Preparation for Life Tutor

Queen Alexandra College; Birmingham; On-site; GBP 25,000 - 35,000; Full time

Job summary

A reputable educational institution in Birmingham is seeking a dedicated educator to teach learners with complex needs, focusing on individualised learning approaches. The role involves delivering tailored curricula, evaluating progress, and fostering an inclusive environment. Candidates must hold a degree and relevant teaching qualifications, with experience in special educational needs required. Join a supportive team that is making a meaningful difference in students' lives.

Benefits

Access to on-site car parking

Use of fitness centre

Cycle to Work Scheme

Qualifications

• Experience delivering and assessing to high needs learners.
• Understanding of confidentiality and data protection.
• Experience with SEN learners with moderate to severe learning difficulties.

Responsibilities

• Deliver and assess the curriculum in an individualised manner.
• Plan and record individual achievements of each learner.
• Evaluate and improve the quality of the curriculum.

Skills

Organizational skills

Communication skills

Flexibility

Interpersonal skills

Attention to detail

Education

Degree qualification at grade 2.2 minimum

Teaching qualification

Literacy and numeracy qualifications Level 2 minimum

Tools

IT skills (word processing, spreadsheet packages)

Job description

• 1 Full Time Post (37.5 hours - 39 weeks per year term time only)
• 1 Part Time Post (22.5 hours - 30 weeks per year term time only)

The post holder will have teaching responsibility for a group of learners with complex needs (moderate to severe learning difficulties) at pre-entry Level, who will require highly individualised approaches to learning in and out of the classroom, in particular adult life skills within the community. The post is located in the Preparation for Life (PFL) team under the management of the PFL Curriculum Area Manager.

Key Responsibilities

· Deliver, plan, and assess the curriculum in an innovative, responsible and flexible manner using a highly individualised approach in collaboration with the Curriculum Area Manager, ensuring the Intent, Implementation and Impact is clear.

· Plan, assess and record the individual achievements of each learner against EHCP Plans, individual targets and in accordance with RARPA quality processes and funding agency criteria (where applicable).

· Deliver quality teaching and learning in line with professional standards and tailored to individual learner needs grounded in an informed understanding of their EHCP, goals after QAC in particular, and other assessments.

· Prepare schemes of work and differentiated lesson planning to make clear the purpose and intent of the taught sessions.

· Lead sessions in accordance with good practice in terms of timed, scaffolded and sequenced learning that ensures lesson objectives are implemented and students’ progress can be checked.

· Ensure assessments include appropriate means of feedback and feedforward; and progress recorded and shared with learners.

· Contribute to the development of the curriculum through preparation, research, liaison with colleagues and relevant external agencies and management of resources. This should be appropriate to learner needs, outcomes set and conforms to the requirements of examination boards (if required) and funding agencies.

· Evaluate the quality and success of the curriculum and implement into the curriculum quality improvement plan and self-assessment report.

· To have a clear understanding of the Education Inspection Framework, in line with OFSTED inspections

· Participate in the PSHE curriculum and pastoral welfare of learners, specifically as a group tutor and personal tutor who is an integral part in helping shape, support, monitor the learner journey.

· Plan, assess and deliver course content in areas such as Employability, Preparation for Adulthood, Functional Skills or other similar provisions within your timetable as directed by the Curriculum Area Manager.

· Prepare lesson resources that are tailored to individual needs and include a variety of stimulating means to maximise engagement including appropriate use of digital devices, assistive technology, IT interactive resources and practical activities

· Work with the college Transitions, Community Services team and/or other external agencies to support the preparation of life during and after college.

· Promote the aims and ethos of the College both within the teaching and learning context and within the corporate life of the College.

· Participate in staff training and development within the requirements of the College's programmes and priorities. The post-holder will be expected to develop communication methods for learners with moderate to severe learning difficulties and to become a competent user of the technological support available to students with visual impairments/SLD and or/other learning difficulties as required.

· Engage in any individual or collaborative research and consultative work agreed by senior management as relevant to the area of work.

· Contribute on an occasional and voluntary basis to the corporate life of the College.

· Perform such other duties as are commensurate with the status and nature of the post.

· Posts at Q2/3 will also undertake the Core Responsibilities above, but in addition will have wider responsibilities in respect of Departmental Curriculum Area Contribution (Q2) or Whole College Improvement (Q3).

Skills, Knowledge and Expertise

Degree qualification at grade 2.2 minimum
To hold a teaching qualification
To hold literacy and numeracy qualifications Level 2 minimum
To have experience of delivering and assessing to high needs learners
Have excellent organisational skills, be conscientious and have well-organised approach to work
Understanding of confidentiality and data protection
To have previous experience of SEN learners with moderate to severe learning difficulties and be able to provide the associated curriculum, approaches and strategies.
To have previous experience of sequenced steps, individualised approaches to curriculum and differentiation of materials and concepts and the tracking & review of achievements
Ability to meet deadlines through planning, prioritising and managing time effectively
To have previous experience of learners who have difficulties with emotional regulation.
To have a positive approach to managing behaviours that challenge
To be flexible, able to contribute to a wide range of learning situations and integrate ICT into all aspects of their work
To be able to contribute effectively and professionally within a multi- disciplinary teamwork environment
To demonstrate awareness of a wide range of learning environments and of different training and learning strategies.
Excellent oral communication and interpersonal skills
Good IT skills, including word processing and spreadsheet packages
Excellent written communication skills with a high level of attention to detail
Manage workload confidently and adhere to deadlines

Why work at Queen Alexandra Charity Birmingham

Join our team at Queen Alexandra College!

Are you passionate about making a difference to the lives of students with special educational needs? Do you thrive in an inclusive and supportive academic environment? If so, we want YOU to join our team. QAC has just gone through an exciting rebrand, dealt with a period of swift growth and academic improvement and this is your opportunity to become part of a vibrant College that is moving forward and making a real difference to the lives and futures of our students.

The newly structured Queen Alexandra Charity Birmingham offers you the chance to have a positive impact as you join a committed group of colleagues in ensuring that all students achieve their aims and aspirations. We are dedicated to providing exceptional education and support to students with diverse learning needs and life experiences. Our specialist setting fosters an inclusive community where every student is valued, supported, and empowered to reach their full potential.

QAC offers a vibrant, varied and enriching educational experience for both residential and day students. Our curriculum aims to maximise adult life, independence and work opportunities for all students. Class sizes are designed to meet specific needs and support levels are high.

Joining our supportive team, you will have the opportunity to:

· Work closely with students with SEN to achieve their goals

· Make a difference to the educational experience of young people

· Be a voice for students and staff in specialist education

· Foster a positive and inclusive learning environment, promoting academic growth, self-development and self-confidence

· Develop your own skills, aspirations and progress your career.

Our benefits include;

Schedule 1 Benefits (reviewed annually and/or as appropriate)

Academic Year 2024/25

• Access to on site car parking
• Use of QAC Fitness Centre (subject to opening hours)
• Cycle to Work Scheme (Salary Sacrifice)
• 24/7 Employee Assistance Programme Helpline (BHSF)
• Access to Education Support Free Helpline for Teachers & Education Staff
• QAC Mental Health First Aiders & activities to support health and wellbeing
• BHSF Benefits Package including Healthcare Plans, discounted shopping/services
• Access to other benefit/discount schemes (which may be subject to charge) e.g. Blue Light Card, TOTUM (NUS), Charity Worker Discounts, Discounts for Teachers
• Health and Wellbeing Services (Occupational Health/Counselling)
• Free Tea/Coffee and Staff Room facilities
• Dining Room facilities with hot/cold food (free meal provided for those supporting students at mealtimes)
• Additional discretionary concessionary/closure days as part of leave entitlement (including closure over Christmas/New Year period)
• Reward and Recognition Policy – Living the Values Awards (team & individual) and long service
• Enhanced/Occupational paid leave e.g. maternity/paternity (subject to qualifying criteria)
• Occupational sick pay (based on length of service)
• Support for training/ CPD (either by way of study leave and/or funding)
• Flexible working arrangements including Flexible Working Policy Agreements, Time Off in Lieu (TOIL) in prior agreement with line manager.

This list is not exhaustive and may be subject to review and/or change.

We look forward to receiving your application and knowing more about your qualifications, skills,
personal qualities and experience that you would bring to the role and to QAC. Please take time to review the job description above.

Please upload a CV/Resume* with details of your full employment history (since leaving school,
including education, employment and voluntary work) including reasons for any gaps in
employment. This should also include a statement of the personal qualities and experience you
believe are relevant to your suitability for the post and how this meets the job description and
person specification requirements. Your CV/Resume* will be re-produced in a standard format by
the system (without personal identifiers) to assist us in our anonymised shortlisting process.
Under Section 7 of SVGA 2006 it is an offence to apply for the role if the applicant is barred from
engaging in regulated activity relevant to children. The College's Safeguarding Policies are
available here

As part of our commitment to safer recruitment, and in line with updated guidance published in
September 2022, we will carry out an online search of all shortlisted candidates. This search may
enable us to identify any incidents or issues that have happened, and publicly available for review online, which we may wish to explore with you in further detail during the interview process. As part of your application we have asked you to provide the account names, usernames and/or handles for any social media platform that you use, as well as the names of any websites that you own, post on, or contribute to. A Google search will also be conducted. These checks will only be conducted if you are shortlisted for interview. Please see our safer recruitment and selection policy for further information.