Lead Construction Tutor in Stretford

Lead Constructon Tutor

The Lead Construction Tutor provides leadership for the delivery of high-quality construction training, ensuring learners receive safe, engaging, and industry-relevant education within the Construction Centre.

The role combines teaching, curriculum oversight, operational management, and staff leadership to maintain high standards of learning, learner achievement, and centre performance.

Working within an alternative education setting, the postholder supports young people through inclusive and learner-centred approaches, helping them develop practical construction skills, confidence, employability, and positive progression pathways.

They are responsible for the planning, delivery, assessment, and quality assurance of vocational programmes, while monitoring learner engagement, attendance, and achievement.

The role also leads and develops a team of tutors, promotes continuous improvement, and ensures compliance with health and safety, safeguarding, awarding body, and organisational requirements.

In addition, the Lead Construction Tutor contributes to quality assurance, curriculum development, strategic growth, and the effective day-to-day operation of the Construction Centre to achieve outstanding learner outcomes.

Key Responsibilities

• Curriculum Delivery and Learner Development
• Plan, deliver, assess, and continuously improve high-quality construction and multi-trades training programmes, tailoring teaching approaches to meet individual learner needs, abilities, learning styles, and additional support requirements.
• Lead the design, coordination, and implementation of an engaging vocational curriculum that integrates practical construction skills, employability, and functional skills (English and Maths) while meeting awarding body and organisational standards.
• Adapt teaching and learning strategies to effectively support learners with SEN, SEMH needs, and those in alternative education settings, using inclusive, learner-centred, and trauma-informed approaches.
• Build strong, positive relationships with learners to promote engagement, attendance, motivation, wellbeing, achievement, and sustained progression.
• Learner Assessment, Progress and Achievement
• Monitor, track, assess, and report learner progress, setting clear targets and providing timely feedback in line with organisational, quality assurance, and awarding body requirements.
• Lead the delivery, assessment, internal quality assurance, and compliance of vocational qualifications (e. g., AQA, NOCN), ensuring high standards of teaching, assessment, and learner outcomes.
• Health, Safety and Learning Environment
• Create and maintain a safe, inclusive, and well‑organised learning environment, ensuring full compliance with health and safety legislation, safeguarding requirements, and workshop procedures.
• Operational and Resource Management
• Oversee the day‑to‑day operation of the Skills Centre, ensuring effective resource management, operational efficiency, and a consistently high‑quality learner experience.
• Leadership and Team Development
• Manage, support, mentor, and develop a team of construction tutors through coaching, observations, appraisals, performance management, target setting, and continuous professional development activities.
• Monitor staff performance, addressing underperformance through supportive interventions while promoting accountability, continuous improvement, professional standards, and a collaborative team culture focused on learner success.
• Partnership Working and Learner Support
• Work collaboratively with support staff, therapists, employers, and external agencies to provide a holistic approach to learner development, wellbeing, and progression.
• Quality Assurance and Continuous Improvement
• Contribute to and lead quality assurance and continuous improvement activities, including internal verification, audits, self‑assessment, inspection preparation (e. g., Ofsted), team meetings, and CPD initiatives.
• Strategic Development and Growth
• Support the strategic development and growth of the Skills Centre by identifying opportunities to enhance curriculum delivery, expand provision, improve learner outcomes, and maintain high standards across all areas of operation.

Skills and Abilities

• Practical Expertise – Advanced technical knowledge across construction trades, with the ability to confidently demonstrate, model best practice, and support both learners and staff in developing practical skills.
• Leadership and Team Management – Proven ability to lead, motivate, and manage a team of tutors, ensuring high performance, accountability, and consistent delivery of quality teaching and learning.
• Performance Management – Skilled in observing teaching practice, providing constructive feedback, setting targets, and supporting staff development through coaching, mentoring, and appraisal processes.
• Curriculum Leadership – Ability to plan, implement, and review a coherent construction curriculum that meets learner needs, awarding body requirements, and organisational standards.
• Adaptability – Able to adjust teaching methods, leadership style, and curriculum delivery to support learners with SEN, SEMH, and those in alternative provision settings.
• Communication – Clear and effective verbal and written communication skills, with the ability to engage learners, lead staff, and collaborate with colleagues, families, and external professionals.
• Behaviour and De‑escalation Management – Skilled in managing challenging behaviour calmly and consistently, using trauma‑informed and restorative approaches, while guiding staff to do the same.
• Relationship Building – Strong ability to build positive, trusting relationships with learners and staff, including those who may be disengaged, anxious, or lacking confidence.
• Culture Building – Ability to create and sustain a positive, inclusive, and professional centre culture that promotes respect, safety, accountability, and high expectations for both learners and staff.
• Organisation and Operational Oversight – Strong organisational skills to manage centre operations, timetabling, resources, staff coordination, and learner progress tracking effectively.
• Motivational Coaching – Ability to inspire both learners and staff, building confidence, resilience, and a growth mindset to support continuous improvement.
• Health and Safety Leadership – In depth understanding of health and safety practices, with the ability to enforce standards, conduct risk assessments, and ensure a safe workshop environment at all times.
• Quality Assurance and Compliance – Knowledge of quality processes, including internal verification, audit readiness, and maintaining standards in line with awarding bodies (e. g.

AQA, NOCN) and inspection frameworks.

• Record‑Keeping and Data Management – Competent in maintaining accurate and compliant records of attendance, progress, behaviour, and assessment, and using data to inform decision‑making.
• Empathy and Emotional Intelligence – High levels of patience, empathy, and emotional resilience when supporting learners and staff dealing with complex needs or challenging circumstances.
• Digital Literacy – Confident in using ICT systems for planning, tracking learner progress, managing data, and supporting curriculum delivery.

Experience and Qualifications

Essential

• Industry experience in construction or a related trade e. g. carpentry, plastering, bricklaying, plumbing etc.
• First Aid, Health and Safety, CSCS card.
• Teaching or training experience, preferably with young people or vulnerable groups.
• Relevant teaching qualification (or willingness to work towards one) e. g. PTLLS, Level 3 Award in Education & Training or equivalent.
• Experience in managing or leading a team, including performance management and staff development.
• Experience of monitoring learner progress, assessment, and quality assurance processes.
• Excellent communication and interpersonal skills.
• Ability to manage behaviour calmly and positively.
• Experience maintaining a safe workshop environment and applying health and safety practices.
• A commitment to safeguarding and promoting the welfare of children and young people.

Desirable

• Experience working in alternative education or youth work settings.
• Awareness of SEND, safeguarding strategies.
• Experience of curriculum development or accreditation (e. g. AQA, NOCN).
• Behaviours and Attitudes
• Empathy: Foster a supportive environment that encourages understanding and compassion among learners and staff.
• Integrity: Uphold honesty and strong moral principles in all interactions and decisions.
• Resilience: Encourage learners to develop coping strategies and the ability to bounce back from challenges.
• Trust: Build a culture of trust where learners feel safe to express themselves and take risks in their learning.
• Authenticity: Encourage learners 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 learners 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 learners, staff, and the wider community.
• Declarations

We aim to create and maintain a safe environment and community where all young people and adults feel safe, secure and valued.

We work hard to create strong relationships and show a commitment to safeguarding all young people.

Our work is classified as Regulated Activity as defined in the Safeguarding Vulnerable Groups Act 2006 (SVGA).

This role will include regular contact with Children 121 or group setting.

This includes those that could be classified as vulnerable and both an understanding of and experience in adhering to UK safeguarding legislation is required.

Further information relating to our Safeguarding, Child Protection, Ex‑offender or Safer Recruitment policies are available upon request.

All applications are assessed on an individual basis in relation to the Rehabilitation of Offenders Act (ROA) 1974.

This post will require the successful candidate to complete our Disclosure Barring Service, Vulnerable Child and Adult register checks as well as reference checks.

We may also carry out additional online searches such as social media as part of the selection process.

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