Alternative Provision Teacher (1 Year Fixed Term)

Purpose of the Role

The Alternative Provision Teacher is the primary teacher for an individual pupil (or small number of pupils), delivering a bespoke mainstream‑aligned curriculum through flexible, personalised provision across a range of settings. The role combines high‑quality teaching, curriculum adaptation and specialist SEND practice with a strong relational approach that prioritises emotional regulation, inclusion and wellbeing as the foundation for learning.

This is not a home‑only tutoring role. The post holder will work flexibly across school, home and community environments, enabling the pupil to access education, belonging and progress in a way that meets their individual needs.

Key Responsibilities

1. Educational Delivery

• Plan, deliver and assess an adapted National Curriculum (or appropriate curriculum pathway) aligned with the school’s mainstream offer.
• Design and deliver highly individualised learning using approaches such as:
• Interest‑led pedagogy
• Experiential and place‑based learning
• Flexible pacing, outcomes and assessment
• Ensure learning is meaningful, ambitious and progressive, leading to sustained academic development over time.

2. Assessment & Progress Monitoring

• Regularly assess, evaluate and reflect on pupil progress, adapting teaching in response to need.
• Track attainment, engagement and progress using agreed school systems and models (e.g. Engagement Model where appropriate).
• Maintain accurate records, contribute to reports, and support review meetings (including EHCP processes).

3. Relational, Emotional & Regulatory Support

• Build and sustain a secure, trusting and professional relationship with the pupil over time.
• Act as the pupil’s key adult, supporting emotional regulation, transitions and readiness to learn.
• Use trauma‑informed, autism‑affirming and neurodiversity‑responsive practice at all times.
• Recognise early signs of distress and adapt expectations and provision immediately.

4. Learning Environment & Inclusion

• Create safe, supportive and stimulating learning environments across different settings.
• Support the pupil to gradually increase access to:
• The school site (where appropriate)
• Wider school activities (e.g. clubs, trips)
• Community‑based learning opportunities
• Promote independence, confidence, identity and a strong sense of belonging.

5. Multi‑Agency & Family Working

• Work in close partnership with parents/carers to ensure consistency and trust.
• Liaise and collaborate with other professionals (e.g. SENDCo, therapists, outreach services) to support holistic outcomes.
• Attend and contribute to reviews, supervision, training and planning meetings as required.

6. Safeguarding, Health & Safety

• Uphold the highest standards of safeguarding and child protection across on‑site and off‑site provision.
• Conduct and implement risk assessments for off‑site learning activities.
• Maintain professional boundaries, confidentiality and compliance with all school and Trust policies.
• Take responsibility for personal health, safety and welfare, and that of pupils, colleagues and visitors.

7. Professional Responsibilities

• Engage in ongoing professional development, particularly relating to SEND, autism, trauma‑informed practice and inclusive pedagogy.
• Work within the ethos, aims and values of the school and Trust.
• Demonstrate high levels of professional judgement, autonomy, reflection and accountability.