The posting
Salary: £17,304 to £20,030 Hours: 21.6 hours per week (3 days per week) Weeks: Term time only
The post holders will have teaching responsibility for the Vocational Health and Social Care programme and will input where appropriate to the Health and Social Care programme from Level 1 to Level 3, who will require highly individualised approaches to learning in and out of the classroom. The post is located in the Vocational team
To learn more about the area of the Charity you would be working in please watch this short video - Queen Alexandra College
£28,840.32 FTE - £33,384.96 FTE p.a. within a banded pay scale, comprised of 3 levels (Q1, Q2, Q3). Level is determined by job role requirements/the enclosed criteria. The majority of posts at QAC will be at Q1 (£28,840.32 FTE – £33,384.96 FTE p.a.), with the opportunity for further progression based on College requirements and individual development. This salary is based on full time equivalent
We reserve the right to close this vacancy early if we identify suitable candidates. To avoid disappointment, please submit your application as soon as possible.
Key Responsibilities & Safeguarding
An enthusiastic individual who is able to motivate students and is passionate about promoting creativity and engagement, ensuring these are embedded into the learning culture.
Collaborate effectively in all aspects of the role and programme with the second part-time tutor.
Introduce and support students to develop a range of skills within Health and Social Care, including Level 1 to Level 3 exam preparation, coursework support, research skills, communication, professional practice, and academic writing, whilst encouraging students to develop confidence and independence in their own learning approach.
Creative in the use of emerging technologies and/or teaching approaches to help students learn and progress whilst creating an inspirational learning environment with the needs of students at the forefront.
Provide a consistent and sequenced Health and Social Care curriculum and implement a team approach to working with students using digital devices, assistive technology, and interactive resources as educational learning tools.
Deliver, plan, and assess the curriculum in an innovative, responsible, and flexible manner using a highly individualised approach in collaboration with the Curriculum Area Manager, ensuring the Intent, Implementation and Impact are clear.
Plan, assess, and record the individual achievements of each learner against Individual Learning Plans, EHCP Plans, and in accordance with RARPA (where applicable), moderation/awarding body and funding agency criteria.
Deliver quality teaching and learning in line with professional standards and tailored to individual learner needs, grounded in an informed understanding of their EHCP, goals after QAC in particular, and other assessments.
Prepare schemes of work and differentiated lesson planning to make clear the purpose and intent of taught sessions.
Lead sessions in accordance with good practice in terms of timed, scaffolded, and sequenced learning that ensures lesson objectives are implemented and students’ progress can be checked.
Ensure assessments include appropriate means of feedback and feedforward, with progress recorded and shared with learners.
Contribute to the development of the curriculum through preparation, research, liaison with colleagues and relevant external agencies, and management of resources. This should be appropriate to learner needs, outcomes set, and conform to the requirements of examination boards and funding agencies.
Evaluate the quality and success of the curriculum and implement findings into the curriculum quality improvement plan and self-assessment report.
Have a clear understanding of the Education Inspection Framework in line with OFSTED inspections.
Delivery of the PSHE curriculum and pastoral welfare of learners, specifically as a group tutor and personal tutor who is an integral part in helping shape, support, and monitor the learner journey.
The post-holder will be expected to become familiar with the technological support available to students with visual impairment and other learning difficulties.
Promote the aims and ethos of the College both within the teaching and learning context and within the corporate life of the College
Participate in staff training and development within the requirements of the College’s programmes and priorities. The post-holder will be expected to develop communication methods for learners with moderate to severe learning difficulties and become a competent user of the technological support available to students with visual impairments, MLD, and/or other learning difficulties as required.
Engage in any individual or collaborative research and consultative work agreed by senior management as relevant to the area of work. Posts at Q2/3 will also undertake the Core Responsibilities above, but in addition will have wider responsibilities in respect of Departmental Curriculum Area Contribution (Q2) or Whole College Improvement (Q3).
The above list is not exhaustive, but is indicative of the general nature and level of responsibility of the work to be undertaken. The responsibilities and duties may vary from time to time without changing the nature of the post. The postholder will be expected to adopt a flexible approach to enable the efficient and effective running of the College.
Corporate and team responsibilities
· Adhere to the College’s Health and Safety policy.
· Undertake any necessary training or updating.
· Participate in the development of equal opportunities, diversity, inclusion and safeguarding within the department and across the College.
· Contribute to the team’s self-assessment activities.
· Attend and actively contribute to team meetings.
· Undertake any other reasonable duties or responsibilities as required by the College.
General
· Act at all times in accordance with the Staff Code of Conduct and QAC Values of Respect, Excellence, Enabling, Collaboration and Inclusion.
· Comply with all College policies and procedures
· Undertake appropriate training and development as required, including any mandatory and/or refresher training required for the role.
· Carry out any other duties which may reasonably be required and fall within the scope and responsibility of the role.
Please take time to review the job description attached. Please upload a CV/Resume* with details of your full employment history (since leaving school, including education, employment and voluntary work) including reasons for any gaps in employment. This should also include a statement of the personal qualities and experience you believe are relevant to your suitability for the post and how this meets the job description and person specification requirements. Your CV/Resume* will be re-produced in a standard format by the system (without personal identifiers) to assist us in our anonymised shortlisting process.
Safeguarding Commitments
As part of our commitment to safeguarding, and in line with updated guidance published in September 2026, we will carry out an online search of all shortlisted candidates. This search may enable us to identify any incidents or issues that have happened, and publicly available for review online, which we may wish to explore with you in further detail during the interview process. As part of your application we have asked you to provide the account names, usernames and/or handles for any social media platform that you use, as well as the names of any websites that you own, post on, or contribute to. A Google search will also be conducted. These checks will only be conducted if you are shortlisted for interview. Please see our safer recruitment and selection policy for further information.
Under Section 7 of SVGA 2006 it is an offence to apply for the role if the applicant is barred from engaging in regulated activity relevant to children. The College's Safeguarding Policies are available here.
We are deeply committed to safeguarding and promoting the welfare of children and young people, and we expect all staff and volunteers to share this commitment. All required pre-employment checks will be undertaken, and offers of employment are subject to satisfactory outcomes. These include an enhanced DBS check with Children & Adult’s Barred List information, identity checks, o nline checks, and verification of professional qualifications and references. Further details are available in Keeping Children Safe in Education (KCSIE).
Skills, Knowledge and Expertise
- Degree qualification at grade 2.2 minimum
- To hold a teaching qualification
- To hold literacy and numeracy qualifications Level 2 minimum
- Excellent oral communication and interpersonal skills
- Good IT skills, including word processing and spreadsheet packages
- Excellent written communication skills with a high level of attention to detail
- Manage workload confidently and adhere to deadlines
- To have experience of delivering and assessing to high need learners
- Have excellent organisational skills, be conscientious and have well-organised approach to work
- Understanding of confidentiality and data protection
- To have previous experience of SEN learners with moderate learning difficulties and be able to provide the associated curriculum, approaches and strategies
- To have previous experience of sequenced steps, individualised approaches to curriculum and differentiation of materials and concepts and the tracking & review of achievements
- Ability to meet deadlines through planning, prioritising and managing time effectively
- To have previous experience of learners who have difficulties with emotional regulation
- To have a positive approach to managing behaviours that challenge
- To be flexible, able to contribute to a wide range of learning situations and integrate ICT into all aspects of their work
- To be able to contribute effectively and professionally within a multi- disciplinary teamwork environment
- To demonstrate awareness of a wide range of learning environments and of different training and learning strategies
- Clear understanding of Ofsted's Education Inspection Framework (EIF)
For further information on person specification please read the job description attached
Benefits
Are you passionate about making a difference to the lives of students with special educational needs? Do you thrive in an inclusive and supportive academic environment? If so, we want YOU to join our team. QAC has dealt with a period of swift growth and academic improvement and this is your opportunity to become part of a vibrant College that is moving forward and making a real difference to the lives and futures of our students.
Queen Alexandra Charity offers you the chance to have a positive impact as you join a committed group of colleagues in ensuring that all students achieve their aims and aspirations. We are dedicated to providing exceptional education and support to students with diverse learning needs and life experiences. Our specialist setting fosters an inclusive community where every student is valued, supported, and empowered to reach their full potential.
QAC offers a vibrant, varied and enriching educational experience for both residential and day students. Our curriculum aims to maximise adult life, independence and work opportunities for all students. Class sizes are designed to meet specific needs and support levels are high.
Joining our supportive team, you will have the opportunity to:
- Work closely with students with SEN to achieve their goals
- Make a difference to the educational experience of young people
- Be a voice for students and staff in specialist education
- Foster a positive and inclusive learning environment, promoting academic growth, self-development and self-confidence
- Develop your own skills, aspirations and progress your career.
Our benefits include; Schedule 1 Benefits (reviewed annually and/or as appropriate)
- Access to on site car parking
- Use of QAC Fitness Centre (subject to opening hours)
- Cycle to Work Scheme (Salary Sacrifice)
- 24/7 Employee Assistance Programme Helpline (BHSF)
- Access to Education Support Free Helpline for Teachers & Education Staff
- QAC Mental Health First Aiders & activities to support health and wellbeing
- BHSF Benefits Package including Healthcare Plans, discounted shopping/services
- Annual Flu vaccination/voucher
- Access to other benefit/discount schemes (which may be subject to charge) e.g. Blue Light Card, TOTUM (NUS), Charity Worker Discounts, Discounts for Teachers
- Dell Advantage programme - a free programme that offers savings to students, parents and all staff at QAC - up to 20% off. https://www.dell.com/en-uk/lp/dell-advantage
- Health and Wellbeing Services (Occupational Health/Counselling)
- Free Tea/Coffee and Staff Room facilities
- Dining Room facilities with hot/cold food (free meal provided for those supporting students at mealtimes)
- Additional discretionary concessionary/closure days as part of leave entitlement (including closure over Christmas/New Year period)
- Reward and Recognition Policy – Living the Values Awards (team & individual) and long service
- Enhanced/Occupational paid leave e.g. maternity/paternity (subject to qualifying criteria)
- Occupational sick pay (based on length of service)
- On site wellbeing activities (e.g. yoga, meditation)
- Support for training/ CPD (either by way of study leave and/or funding)
- Flexible working arrangements including Flexible Working Policy Agreements, Time Off in Lieu (TOIL) in prior agreement with line manager.
This list is not exhaustive and may be subject to review and/or change.
