SEND Specialist Tutor – Nuneaton

Passionate about empowering young people who have learning and communication disabilities? Join us as a SEND Specialist Tutor (Pathway 1) and help shape their journey toward independence and success!

Start Date: ASAP

Salary: £34,398 - £43,595 per annum FTE (depending on experience and qualifications - successful candidates who hold specialist (SEND) qualifications will receive an additional payment determined by the level and nature of the qualification achieved - from £1,393 up to £4,787 per annum)

Contract: Full-time, Permanent Contract

Closing Date: Thursday 5th November, 2026 at 12:00pm

We are seeking passionate Specialist Tutors to join a specialist college dedicated to supporting autistic young people and those who have co-occurring conditions such as ADHD and learning disabilities in the Leicestershire and Warwickshire area. This role offers the opportunity to deliver personalised, autism-affirming education in small class settings, starting in September, with the possibility of an earlier start.

If you have ateaching qualification (PGCE / CertEd / QTS), experience working with SEND students and a commitment to equality, empowerment and respect, we would love to hear from you!

Join us in creating an inclusive learning environment where every student can thrive.

Please note this vacancy remains open until roles have been filled.

To contribute to the delivery of the organisational mission through the design, delivery and assessment of a programme which enables an educational experience that prepares students for adulthood and is in accordance with our organisational values:

Equality Empowerment Respect Sustainability

• Deliver autism-specialist teaching and learning across our education provision:
• Plan and deliver differentiated, scaffolded, interest-led lessons that reflect students’ strengths, sensory profiles and processing styles.
• Usestructured, scaffolded approaches (visual supports, chunked tasks, worked examples) to support independence.
• Embed communication support, emotional regulationstrategiesandlife skillsdevelopmentinto teaching.
• Track and review student progress using RARPA, ensuring outcomes are meaningful and aligned with individual outcomes.
• Celebrate achievements using autism appropriate approaches.
• Understand each student and create an enabling, safeenvironment that supports personalised learning, wellbeing and positive risk-taking:
• Build trusting, respectful relationships with students, supporting self-advocacy and meaningful participation.
• Plan for transitions,changesand sensory demands across the day.
• Safeguard students’ welfare through trauma-informed practice, balancing protection withconfidence building andindependence.
• Support engagement with families and colleagues through collaborative planning and communication.
• Supportstudent progression, independence and preparing for adulthood:
• Embed Preparing for Adulthood outcomes (community, independence, life skills and health) into teaching and planning.
• Support students to access work experience and community activities.
• Contribute to multi ‑ disciplinary meetings, EHCP processes, transitionplanningand reviews.
• Work collaboratively with colleagues, families and external professionals to develop and implement strategies for supporting learning and progress.
• Contribute to whole-college good autism practice :
• Model reflective, evidence ‑ based practice and contribute to staff development,coachingand peer learning.
• Engage in ongoing CPD in autism,SENDand inclusive pedagogy.
• Use competency frameworks to reflect on practice andidentifydevelopment needs.

General Responsibilities for all Staff:

• Ensure that allourbeneficiaries are treated with dignity and respect.
• Empower students,day service membersandadditionalservice userstomaintainheir personal independence and confidentiality.
• Contribute positively to a high-quality teaching,learningand working environment.
• Comply withhealth & safety and safeguarding regulations.
• Any other reasonable duties commensurate with the role as required.

We shortlist candidates based onessentialanddesirablecriteria. Weevidencethe attributes using the application form and qualification certificates, and during interviews and skill tests.

Education & Qualifications

Attribute Criteria Evidence

Level 2 English and Maths(or equivalent) Essential Certificates/Application

Level6qualificationor aboveinSpecialEducationalNeeds andDisabilities (SEND), Autism, InclusiveEducationor related field or currently be undertaking Essential Certificates / Application

Qualified Teacher Status (QTS) or Qualified Teacher Learning and Skills (QTLS) Essential Certificates / Application

Postgraduate Certificate in Education (PGCE) Essential Certificates / Application

Evidence of ongoing CPD in autism,SENDor inclusive pedagogy Essential Certificates / Application

Experience, Knowledge & Abilities

Attribute Criteria Evidence

Demonstrable ability to plan and deliver differentiated, scaffolded, interest-led teaching within an adapted curriculum, supporting measurable student progress Essential Application / Interview / Task

Experience supporting students with identified SEND needs – especially autistic students- ideally within an FE or specialist setting. Essential Application / Interview

Experience working collaborativelywithmulti ‑ disciplinaryteamsand familiesto support learner outcomes Essential Application / Interview

Proficient in the use of digital tools (Outlook, Excel, Progress tracking systems) to support communication, planning and monitoring of student progress. Essential Application / Interview

Confident in contributing tocross ‑ team/ cross-disciplinelearningprojectsto achieve shared outcomes Desirable Application / Interview

Understanding of the Post ‑ 16 SEND landscape, EHCP processes and Preparing for Adulthood Desirable Application / Interview

Interpersonal Skills & Qualities

Attribute Criteria Evidence

Curiousaboutdeveloping and improving practiceand sharesideastoimprove teaching, learning and assessment. Essential Application / Interview

Able to communicate effectively with students, carers, and professionals Essential Application / Interview

Takes initiative and works flexibly,respondingpositively to changing priorities and learner needs Essential Application / Interview

Works collaboratively with others to solve problems and develop creative solutions Essential Application / Interview

Reflective practitioner who is open to feedback and growth Essential Application / Interview

Builds positive relationships with students,familiesandcolleagues, supporting effective engagement Essential Application / Interview

Willingness totravel andattend occasional eveningandweekend events Essential Application / Interview

Passionate about equity, inclusion and neurodiversityaffirming practice Essential Application / Interview

Note: This job description and person specification is not an exhaustive description – it is a guide and will be subject to review to meet the service/business needs.

Get in touch!

Want to find out more about our College? Talk to a member of our Reception team today.

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