To support in the planning and delivery of engaging, practical construction training to young people in an alternative education setting, supporting their personal, social and vocational development.
The Construction Vocational Support Assistant will create a safe and inclusive learning environment, to help vulnerable learners build skills, confidence and pathways to further education or employment.
In addition, the Vocational Support Assistant will support the delivery and assessment of vocational qualifications such as AQA unit awards and NOCN, contributing to each learner academic and personal progress through tailored, child-centred approaches.
This role plays a vital part in engaging students with education, fostering positive relationships, and promoting resilience and independence through hands on learning.
Key Responsibilities
Learner Support
Provide tailored 121 and small group support to learners with SEND needs.
Implement strategies to manage behaviour positively and promote emotional regulation.
Support learners in developing practical construction skills in line with curriculum goals.
Inclusive Learning Environment
Help create a welcoming, respectful, and inclusive workshop/classroom environment.
Adapt learning materials and activities to meet diverse learning needs and styles.
Promote equality, diversity, and inclusion in all aspects of the learning experience.
Confidence and Career Development
Encourage learners to build self-esteem and resilience through positive reinforcement.
Support learners in identifying their strengths and career aspirations within the construction industry.
Assist in preparing learners for work placements, apprenticeships, or further training.
Collaboration and Communication:
Work closely with vocational tutors and external professionals to ensure consistent support.
Maintain accurate records of learner progress, behaviour, and support strategies.
Participate in team meetings, training, and professional development opportunities.
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 support methods and content to suit learners with SEND.
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 and trauma informed 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 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 learner tracking and accessing qualification resources.
Experience and Qualifications
Essential
Level 2 or above, Maths and English.
Industry experience in construction or a related trade e.g. plastering, bricklaying, plumbing etc.
Experience working with young people or vulnerable groups.
Excellent communication and interpersonal skills
Ability to manage behaviour calmly and positivity in line with trauma informed practice.
A commitment to safeguarding and promoting the welfare of children and young people.
Construction Skills Certification Scheme (CSCS) card (or willingness to obtain).
First Aid training (or willingness to work towards)
Desirable
Experience working in alternative education or youth work settings.
Level 2 or above qualification in Supporting Teaching and Learning, Youth Work, or equivalent
Level 2 or 3 qualification in Construction, or a related vocational trade
Awareness of SEND, Safeguarding strategies.
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.