Teacher (Programme Leader) and Tutor – Part‑time
Are you passionate about supporting young people with additional needs to achieve their potential? Do you believe in creating inclusive learning environments where every student can thrive? Join our friendly and supportive Foundation Learning and Inclusion team as a Teacher (Programme Leader) and Tutor.
Responsibilities: You will teach across the Progression Gateway and Foundation Learning programmes at Entry 3 and Level 1, helping students with additional learning needs, SEMH or SEB difficulties to develop confidence, independence and skills for the future. The role combines teaching, tutoring and programme leadership duties and involves shaping an engaging and inclusive curriculum.
Qualifications
- Recent teaching experience and a passion for inclusive learning.
- Relevant degree and teaching qualification.
- Significant successful experience of teaching SEN students.
- Organised, flexible and an effective team player.
- Strong communication and problem‑solving skills.
- Strong admin skills.
- Commitment to delivering outstanding teaching and learning.
Benefits
- Successful and supportive team with a strong commitment to inclusive education.
- Key role in helping learners build confidence, independence and future opportunities.
- Collaborative environment where ideas and innovation are encouraged.
- Opportunity to shape and develop engaging Foundation Learning provision.
- Extra 28% of salary into pension.
- Membership of a growing Sunday Times 100 Best Company.
- Great benefits, including discounted shopping, bikes, electric cars and watersports.
- Strong focus on staff wellbeing and professional development.
Equal Opportunity Statement
Everyone is welcome to apply for a role here, regardless of personal characteristics, including race, age, gender, religion, ability, disability or sexuality. We are committed to the safeguarding and welfare of all our students and require a thorough pre‑employment check including an enhanced DBS check and satisfactory references.
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