Construction Tutor in Manchester

• Job Details
• Company: Navigators
• Type: Full Time
• Region: UK - North West
• Town/City: Manchester
• Listed in: Learning and Development
• Reference: Navigators
• Role Purpose

To plan and deliver engaging, practical construction training to young people in an alternative education setting, supporting their personal, social and vocational development.

The construction tutor will create a safe and inclusive learning environment, helping vulnerable learners build skills, confidence and pathways to further education or employment.

In addition, the tutor will support the planning, delivery and assessment of vocational qualifications such as AQA and NOCN, contributing to each academic and personal progress through tailored, trauma‑informed approaches.

This role plays a vital part in re‑engaging students with education, fostering positive relationships, and promoting resilience and independence through hands‑on learning.

Key Responsibilities

• Plan, deliver and assess construction‑based learning sessions (e. g. multi‑trades) tailored to learners' levels and needs.
• Embed life skills, employability and functional skills (English and Maths) into sessions where appropriate.
• Adapt teaching to support learners with SEN.
• Create a safe, inclusive and structured workshop environment, with a strong focus on health and safety.
• Build positive relationships with learners to encourage attendance, engagement and progress.
• Monitor learner progress and produce reports, targets and feedback in line with provision policies.
• Collaborate with support staff, therapists and other tutors to deliver a holistic approach to education.
• Participate in staff meetings, CPD opportunities, and contribute to ongoing improvement of the programme.

Skills and Abilities

• Practical Expertise – Strong technical skills in construction with the ability to demonstrate and guide learners through a range of techniques.
• Adaptability – Able to adjust teaching methods and content to suit learners with SEN.
• Communication – Clear and effective verbal and written communication skills, engaging learners and working collaboratively with colleagues.
• De‑escalation Management – Skilled in managing challenging behaviour calmly and constructively using restorative approaches.
• Relationship Building – Ability to form positive trusting relationships with students who may be disengaged, anxious or lacking confidence.
• Organisation – Strong planning and organisational skills to manage session preparation, assessment and learner progress tracking.
• Motivational Coaching – Ability to inspire learners, build self‑esteem and create a supportive learning environment.
• Health and Safety Awareness – Understanding of best practices in maintaining a safe workshop environment, including safe use of equipment.
• 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 lesson planning, learner tracking and accessing qualification resources.

Essential Qualifications and Experience

• Industry experience in construction or a related trade (e. g. carpentry, plastering, bricklaying, plumbing).
• First Aid, Health and Safety, CSCS card.
• Teaching or training experience, preferably with young people or vulnerable groups.
• Relevant teaching qualification (e. g. PTLLS, Level 3 Award in Education & Training or equivalent).
• Excellent communication and interpersonal skills.
• Ability to manage behaviour calmly and positively.
• 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 and 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.
• 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.
• 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.
• 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 build strong relationships and demonstrate 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 settings.

Experience and understanding of UK safeguarding legislation are required.

Further information regarding safeguarding, child protection, ex‑offender or safer recruitment policies is available upon request.

All applications are assessed individually in relation to the Rehabilitation of Offenders Act (ROA) 1974.

The successful candidate will complete Disclosure Barring Service, Vulnerable Child and Adult register checks as well as reference checks, and may be subject to online searches such as social media as part of the selection process.

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