tutor to work with learners experiencing high anxiety, delivering 2-3 hours of tailored support per day. This role will begin in September 2026 and is likely to last until the following July .

Key Responsibilities:

• Deliver or support the delivery of adapted, accessible learning for students with SEMH needs, ensuring work is broken down into manageable, structured steps.
• Use trauma‑informed and anxiety‑sensitive teaching strategies to promote engagement, such as clear routines, visual scaffolds and practical, hands-on approaches.
• Encourage positive learning behaviours by modelling emotional regulation strategies, offering in‑the‑moment support, and using restorative approaches to re‑engage students when needed.
• Build trusting, consistent relationships that help learners feel safe, understood and confident to access education.

Pre-requisites:

• Qualified Teacher Status (QTS) – required due to the level of teaching and responsibility in this role.
• Experience teaching, tutoring, or delivering structured learning to children or young people in alternative provision, schools, PRUs or similar settings.
• A strong understanding of SEMH needs and how anxiety can affect engagement, behaviour and learning.
• Ability to use calm, trauma‑informed responses to support emotional regulation and reduce barriers to learning.
• Knowledge of active, adaptive teaching and learning strategies, including modelling tasks, explaining concepts clearly and maintaining student engagement.