Graduate Tutor

Main Purpose of the Role

The main purpose of a Tutor is to ensure the effective learning of the pupil(s) they teach, whether in a classroom setting or out in the community. Tutors contribute to the wider success of the school. Each tutor is allocated a 1:1 pupil or an identified group/class and is responsible for providing effective pastoral care that supports social and emotional progress as well as learning.

Tutors are also expected to participate in extracurricular activities and contribute to the wider life of the school community.

Duties and Responsibilities

Set High Expectations Which Inspire, Motivate and Challenge Pupils

• Establish a safe and stimulating environment for pupils, rooted in mutual respect.
• Set goals that stretch and challenge all pupils.
• Demonstrate consistently the positive attitudes, values, and behaviours expected of pupils, leading by example.

Promote Good Progress and Outcomes by Pupils

• Be accountable for the attainment, progress, and outcomes of the pupil(s) you teach or support.
• Be aware of pupils’ capabilities and prior knowledge, and plan teaching to build on these, wrapping the curriculum around the individual pupil.
• Guide pupils to reflect on the progress they have made and their emerging needs.
• Demonstrate knowledge and understanding of how pupils learn and how this impacts teaching.
• Report and record pupils’ attainment, progress, and assessment results within the school’s recording and reporting structure.
• Use data and records to set aspirational targets and plan challenging activities.

Demonstrate Good Subject and Curriculum Knowledge

• Maintain strong knowledge of relevant subject(s) and curriculum areas, engaging pupils’ interest and addressing misunderstandings.
• Demonstrate a critical understanding of developments in the subject and curriculum areas.
• Promote high standards of literacy, articulacy, and the correct use of standard English across all subjects, applying cross-curricular links wherever possible.

Plan and Teach Well-Structured Lessons

• Impart knowledge and develop understanding through effective use of lesson time.
• Promote a love of learning.
• Reflect systematically on the effectiveness of lessons and approaches to teaching, working collaboratively with the class teacher.
• Contribute to and support the design and provision of an engaging curriculum within the relevant subject area(s) and/or a pupil’s individual scheme of work.

Adapt Teaching to Respond to the Strengths and Needs of All Pupils

• Know when and how to differentiate appropriately, using approaches that enable effective teaching for all pupils.
• Set clear learning objectives, including writing schemes of work, medium-term planning, and short-term planning.
• Ensure pupils’ Individual Learning Programmes are updated in line with school systems.
• Understand how a range of factors can inhibit pupils’ ability to learn and how best to overcome these, following strategies and interventions designed by the Wellbeing team.
• Be aware of pupils’ physical, social, and academic development and adapt teaching to support their needs at different stages and emotional states.

Make Accurate and Productive Use of Assessment

• Mark, assess, and return pupils’ work in line with the school’s Evidence for Learning system, providing constructive oral and written feedback with clear targets and guidance for improvement.
• Use formative and summative assessment to secure pupils’ progress.
• Use relevant data to monitor progress, set targets, and plan subsequent lessons.
• Give pupils regular feedback, both orally and through accurate marking, and encourage them to respond to the feedback.

Manage Behaviour Effectively to Ensure a Good and Safe Learning Environment

• Establish clear rules and routines for behaviour in classrooms, and promote courteous behaviour both in class and around the school.
• Maintain high expectations of behaviour, using the behaviour wave system to support pupils and embracing the culture of recognising positive behaviour.
• Lead by example, modelling positive behaviour and good manners.
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Contribute to Self-Evaluation

• Contribute to the completion of current school evaluation processes as required.

Professional Development and Performance Appraisal

• Attend all CPD days and training as required.
• Review own professional development and identify training needs.
• Participate in the school’s performance appraisal programme and be committed to improving own practice.
• Act upon advice and feedback and be open to coaching and mentoring.

Fulfil Wider Professional Responsibilities

• Make a positive contribution to the wider life and ethos of the school.
• Develop effective professional relationships with colleagues.
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
• Communicate effectively with parents regarding pupils’ achievements and well-being.
• Share and celebrate pupils’ successes.
• Contribute to, and support pupils to contribute to, the school’s news communications.
• Use school systems efficiently and effectively (e.g., ClassDojo, CPOMS, Evidence for Learning/E4L).
• Provide updates to the Designated Teacher about identified pupils for upcoming PEP and annual review meetings.

Other Responsibilities

• Demonstrate consistently high standards of personal and professional conduct.
• Undertake occasional other reasonable tasks as requested by the line manager.
• Adhere to safeguarding policies and procedures; the school is committed to the safeguarding of children.
• Undertake “Keeping in Touch” days during each half term, as arranged with the operations manager.

Person Specification

Qualifications

• A good undergraduate degree.
• Desire to train to gain QTS (Qualified Teacher Status).

Experience

• Some experience in planning, delivering, monitoring, and evaluating lessons.
• Experience working with pupils who have Social, Emotional and Mental Health (SEMH) needs.

Skills and Abilities

• Ability to create a safe and secure learning environment.
• Ability to break down barriers to learning.
• Creative approach to teaching, utilising pupils’ interests to engage them.
• Flexible and adaptable.
• Effective communicator.
• Ability to create a fun, challenging learning environment.
• Highly organised.
• Caring, sensitive, and responsive to pupils’ needs.

Other Requirements

• Commitment to safeguarding children.
• Passion for teaching and providing the best possible opportunities for all pupils.
• Commitment to the school’s ethos and vision.