Childcare Tutor

• Plan, deliver, and adapt high-quality teaching
• Support learner progress
• Facilitate teaching and learning for Functional Skills
• Provide effective Information, Advice and Guidance
• Promote and embed safeguarding, Prevent, British Values, Equality, Diversity & Inclusion and Health & Safety

Primary Purpose and Objectives

Theprimarypurposeof thisroleistoguide and supporta caseloadof apprenticesandlearnersthroughtheirlearningjourney, deliveringa structuredcurriculumwhileadaptingtoindividualandemployerneeds.

Keyresponsibilitiesincludeplanninganddeliveringteachingsessions, maintaining accurate records, supporting e-portfolio use, and embedding Englishandmathsfunctionalskillsearlyintheprogramme.

Functional Skillsformavitalcomponentoftheapprenticeshipand requiresthe Tutortofacilitateallteachingandlearningtosupport successful achievement.

The role also involves conducting progress reviews with learners and employers, deliveringongoing IAG/CIAG, andfacilitatingcontextualised sessionson Safeguarding, Prevent, British Values, EDI, and Health& Safety.

Highlearnerandemployersatisfactionisexpected.

Successinthisrole ismeasuredbylearnerprogress, timelyachievement, andretention.

A dynamic, motivating approach is essential to help apprentices and learners complete their programmes and achieve strong outcomes.

• Key Relationships/Interactions
• Internal
• Admin/Compliance team External
• Learners and Employers
• Awarding Organisation
• External Quality Assurers

Key Responsibilities

• Manage a caseload of learners completing childcare apprenticeships or qualifications
• Assess and identify individual learning needs
• Plan, prepare and deliver teaching sessions, following a structured and sequenced curriculum, adapting the approach as required to meet the diverse needs of learners
• Use various teaching methods, including practical exercises, case studies and technology enhanced learning
• Assess learner work, supporting the learner to ensure the standard and requirements are met
• Facilitate tailored support to learners facing barriers, such as language difficulties or additional learning needs
• Create and administer assessments to evaluate learner progress and prepare for completion
• Provide constructive feedback and appropriate action planning to help learners progress
• For apprentices, embed and facilitate teaching and learning for functional skills, utilising Skills Builder and functional skills workshops to prepare the learner for assessment
• Contextualise training with topics such as Safeguarding, The Prevent Duty, British Values, Equality, Diversity, and Inclusion (EDI), and Health & Safety (H&S)
• Learner
• Support
• Conduct progress reviews for apprentices, involving learners and employers to support with progress and timely completion
• Recognise and address barriers to learning, utilising our learning support team, safeguarding team and/or mental health 1 st aiders
• Ensure all activities adhere to safeguarding policy and act promptly when safeguarding concerns arise
• Provide ongoing career advice and guidance throughout the programme
• Quality
• Assurance
• Participate in internal and external audits or observations to ensure teaching and learning quality meets organisational standards
• Support and collaborate with stakeholders to update and refine the curriculum based on learnerneedsand/orsector changes
• Ensure all teaching activities meet apprenticeship/qualification standards
• Work collaboratively with internal stakeholders to address areas of development as identified through sampling and monitoring activities
• Participate in training to stay updated on industry trends and teaching methodologies
• Embed safeguarding, Prevent, and British Values into teaching, creating a safe, respectful, and inclusive learning environment for all learners
• Recognise and respond to safeguarding concerns, following organisational procedures and making timely referrals to the Designated Safeguarding Lead (DSL) when needed.
• Provide pastoral support and guidance, addressing barriers to learning such as mental health, wellbeing, or personal challenges, and signposting to the learning support team as required
• Foster learner confidence and resilience, encouraging open communication, promoting emotional wellbeing, and supporting learners' personal and professional development
• Administration and
• Compliance
• Adhere to regulations related to education, safeguarding and health and safety
• Maintain accurate learner records of learner attendance, progress and achievement
• Ensure all paperwork, as required is up to date and meets institutional or funding body requirements
• Effectively manage the e-portfolio to ensure audit trail, evidence collection, planning and feedback is visible

Essential/Desirable Skills, Knowledge and Experience

• Assessors’ qualification (e. g., TAQA, CAVA)
• Recognised teaching qualification (e. g., PGCE, AET, or equivalent)
• Strong occupational background in delivering across the Childcare sector (Early Years, Teaching Assistant, Residential childcare)
• Effective communication skills; written and verbal
• Proven ability to develop strong professional relationships with employers and learners
• Excellent administration, IT, and organisational skills with good experience of using MS office software.
• Comfortable working in a fast-paced environment, where there is a need to be both creative and pragmatic.
• Able to work from home and travel to employer sites. Desirable
• Experience of delivering English and maths functional skills up to level 2
• Relevant vocational qualification at level 3 or above.
• Inclusive Recruitment and Accessibility

AKG UK is committed to creating an inclusive and accessible recruitment process.

We welcome applications from candidates with a range of backgrounds, experiences and working styles.

Candidates are encouraged to let us know if they require any reasonable adjustments during the recruitment process.

Applicants do not need to meet every desirable criterion to apply; we are interested in relevant skills, potential and values alignment as well as direct experience.

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