What are we looking for?

We are looking for people who can act as role models for our learners and ensure that they leave us with not just their professional qualifications, but the attributes required to progress in the world of work. A genuine interest in working with and developing young people is a requirement.

Successful candidates will have experience in careers guidance, teaching personal and social development, employability and the ability to nurture and support young adults with a variety of needs.

We are now looking for an enthusiastic and inspiring foundation tutor to join our Watford Post 16 education centre. The centres team work to support learners who face barriers to education, including learners with special educational needs, as well as those learners who need support with the transition back into education and/or building their skills and knowledge in preparation for their continued educational journey.

You’ll be teaching 16-19 learners a range of subjects at foundation levels including careers, personal, social development and progression.

This post provides an excellent opportunity for a tutor with passion and drive who is committed to enabling our learners to unlock their potential and switch on to the power of learning.

Qualifications:    

• Qualified to PTLLS/DTLLS/Cert Ed/ PGCE (Essential) (or willing to work towards a teaching qualification)
• SEN qualifications (desirable)
• Experience of teaching learners with various abilities or learning needs (Essential)
• Assessor qualification
• GCSE (or equivalent L2 Functional skills) in English and maths at grade C/4 or above (Essential)
• Experienced working with learners who present learning differences (Essential)
• Confident with your delivery (Essential)
• Knowledge of EHCP’s

If you do not currently hold a teaching or assessing qualification, we are able to support you through the appropriate qualifications or assessments.

This course is an exciting opportunity for the right person, by providing practical lessons, excursions, visits and trips to develop the individual learner’s confidence and personal skills to move forward within education of other opportunities.

Main Tasks & Responsibilities

Teaching, Learning and assessment

• Plan, prepare and teach lessons on personal, social and development including life 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, record and report the development, progress, and attainment of learners  in accordance with TCHC’s assessment policies and in line with the principles of assessment for Learning.
• Conduct pastoral responsibilities as required
• Conduct 1:1 progress reviews 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.
• To cover other subject areas as appropriate if required
• 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
• Attend team meetings

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.
• 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]