Job Details

Up to 10 Hours Per Week | -2530 per Hour

We are seeking a patient, resilient and highly relational tutor/mentor to support Q, a young person of Year 10 age with complex SEMH needs, ADHD, anxiety, non-verbal learning difficulties and a working diagnosis of Autism Spectrum Disorder (ASD).

About Q

Q has experienced significant challenges in relation to education and has had very limited sustained engagement with learning throughout his school journey.

Although Q is currently of Year 10 age, he is working at approximately a Year 4-5 academic level.

Q can find new relationships difficult and is currently reluctant about the idea of tuition. He will require a tutor who is prepared to take a gradual, low-pressure approach and understands that progress may initially look like engagement, conversation and relationship-building rather than formal learning.

The successful tutor will initially focus on:

• Building trust and establishing a positive working relationship.
• Supporting emotional regulation, confidence and self-esteem.
• Creating a safe and consistent environment for engagement.
• Encouraging participation through interests-led activities and discussion.
• Gradually reducing anxieties associated with education and learning.
• Introducing academic content at a pace that feels comfortable and achievable for Q.

Delivery Arrangements

• Up to 10 hours per week, although hours may need to be introduced gradually depending on Q's tolerance and engagement levels.
• Sessions are expected to take place within the local community.
• Initial sessions are likely to be held in a local caf- or similar community venue,
• Mum will be present throughout all sessions to support engagement and provide reassurance.

Essential Skills and Experience

Has experience working with young people with SEMH needs, trauma, anxiety, Autism and/or ADHD.

Takes a trauma-informed and relationship-led approach.

Is patient, calm and able to build trust over time.

Has strong behaviour-management skills and can remain professional and composed when faced with challenging interactions.

Understands that presentations of behaviour can be linked to anxiety, frustration or communication difficulties .

Can confidently de-escalate situations and maintain positive boundaries

Is able to adapt expectations and plans according to Q's needs on the day.

Additional Information

Q may at times present as verbally defensive, argumentative or use inappropriate language when feeling anxious, overwhelmed or uncomfortable. These behaviours are not typically malicious in nature but can be a response to stress and uncertainty. Tutors must therefore be confident managing challenging interactions while maintaining a supportive, non-confrontational approach.

This role would suit someone with strong mentoring and relationship-building skills who understands that, for Q, meaningful progress will begin with trust, consistency, safety and connection before academic learning becomes the primary focus.