Job Overview
Base: Widley, with travel to Gosport based on business need
Hours: Full-time, 5 days per week (8.30am-4.30pm), but also open for part time and term time candidates
Line Manager: Project Manager
Salary: £31,000.00-£33,500.00 per annum, (salary to be revised following annual pay review cycle)
Purpose of the Role
Oarsome Chance’s Post-16 Pathway Programme supports young people aged 16–19 who may be disengaged from mainstream education, have experienced barriers to learning, or require a personalised alternative provision pathway. The programme is designed to help learners develop the knowledge, skills, confidence and independence needed for adulthood, employment, further education, training and positive community participation.
The Post-16 Tutor and Student Mentor will plan, deliver and review high-quality, personalised learning for young people with a range of needs, including Special Educational Needs and Disabilities (SEND), Autism Spectrum Condition (ASC), Social, Emotional and Mental Health (SEMH) needs, learning difficulties, complex health needs and/or additional barriers linked to attendance, behaviour, confidence or wellbeing.
The role combines effective teaching, mentoring and key worker responsibilities. The post holder will support learners academically, socially and emotionally, using trauma-informed, relational and inclusive approaches. They will help learners make measurable progress towards individual learning aims, EHCP outcomes where applicable, functional Skills, employability, independence and preparation for adulthood.
Key Responsibilities
1. Teaching and Learning
· Plan and deliver engaging, well-structured and differentiated learning sessions that reflect learners’ starting points, aspirations, interests and progression goals.
· Teach Functional Skills English and Maths, employability, personal development, preparation for adulthood and other curriculum areas relevant to individual pathways.
· Develop personalised learning programmes that incorporate EHCP outcomes, Individual Learning Plans, learner voice and accredited learning criteria where appropriate.
· Use inclusive teaching methods, assistive strategies and practical learning activities to support a wide range of learning needs, abilities and communication styles.
· Embed literacy, numeracy, digital skills, independence, confidence, resilience and problem-solving across learning activities.
· Create a safe, purposeful and motivating learning environment that supports re-engagement, attendance and positive participation.
2. Assessment and Progress Monitoring
· Assess learners’ starting points and use the assess-plan-do-review cycle to set meaningful, achievable and ambitious targets.
· Monitor, record and evidence progress against Individual Learning Plans, EHCP outcomes, curriculum objectives and accredited learning requirements.
· Maintain accurate and timely records of attendance, engagement, progress, interventions, achievements and concerns in line with organisational procedures.
· Provide constructive feedback to learners and use assessment information to adapt planning, teaching and support.
· Prepare progress reports and contribute to EHCP annual reviews, placement reviews and multi-agency meetings as required.
· Support learners to achieve recognised qualifications, units of accreditation or evidence-based outcomes where appropriate.
3. Student Support and Mentoring
· Act as a positive role model, trusted mentor and key adult for allocated learners, maintaining clear professional boundaries at all times.
· Build supportive relationships that promote confidence, wellbeing, self-esteem, attendance, engagement and personal development.
· Support learners to identify realistic personal, educational and career goals and to take planned steps towards them.
· Help learners develop employability, independent living, communication, social interaction and decision-making skills.
· Identify barriers to learning and participation, escalating concerns and agreeing appropriate strategies with colleagues and external professionals.
· Work collaboratively with families, carers, schools, local authorities, social workers, therapists, careers advisers and other agencies to support learner outcomes.
· Attend review meetings, EHCP meetings, professional discussions and transition planning meetings as required.
4. Keyworker-Focused Responsibilities
· Provide planned one-to-one and small-group support for allocated learners with SEND, SEMH needs and/or complex barriers to education.
· Manage a small keyworker caseload, typically 1-2 learners, ensuring regular check-ins, target reviews and coordinated support.
· Implement individual support strategies in line with EHCPs, risk assessments, behaviour support plans, medical information and agreed intervention plans.
· Support learners to regulate emotions, manage transitions and participate safely in learning and enrichment activities.
· Work with the Project Manager and wider team to adapt activities, routines and expectations to meet individual needs while maintaining high aspirations.
· Share relevant information promptly and appropriately to support safeguarding, wellbeing, attendance, progress and continuity of support.
5. Behaviour and Wellbeing Support
· Apply trauma-informed, relational, restorative and strengths-based approaches to behaviour and wellbeing support.
· Use agreed de-escalation strategies calmly, professionally and safely, seeking support where risk increases.
· Promote positive mental health, emotional wellbeing, belonging, attendance and readiness to learn.
· Contribute to risk assessments, behaviour support plans and reintegration or transition plans where required.
· Record and report safeguarding, wellbeing, attendance and behaviour concerns promptly in line with organisational procedures.
6. Communication and Safeguarding Responsibilities
· Communicate professionally and effectively with learners, parents/carers, colleagues, schools, local authorities and external agencies.
· Provide clear, timely and evidence-based updates on learner progress, achievements, attendance, concerns and next steps.
· Uphold safeguarding responsibilities, including recognising signs of harm, reporting concerns to the Designated Safeguarding Lead and following all safeguarding procedures.
· Maintain confidentiality, accurate records and appropriate information sharing in line with GDPR, safeguarding requirements and organisational policy.
· Promote equality, diversity, inclusion and respectful practice across all aspects of the role.
Person Specification
Essential
· Experience of teaching, tutoring, mentoring or supporting young people aged 16–19, ideally within alternative provision, specialist education, further education, youth work or a similar setting.
· Experience working with learners with SEND, ASC, SEMH needs, learning difficulties and/or complex barriers to education.
· Ability to plan, deliver and evaluate differentiated learning sessions that meet individual needs and progression goals.
· Knowledge of Functional Skills English and Maths and the ability to embed literacy, numeracy and digital skills across learning.
· Understanding of EHCPs, Individual Learning Plans, person-centred planning and preparation for adulthood outcomes.
· Ability to assess, record and evidence learner progress accurately and use this information to inform planning.
· Strong communication, relationship-building and teamwork skills, including the ability to work with families and external professionals.
· Confidence using trauma-informed, restorative and de-escalation approaches to support behaviour and emotional regulation.
· Commitment to safeguarding, safer working practice, professional boundaries and promoting the welfare of young people.
· Good organisational skills, including the ability to manage a small keyworker caseload, maintain records and meet reporting deadlines.
Desirable
· Teaching qualification such as PGCE, Cert Ed, QTS, DTLLS or equivalent, or willingness to work towards a relevant qualification.
· Functional Skills delivery and assessment experience.
· Experience delivering accredited learning, employability programmes, work-related learning or supported transition pathways.
· Relevant qualification or training in SEND, autism, SEMH, trauma-informed practice, youth work, mentoring, coaching or behaviour support.
· Knowledge of alternative provision, post-16 SEND duties, preparation for adulthood frameworks and multi-agency working.
· Experience supporting learners with attendance barriers, exclusion risk, anxiety, low confidence or disengagement from mainstream education.
Personal Attributes
· Calm, resilient, and able to work positively under pressure.
· Flexible, creative, adaptable, and solution-focused in response to individual needs.
· Able to maintain clear professional boundaries while building trusted relationships.
· Committed to reflective practice, teamwork, and continuous development.
Safeguarding Statement
Oarsome Chance is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful candidate will be required to follow all safeguarding, child protection, safer working practice and confidentiality procedures. Appointment will be subject to safer recruitment checks, including satisfactory references, verification of identity and right to work, relevant qualification checks and an enhanced DBS check with barred list check where appropriate.
This role involves travel between sites, and the post holder must hold a full UK driving licence.
Last day to apply : 31st July 2026
Pay: £31,000.00-£33,500.00 per year
Benefits:
- Company pension
- Free parking
- Health & wellbeing programme
- On-site parking
- Sick pay
Application question(s):
- Do you hold valid UK Driving Licence?
Work authorisation:
- United Kingdom (required)
Work Location: In person
