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Support Learning and Development:

• Collaborate with a fellow facilitator to create and implement tailored educational programs that align with the individual learning goals of the young person.
• Assist in both academic and non-academic activities, ensuring that lessons are engaging, meaningful, and supportive of personal growth.
• Monitor progress and adapt str

Qualifications and Experience:

• ategies as needed to address barriers to learning, providing consistent feedback to the learner

Create a Positive Learning Environment:

• Foster an inclusive and supportive atmosphere where the young person feels safe, valued, and motivated to engage in learning.
• Promote social skills, emotional development, and independence, in line with the learner’s personal and educational goals.
• Encourage participation in activities, helping the young person build confidence and develop life skills for future opportunities.

Collaboration and Communication:

• Maintain regular communication with Trusted Adults, the SENCO and the Principal to ensure alignment on learning goals and progress updates.
• Participate in meetings, reviews, and planning sessions to refine and improve learning strategies.

Documentation and Reporting:

• Keep accurate records of learning activities, progress, and challenges encountered, ensuring all data is confidentially managed.
• Prepare reports and contribute to the development of personalised learning plans and progress reviews for the young person.
• Identify and report any safeguarding concerns, in line with organisational policies.

Provide Personalised Support:

• Address and respond to any behavioural challenges with sensitivity, ensuring that all actions are aligned with the individual’s behaviour management plan.
• Use adaptive technology, tools, or techniques to enhance learning experiences and accessibility for the young person.

Essential:

• Experience working with young people with SEND, particularly those aged 16-19.
• Strong understanding of SEND, including Autism, ADHD, Learning Disabilities, and other developmental needs.
• Ability to work collaboratively with a co-facilitator in a 2:1 setting to provide consistent support.
• Excellent communication and interpersonal skills, with the ability to build positive relationships with learners, colleagues, and Trusted Adults.

Desirable:

• Experience using adaptive learning technologies or specialised learning tools.
• First Aid training or willingness to undertake.
• Team Teach training or willingness to undertake.
• Knowledge of safeguarding practices and the ability to respond appropriately to safeguarding concerns.
• Experience in behaviour management and emotional support for young people with complex needs.

Application process

All roles are subject to an Enhanced DBS check and receipt of successful references.

The successful candidates will work 18.5 hours per week across Monday, Wednesday and Thursday, term time only. Availability for an immediate start is desirable.

Benefits:

• Free parking
• Health & wellbeing programme
• On-site parking
• Sick pay

Schedule:

• Day shift
• No weekends

Ability to commute/relocate:

• Grimsby: reliably commute or plan to relocate before starting work (required)

Application question(s):

• If you do hold a valid UK Driving Licence, would you be willing to assist in taking learners to events and appointments (i.e counselling appointments, college visits)?

Experience:

• Special education: 1 year (required)

Licence/Certification:

• UK Driving Licence (preferred)

Work authorisation:

• United Kingdom (required)

Application deadline: 18/10/2024