To plan and deliver engaging, practical construction training to young people in an alternative education setting, supporting their personal, social and vocational development.
The construction tutor will create a safe and inclusive learning environment, helping vulnerable learners build skills, confidence and pathways to further education or employment.
In addition, the tutor will support the planning and delivery and assessment of vocational qualifications such as AQA and NOCN, contributing to each academic and personal progress through tailored, trauma informed approaches.
This role plays a vital part in re-engaging students with education, fostering positive relationships, and promoting resilience and independence through hands on learning.
Key Responsibilities
Plan, deliver and assess construction-based learning sessions (e.g. multi-trades) tailored to learners' levels and needs.
Promote practical learning to embed life skills, employability and functional skills (English and Maths) into sessions where appropriate.
Adapt teaching to support learners with SEN.
Create a safe, inclusive and structured workshop environment, with a strong focus on health and safety.
Build positive relationship with learners to encourage attendance, engagement and progress.
Monitor learner progress and produce reports, targets and feedback in line with provision policies.
Collaborate with support staff, therapists and other tutors to deliver a holistic approach to education.
Participate in staff meetings, CPD opportunities, and contribute to ongoing improvement of the programme.
Skills and Abilities
Practical Expertise
- Strong technical skills in construction with the ability to confidently demonstrate and guide learners through a range of techniques.
Adaptability
- Able to adjust teaching methods and content to suit learners with SEN.
Communication
- Clear and effective verbal and written communication skills, with the ability to engage learners and work collaboratively with colleagues and professionals.
De-escalation management
- Skilled in managing challenging behaviour calmly and constructively using restorative approaches.
Relationship building
- Ability to form positive trusting relationships with students who may be disengaged, anxious or lacking in confidence.
Organisation
- Strong planning and organisational skills to manage session preparation, assessment and learner progress tracking.
Motivational coaching
- Ability to inspire learners, build self-esteem, and create a supportive encouraging learning environment.
Health and Safety awareness
- Understanding of best practices in maintaining a safe workshop environment, including safe use of equipment and products.
Record Keeping
- competent in maintaining accurate records of attendance, progress, behaviour and assessment in line with awarding body and organisational standards.
Empathy and Patience
- emotionally intelligent, calm and patient when supporting students with complex needs or difficult life experiences.
Digital Literacy
- Able to use basic ICT tools for lesson planning, learner tracking and accessing qualification resources.
Experience and Qualifications
Essential
Industry experience in construction or a related trade e.g. carpentry, plastering, bricklaying, plumbing etc.
First Aid, Health and Safety, CSCS card
Teaching or training experience, preferably with young people or vulnerable groups.
Relevant teaching qualification (Or willingness to work towards one) e.g. PTLLS, Level 3 Award in Education & Training or equivalent.
Excellent communication and interpersonal skills
Ability to manage behaviour calmly and positivity.
A commitment to safeguarding and promoting the welfare of children and young people.
Desirable
Experience working in alternative education or youth work settings.
Awareness of SEND, Safeguarding strategies.
Experience of curriculum development or accreditation (e.g. AQA, NOCN)
Behaviours and Attitudes
Empathy
: Foster a supportive environment that encourages understanding and compassion among students and staff.
Integrity
: Uphold honesty and strong moral principles in all interactions and decisions.
Resilience
: Encourage students to develop coping strategies and the ability to bounce back from challenges.
Trust:
Build a culture of trust where students feel safe to express themselves and take risks in their learning.
Authenticity
: Encourage students to be true to themselves and embrace their individuality.
Commitment
: Instil a sense of dedication to personal growth and the learning process.
Honesty
: Promote transparency and truthfulness in all communications and assessments.
Enjoyment
: Create a joyful learning environment where students find pleasure in their educational experiences.
Learning
: Encourage a lifelong love of learning and curiosity about the world.
Respect
: Cultivate an atmosphere of mutual respect among students, staff, and the wider community.
Declarations
We aim to create and maintain a safe environment and community where all young people and adults feel safe, secure and valued. We work hard to create strong relationships and show a commitment to safeguarding all young people.
Our work is classified as Regulated Activity as defined in the Safeguarding Vulnerable Groups Act 2006 (SVGA). This role will include regular contact with Children 121 or group setting.? This includes those that could be classified as vulnerable and both an understanding of and experience in adhering to UK safeguarding legislation is required.
Further information relating to our Safeguarding, Child Protection, Ex-offender or Safer Recruitment policies are available upon request.
All applications are assessed on an individual basis in relation to the Rehabilitation of Offenders Act (ROA) 1974.
This post will require the successful candidate to complete our Disclosure Barring Service, Vulnerable Child and Adult register checks as well as reference checks. We may also carry out additional online searches such as social media as part of the selection process.