Tutor – Role Description

Role Purpose

The EHM Tutor is responsible for delivering high-quality, emotionally informed tuition to children and young people who may be experiencing barriers to learning, confidence, attendance or engagement.

This role is not simply about academic teaching. EHM tutors work relationally, helping children feel safe, understood and able to re-engage with learning at a pace that is appropriate for them.

Tutors may work with children and young people experiencing anxiety, low self-esteem, emotionally based school avoidance, SEND, trauma, gaps in learning or difficulties accessing school. Sessions may take place at an EHM centre, in school, online or in other agreed settings.

Key Responsibilities

Tuition and Learning Support

Deliver personalised 1:1 or small group tuition.
Plan and adapt sessions according to the child’s learning needs, emotional needs and current capacity.
Support children to build confidence, independence and positive learning habits.
Identify gaps in learning and provide appropriate academic support.Use flexible, creative and emotionally informed approaches to help children engage.Support students working towards school reintegration, EOTAS provision, alternative education or home education where appropriate.

Emotional and Relational Approach

Build safe, trusting relationships with children and young people.
Recognise that behaviour is often communication.
Respond calmly and appropriately to anxiety, overwhelm, avoidance or dysregulation.
Use emotionally informed strategies to support engagement and learning.
Work at the child’s pace while gently encouraging progress.

SEND and Additional Needs

Adapt tuition for children with SEND, including autism, ADHD, dyslexia, PDA profiles, SEMH needs and other learning differences.
Use inclusive, neurodivergent-friendly approaches.
Be willing to learn from families, schools and the wider EHM team about each child’s individual needs.
Support children who may have had difficult previous experiences of education.

Communication with Parents, Schools and EHM

Communicate clearly, warmly and professionally with parents and carers where appropriate.
Provide session updates in line with EHM procedures.
Work collaboratively with EHM leadership, schools, local authorities or other professionals where required.
Raise concerns promptly and appropriately.

Safeguarding and Wellbeing

Follow EHM safeguarding policies and procedures at all times.
Report safeguarding or wellbeing concerns promptly to the Designated Safeguarding Lead.
Maintain appropriate professional boundaries.
Support a safe, calm and respectful learning environment.

Record Keeping and Administration

Keep accurate records of sessions, attendance, progress and concerns.
Complete required documentation within agreed timescales.
Follow EHM systems for communication, scheduling and record keeping.
Maintain confidentiality and comply with data protection requirements.

Team Working and Professional Development

Work as part of the wider EHM team.
Attend relevant training, meetings or supervision where required.
Be open to feedback, reflection and ongoing development.
Contribute to a positive team culture aligned with EHM values.
Encourage and support colleagues as part of a collaborative team.

Person Specification

Essential

Qualified Teacher Status (QTS).
Minimum two years teaching experience.
Experience teaching or supporting children and young people.
Experience working with children with SEND, emotional needs, anxiety, low confidence or barriers to learning.
A warm, relational and child-centred approach.
Strong communication skills with children, parents, schools and colleagues.
Ability to adapt teaching to meet individual needs.
Understanding of safeguarding responsibilities.
Enhanced DBS on the update service, or willingness to obtain one.
Professional indemnity and public liability insurance.
Ability to follow EHM policies, procedures and record keeping expectations.
Reliable, organised and professional.
Willingness to uphold and represent the Christian values and ethos of Emotionally Healthy Minds, while working inclusively and respectfully with children and families of all backgrounds.
Ability to take feedback and work reflectively as part of a team.
Tech comfortable and able to use EHM systems as required.
Willingness to be part of the EHM team, encourage colleagues and contribute positively to team culture.

Desirable

Experience in coaching or therapeutic-style work
SEN qualifications or training (ADHD, ASD, Trauma, PDA, EBSA)
Experience running groups or workshops
Experience delivering 1:1 tuition outside a mainstream classroom setting.
Emotion coaching training or willingness to complete EHM training.
Experience working with schools, local authorities or EHCP provision.

Additional Information

This role may involve working with children and young people who have experienced significant barriers to education. Tutors are expected to work sensitively, professionally and in line with EHM’s emotionally informed approach.

Training, policies, safeguarding procedures and operational guidance are provided by Emotionally Healthy Minds.

Please note that this job description is intended as a guide and may be subject to amendments as the role develops.

Fees, Pay and Contract Information

This role is offered on a self-employed associate basis, with sessions agreed according to practitioner availability and the needs of the children and young people referred to EHM.

Rates of pay will be discussed during the recruitment process and may vary depending on the role, setting, experience, qualifications and type of provision delivered.

Practitioners are responsible for maintaining appropriate professional indemnity and public liability insurance, an enhanced DBS on the update service and any relevant professional membership, supervision or registration required for their role.

Further details will be provided as part of the application and registration process.