Tutor (Hair & Beauty, Independent Living, Employability & Careers

Part of our Teaching & Learning team, the post-holder will deliver high-quality vocational and practical learning experiences in Hair & Beauty, Independent Living, Skills for Employability and Careers that support students with Social, Emotional and Mental Health (SEMH) needs and Special Educational Needs and Disabilities (SEND) to engage in education, develop confidence, resilience and practical life skills, and progress towards adulthood, further education, employment or training.

The post-holder will primarily work with Key Stage 5 (post-16) students, while also providing vocational taster experiences for post-14+ students to engage in practical and technical vocational skills.

Through structured vocational learning, real-world skill development and practical challenge, the role will help students develop confidence, self-regulation, resilience and positive relationships.

The post-holder will contribute to the school's Trauma-informed approach, using relational, developmentally attuned practice to support emotional growth, regulation and readiness to learn. Tutors play a key role in building engagement, trust and motivation using structured vocational and practical learning as powerful tools for personal development, therapeutic growth and curriculum engagement.

• Deliver planned vocational and practical learning sessions across KS4KS5, with vocational taster sessions for post-14+ students.
• Provide engaging, structured and accessible learning experiences tailored to SEMH and SEND needs.
• Use practical, hands-on vocational tasks to support engagement, regulation and learning.
• Adapt delivery to meet individual EHCP outcomes and identified needs.
• Support students to develop practical skills linked to independence, employability and preparation for adulthood.
• Embed literacy, communication and reflection within vocational and practical learning.
• Maintain high expectations for participation, behaviour and personal responsibility.

Deliver a range of vocational and practical learning activities across the following key areas:

• Basic hairdressing techniques (washing, styling, blow-drying)
• Skin care, nail care and basic beauty treatments
• Client care, consultation skills and professional standards
• Health and hygiene in a salon environment
• Use and maintenance of professional tools and equipment
• Support accredited learning through NCFE/NOCN

• Personal care, hygiene and health routines
• Cooking, nutrition and meal preparation
• Budgeting, money management and household tasks
• Travel training and community access
• Self-advocacy and decision-making

• Workplace behaviour, expectations and professional conduct
• Teamwork, communication and problem-solving in vocational contexts
• Time management, organisation and task completion
• Health and safety awareness in workplace settings
• CV writing, interview preparation and self-presentation

• Exploration of career pathways including FE, apprenticeships and vocational routes
• Understanding of workplace expectations and employer requirements
• Building aspiration and personal goal setting
• Linking vocational learning to real career outcomes

Use vocational and practical activities to support:

• Emotional regulation
• Confidence and self-esteem
• Resilience and perseverance
• Motivation and engagement
• Teamwork and communication

Where appropriate, link learning to accreditation or recognised vocational outcomes (e.g. Entry Level, Level 1 & 2 qualifications, NCFE, NOCN, Pearson, AQA Unit Awards)

• Support students in preparation for work experience placements.
• Develop and maintain links with local work experience providers and employers.
• Prepare students for the expectations and demands of workplace settings.
• Support students during placements and facilitate reflective debriefs.
• Build partnerships that create meaningful progression opportunities.

• Use trauma-informed and relational approaches to support engagement and emotional regulation.
• Use Thrive-informed approaches to support emotional development, relational safety and student readiness to learn.
• Recognise and respond to students' developmental and emotional needs through attuned, consistent adult relationships.
• Use vocational and practical learning opportunities to support regulation, resilience and emotional growth.
• Contribute observations that support wider understanding of students' social and emotional development within the school's Thrive framework.
• Build positive, consistent relationships with students to promote trust and participation.
• Apply Team Teach principles and approaches to promote safety, co-regulation and positive behaviour support.
• Recognise behaviour as communication and respond with curiosity, consistency and care.
• Create calm, structured and predictable learning environments within vocational settings.
• Model and reinforce proactive strategies that…