Motor Vehicle Vocational Support Assistant in Manchester

To support in the planning and delivery of high quality – inclusive motor vehicle sessions that engage and inspire children and young people with additional needs, including those with Special Educational Needs (SEND). The role involves supporting students to gain practical skills, build confidence and achieve vocational qualifications such as AQA unit Awards, City & Guilds and NCFE. The Motor Vehicle Vocational Support Assistant will contribute to each student's personal, social and academic development through a student-centred approach, preparing them for progression into further training, education or employment.

Key Responsibilities

• Learner Support
  • Provide 121 and small group support to students with SEND needs during practical and theory-based motor vehicle sessions.
  • Implement strategies to manage challenging behaviours and promote emotional regulation.
  • Support learners in developing vocational skills, confidence, and independence.
• Inclusive Learning Environment
  • Collaborate with teaching staff to adapt learning materials and activities to meet individual needs.
  • Promote a safe, respectful, and inclusive workshop and classroom environment.
  • Encourage positive peer interactions and teamwork.
  • Assist learners in identifying their strengths and vocational interests.
  • Support the development of employability skills such as communication, timekeeping, and problem-solving.
  • Help facilitate work experience opportunities and liaise with external partners where appropriate.
• Monitoring and Reporting
  • Track learner progress and contribute to individual learning plans (ILPs) and education, health and care plans (EHCPs).
  • Provide regular feedback to teaching staff and parents/carers.
  • Maintain accurate records of support provided and outcomes achieved.

Skills and Abilities

• Practical Expertise – Strong technical skills in Motor Vehicle maintenance, repair, diagnostics and safety procedures, with the ability to confidently support and guide learners through a range of techniques.
• Adaptability – Able to adjust teaching methods and content to suit learners with SEND.
• Communication – Clear and effective verbal and written communication skills, with the ability to engage learners and work collaboratively with colleagues and professionals.
• De-escalation management – Skilled in managing engagement calmly and constructively using restorative approaches.
• Relationship building – Ability to form positive trusting relationships with students who may be disengaged, anxious or lacking in confidence.
• Organisation – Strong organisational skills to assist session preparation, assessment and learner progress tracking.
• Motivational coaching – Ability to inspire learners, build self-esteem, and create a supportive encouraging learning environment.
• Health and Safety awareness – Understanding of best practices in maintaining a safe working environment, including safe use of equipment and products.
• Record Keeping – Competent in maintaining accurate records of attendance, progress, behaviour and assessment in line with awarding body and organisational standards.
• Empathy and Patience – Emotionally intelligent, calm and patient when supporting students with complex needs or difficult life experiences.
• Digital Literacy – Able to use basic ICT tools for learner tracking and accessing qualification resources.

Experience and Qualifications

• Essential
  • Experience working with young people with complex SEND needs.
  • Level 2 or above qualification in Motor Vehicle Maintenance and Repair (e.g., IMI, City & Guilds, or equivalent).
  • Strong interpersonal and communication skills.
  • Ability to remain calm, patient, and empathetic in challenging situations.
  • Commitment to safeguarding and promoting the welfare of learners.
  • First Aid training (or willingness to work towards).
• Desirable
  • Level 2 or above qualification in Supporting Teaching and Learning, Youth Work, or equivalent.
  • Experience working in a vocational or alternative provision setting.
  • Familiarity with EHCPs (Education, Health and Care Plans) and supporting learners to meet their outcomes.

Behaviours and Attitudes

• Empathy: Foster a supportive environment that encourages understanding and compassion among students and staff.
• Integrity: Uphold honesty and strong moral principles in all interactions and decisions.
• Resilience: Encourage students to develop coping strategies and the ability to bounce back from challenges.
• Trust: Build a culture of trust where students feel safe to express themselves and take risks in their learning.
• Authenticity: Encourage students to be true to themselves and embrace their individuality.
• Commitment: Instil a sense of dedication to personal growth and the learning process.
• Honesty: Promote transparency and truthfulness in all communications and assessments.
• Enjoyment: Create a joyful learning environment where students find pleasure in their educational experiences.
• Learning: Encourage a lifelong love of learning and curiosity about the world.
• Respect: Cultivate an atmosphere of mutual respect among students, staff, and the wider community.