What are we looking for?

Are you an experienced educator with a passion for supporting learners with Special Educational Needs and Disabilities (SEND)? Do you understand the difference between mainstream teaching and working with high needs learners in a classroom setting?
At Watford GAPS, we deliver tailored education to young people with a range of complex needs, including global developmental delay, Down syndrome, dyslexia, autism, ADHD, severe learning difficulties, and social communication challenges. Our learners work at a slower pace and often require additional support with communication and emotional regulation.
We are currently seeking a Functional Skills Maths Tutor to deliver Entry Level 1–3 and Level 1 & 2 Functional Skills Maths in small group settings (up to 12 learners). This is not a mainstream role — it requires someone who is patient, adaptable, and confident in managing a classroom of learners with diverse and high needs.

Qualifications & Experience

• AET/CERT ED/PGCE or other relevant teaching Qualifications (Essential)
• Maths Grade C/4 or above or Functional skills level 2 (Essential)
• Assessor qualification (Essential)
• SEN qualifications (desirable)
• Experience of teaching learners with various abilities or learning needs (Essential)
• Experienced working with learners who present learning differences (Essential)
• Knowledge of EHCPs (desirable)

Main Tasks & Responsibilities

As the Functional Skills Tutor, you will be responsible for the quality of education through your planning and teaching of Maths Functional Skills, as well as differentiating your lesson activities and resources, you will be required to ensure work is marked, records are kept and assessment is ongoing. You will need to ensure all learners are on track throughout the year, preparing a portfolio of work to demonstrate how they meet assessment criteria, and maintaining a high level of successful pass rates.

• Develop and implement schemes of work that support individual learning and meet delivery standards.
• Create and execute innovative lesson plans and group activities.
• Deliver sessions for groups per the curriculum, setting clear objectives and targets.
• Utilise resources effectively to support learners with high needs, including ADHD, Autism, and other learning differences.
• Evaluate learners’ maths skills using diagnostic tests and mock assessments.
• Perform initial and ongoing assessments to track progress and development.
• Relate subject matter to life and work with practical examples.
• Encourage and support learners to aid their progress.
• Maintain accurate records of progress tracking and documentation.
• Ensure learners are well-prepared for exams.
• Handle administrative tasks, including planning, logging results, and providing feedback.
• Collaborate with the Quality Assurance team to maintain delivery standards and attend standardisation meetings.
• Keep personal CPD updated according to Functional Skills requirements.
• Safeguard learner welfare and adhere to Safeguarding and Prevent policies.
• Undertake additional duties as required, suited to experience and qualifications.

Teaching, Learning and assessment

• Engage and build a rapport with all young people

• Plan, prepare, and teach lessons at Entry levels and Levels 1 & 2, for Maths Functional Skills
• Create engaging schemes of work that demonstrate sequencing of learning and progression.
• Create engaging lessons that are full of learning and development.
• Plan for learners’ needs through use of initial assessment, previous learning and EHCP’s
• Differentiate lesson plans and resources in line with learner needs as outlined in EHCP documents or through observations.
• Track the progress of learners using appropriate and provided tracking systems.
• Provide and deliver engaging sessions meeting the individual needs of all learners.
• Plan and develop SMART-appropriate learning plans for individual learners alongside monitoring their EHCP outcomes.
• Monitor and assess learner progress ensuring timely achievements through the year, and record and report the development, progress, and attainment of students in accordance with TCHC’s assessment policies and in line with the principles of assessment for Learning.
• Make use of current technology to enhance teaching and learning.
• conduct pastoral responsibilities as required.
• Conduct a 1:1 progress review of qualifications and personal skills.
• Manage any behaviour issues that arise in line with TCHC policy, with support from the Centre Manager
• Implement TCHC’s inclusion and equal opportunity policies.
• Ensure that learning support assistants and visiting speakers are used effectively in the learning environment.
• Organise and implement trips and events for learning.
• Provide appropriate encouragement, guidance, and support to learners to help them progress
• Participate in events/open days as required.
• Support for absent colleagues as required.
• Participate in OFSTED inspections as required.

Monitoring and Continual Improvement

• Follow the education inspection framework.
• Undertake regular CPD and record it using company documents.
• Undertake qualifications where suitable as part of your own learning and development.
• Take proactive approaches to ensure Safeguarding and Prevent is embedded into the delivery and ensure issues are raised accordingly, in line with TCHC’s Safeguarding Policy using the appropriate recording and reporting tools.
• Prepare for and attend monthly curriculum review meetings with your centre manager
• Prepare for and attend standardisation meetings as instructed by Quality Assurance
• Ongoing management and administration tasks relating to TCHC systems, including but not limited to session planning, logging results and providing feedback to learners
• Work alongside the Quality team to ensure that delivery meets high expectations
• Ensure any complaints are raised accordingly in line with TCHC’s Complaints Policy
• Be a reflective practitioner, evaluating and improving your own practice in order to take teaching and learning forward as well as ensuring learner success and progress

Commitment to Safeguarding

TCHC is committed to Safeguarding and to promoting the welfare of children, young people and adults. All staff are expected to adhere to our Safeguarding & Child Protection Policy and the safeguarding responsibilities outlined in their job description.

We conduct Safer Recruitment Checks on all staff prior to confirming a start date, in line with Keeping Children Safe in Education. An online search of information within the public domain is conducted on all candidates who are invited to interview,

This post is exempt from the Rehabilitation of Offenders Act (ROA) 1974. The amendments to the ROA 1974 (Exceptions Order 1975, (amended 2013 and 2020)) provide that when applying for certain jobs and activities, certain spent convictions and cautions are ‘protected’, so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. The MOJ’s guidance on the Rehabilitation of Offenders Act 1974 and the Exceptions Order 1975, provides information about which convictions must be declared during job applications and related exceptions and further information about filtering offences can be found in the DBS filtering guide.

Please see our Recruitment with Safer Recruitment Policy for further information or contact the Safeguarding Manager on 07732 684738 or by emailing [email protected]