Tutor (Hair & Beauty, Independent Living, Employability & Careers) in Bolton

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.

KEY RESPONSIBILITIES

• 1. Teaching, Learning & Delivery
• 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.
• 2. Vocational Skills Development

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

• Hair & Beauty
• 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
• Independent Living
• 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

Skills for Employability

• 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
• Careers
• 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)

• 3. Work Experience & Employer Engagement (Desirable)
• 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.
• 4. SEMH, Relational & Trauma-Informed Practice
• 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 reduce dysregulation and support safe engagement.
• 5. Planning, Assessment & Progress
• Plan structured learning sessions aligned with curriculum intent and student needs.
• Assess and record student engagement, progress and achievement.
• Contribute to progress reviews, target setting and EHCP outcomes.
• Use formative assessment to adapt activities and support progression.
• Track development of vocational, personal and functional skills.
• 6. Functional Skills & Cross-Curricular Learning
• Embed literacy, communication and oracy within vocational learning.
• Reinforce numeracy through real-life practical tasks (e. g. measuring, budgeting, stock-taking).
• Support students to transfer learning across curriculum areas and everyday life.
• Promote communication, leadership and collaboration through vocational group activities.
• Build confidence in self-expression, teamwork and problem-solving.
• 7. Student Development & Preparation for Adulthood
• Independence
• Confidence
• Resilience
• Responsibility
• Problem-solving skills
• Teamwork and leadership
• Healthy routines and personal wellbeing
• Vocational identity and workplace readiness

Promote aspiration and personal responsibility.

Support understanding of progression pathways including careers, FE, apprenticeships and vocational routes.

Help students recognise and build on their strengths.

• 8. Safety & Risk Management
• Maintain safe vocational learning environments and always uphold health and safety procedures.
• Complete and follow relevant activity and risk assessments for vocational spaces (e. g. salon, kitchen, workshop areas).
• Ensure safe use and storage of tools, equipment, products and materials.
• Promote safe boundaries, personal responsibility and risk awareness in students.
• Respond appropriately to incidents and emergencies.
• Promote responsible use of shared spaces and resources.
• 9. Working with Support Staff & Wider Teams
• Work collaboratively with Teaching Assistants and Intervention Support Staff.
• Follow guidance from Senior Teachers and Curriculum Leads.
• Contribute to consistent implementation of SEMH, therapeutic, Thrive and Team Teach-informed strategies across provision.
• Communicate observations relating to engagement, behaviour and wellbeing.
• Work effectively as part of a multidisciplinary team supporting holistic student development.
• 10. Circle of Adults & Pastoral Contribution
• Contribute to the school's Circle of Adults model for allocated students.
• Share observations on wellbeing, participation and progress.
• Support consistent communication and early identification of need.
• Work collaboratively to ensure no student is overlooked.
• 11. Safeguarding
• Work in line with Keeping Children Safe in Education (KCSIE) at all times.
• Recognise, record and report safeguarding concerns immediately.
• Maintain professional boundaries and promote student safety and wellbeing.
• Understand additional safeguarding considerations linked to vocational, community-based and work experience learning.
• #J-18808-Ljbffr