South Woodham Ferris QTS

Randstad Student Support; Essex; On-site; GBP 55,000 - 69,000; Part time

Job summary

Randstad Student Support is seeking Qualified Teachers (QTS) to provide combined 1:1 academic tuition and mentoring for Key Stage 3 and 4 pupils currently out of formal education. Sessions occur in various community locations and school sites, with flexible part-time hours.

The role focuses on students with EBSA, high anxiety, and neurodiverse needs, helping rebuild confidence and plan reintegration back into education or alternative provision.

Qualifications

• Qualified Teacher Status (QTS) or equivalent recognised teaching qualification is essential.
• Proven ability to work with EBSA, high anxiety, neurodiversity, or low confidence.

Responsibilities

• Deliver personalised 1:1 tuition in core subjects (English, Maths, or Science) tailored to the learner.
• Provide mentoring and reintegration support to help students return to education.
• Collaborate with school staff, carers, and local authorities; monitor wellbeing and progress.
• Use tracking tools to monitor progress and readiness for reintegration.

Skills

1:1 tuition

mentoring

relational approach

trauma-informed practice

risk management

Education

QTS or equivalent

Tools

Enhanced DBS (Update Service)

UK driving licence

Reliable vehicle

Job description

Job Role: Qualified Teacher (QTS) - 1:1 Specialist Tutor & Reintegration Mentor

Location: Various community locations and school sites (Local Authority / Regional)

Hours: Flexible part-time hours (Typically 6-12 hours per week, afternoon or morning sessions)

Pay Rate: Competitive hourly rate ( 40.00 - 50.00 per hour, dependent on qualifications and experience)

Contract Type: Part-time / Sessional / Self-Employed Contractor

About the Role

We are seeking compassionate, highly skilled Qualified Teachers (QTS) to deliver combined 1:1 academic tuition and mentoring for Key Stage 3 and Key Stage 4 pupils who are currently out of formal education settings.

Many of the students we support experience Emotionally Based School Avoidance (EBSA), severe anxiety, and social, emotional, or neurodiverse needs (such as ASD, ADHD, or sensory processing differences). We are looking for empathetic educators to act as a consistent, single point of contact-helping students rebuild their confidence in learning while supporting a gradual, planned reintegration back into school or alternative provision.

Key Responsibilities

• 1:1 Academic Tuition:
  • Deliver personalised, low-stakes tuition in core subjects (English, Mathematics, and/or Science) tailored to the student's individual learning level and interests.
  • Use flexible, bite-sized learning approaches, incorporating regular brain and movement breaks to prevent cognitive overload.
  • Re-engage students who are working below age-related expectations in a supportive, pressure-free environment.
• Mentoring & Reintegration Support:
  • Help students build a practical toolkit of strategies for emotional regulation, anxiety management, and personal resilience.
  • Incorporate the student's personal interests (e.g., sports, arts, gaming) into sessions to foster rapport and self-efficacy.
  • Work collaboratively with school link staff, parents/carers, and multi-agency networks (such as local authority officers, health professionals, and support services).
  • Utilise standard tracking tools (e.g., return-to-school care plans and readiness checklists) to monitor wellbeing and educational progress.
  • Facilitate low-demand transitions from safe community venues (e.g., local libraries) to quiet, structured visits on school sites.

Key Requirements & Experience

• Qualifications: Qualified Teacher Status (QTS) or equivalent recognised teaching qualification is essential.
• Specialist Experience: Proven track record of working with children or young people with EBSA, high anxiety, neurodiversity (ASD/ADHD), or low confidence.
• Relational Approach: Patient, calm, adaptive, and skilled in relationship-based, low-demand, or trauma-informed practice.
• Transition & Risk Management: Experience managing transition anxiety, avoidance, or freezing behaviors using co-regulation techniques rather than pressure.
• Compliance & Travel: Enhanced DBS check registered on the Update Service (or willing to undergo one), full UK driving licence, and access to a reliable vehicle.

Working Hours & Venue Details

• Hours: Scheduled around pupil availability, typically delivered in 2‑hour sessions during school hours or early afternoons.
• Venues: Sessions initial take place in local community settings (e.g., local libraries, community centers) or online, working towards gradual reintegration onto school premises.