SEMH Support And Tutor

Prospero Teaching; Bridport; On-site; GBP 34,000 - 41,000; Part time

Job summary

Prospero Teaching in Bridport, United Kingdom, is seeking a patient tutor/mentor to support Q, a Year 10 student with SEMH needs, ADHD, autism spectrum disorder and anxiety. The role offers up to 10 hours per week at £25-£30 per hour, with sessions in the local community.

Initial sessions are likely to be in a local café or similar community venue, with Mum present to support engagement and provide reassurance.

Qualifications

• Experience working with young people with SEMH needs, trauma, anxiety, Autism and/or ADHD.
• Trauma-informed and relationship-led approach.
• Patient, calm and able to build trust over time.
• Strong behaviour-management skills and professional composure.
• Understand that anxious or frustrated behaviour can arise from communication difficulties.
• Ability to de-escalate and maintain positive boundaries.
• Adapt expectations and plans to Q's needs on the day.

Responsibilities

• Build trust and a positive working relationship.
• Support emotional regulation, confidence and self-esteem.
• Create a safe and consistent environment for engagement.
• Encourage participation through interests-led activities and discussion.
• Gradually reducing anxieties associated with education.
• Introduce academic content at a pace that feels comfortable.

Job description

Up to 10 Hours Per Week | £25-£30 per Hour

We are seeking a patient, resilient and highly relational tutor/mentor to support Q, a young person of Year 10 age with complex SEMH needs, ADHD, anxiety, non-verbal learning difficulties and a working diagnosis of Autism Spectrum Disorder (ASD).

About Q

Q has experienced significant challenges in relation to education and has had very limited sustained engagement with learning throughout his school journey.

Although Q is currently of Year 10 age, he is working at approximately a Year 4-5 academic level.

Q can find new relationships difficult and is currently reluctant about the idea of tuition. He will require a tutor who is prepared to take a gradual, low-pressure approach and understands that progress may initially look like engagement, conversation and relationship-building rather than formal learning.

The successful tutor will initially focus on:

• Building trust and establishing a positive working relationship.
• Supporting emotional regulation, confidence and self-esteem.
• Creating a safe and consistent environment for engagement.
• Encouraging participation through interests-led activities and discussion.
• Gradually reducing anxieties associated with education and learning.
• Introducing academic content at a pace that feels comfortable and achievable for Q.

Delivery Arrangements

Up to 10 hours per week, although hours may need to be introduced gradually depending on Q's tolerance and engagement levels.

Sessions are expected to take place within the local community.

Initial sessions are likely to be held in a local café or similar community venue, Mum will be present throughout all sessions to support engagement and provide reassurance.

Essential Skills and Experience

• Has experience working with young people with SEMH needs, trauma, anxiety, Autism and/or ADHD.
• Takes a trauma-informed and relationship-led approach.
• Is patient, calm and able to build trust over time.
• Has strong behaviour-management skills and can remain professional and composed when faced with challenging interactions.
• Understands that presentations of behaviour can be linked to anxiety, frustration or communication difficulties.
• Can confidently de-escalate situations and maintain positive boundaries.
• Is able to adapt expectations and plans according to Q's needs on the day.

Additional Information

Q may at times present as verbally defensive, argumentative or use inappropriate language when feeling anxious, overwhelmed or uncomfortable. These behaviours are not typically malicious in nature but can be a response to stress and uncertainty. Tutors must therefore be confident managing challenging interactions while maintaining a supportive, non-confrontational approach.

This role would suit someone with strong mentoring and relationship-building skills who understands that, for Q, meaningful progress will begin with trust, consistency, safety and connection before academic learning becomes the primary focus.