GCSE English Tutor

Strive for Education (Strive) was founded in 2020, originally set up as an Alternative Provision and subsequently registered as an Independent Specialist School.  In our Ofsted inspection we were graded ‘Good’, with ‘Outstanding’ behaviour and attitudes, see: Strive’s Ofsted Inspection Report 

Strive provides education for those who do not attend mainstream school on a full-time basis or who have a specialist provision named in their Educational Healthcare plan (EHCP).

Strive is looking to employ a GCSE English Teacher, who ideally will have worked in a similar setting. The role will involve planning and delivering highly structured and inclusive teaching to young people who have specific SEND needs such as ASC & SEMH. The role will require the management of behaviour and emotional regulation, using personalised learning & individual education plans (IEPs) and close collaboration with the wider SEND and inclusion team. 

The school operates from several sites throughout Harrogate; this includes North Park Road in Harrogate town centre, which was the original hub.  In 2024 Strive opened the Vocational Centre in Hookstone Park, to offer practical, vocational qualifications alongside core academic and personal development courses. In 2025 Strive added capacity further by opening an additional site at Bishop Thornton, north of Harrogate. In addition to the core subjects, this site has a focus on outdoor education, natural environment studies, small animals, bushcraft, horticulture, gardening, landscaping and life skills. Strive operates a highly successful Outreach Programme which covers educational provision cross all sites in Harrogate but also covers young people on-roll from the Leeds area.  

This can be a challenging but rewarding environment, working with young people who may struggle to regulate their emotions at times. Students will at times present challenging behaviours and staff must have the experience, confidence and emotional resilience to manage this.  

All students will have some form of SEND needs. Most will either be categorised as Social Emotional and Mental Health (SEMH) or Autism Spectrum Condition (ASC). All will need extra support to access their work and help and guidance to manage emotions is often needed. Some students experience difficulties that regularly interfere with their social and learning development and have been directed to access specialist provision to receive this support. Some students will find it difficult to work in core groups of 6 students with 2 adults. 

1. Curriculum Adaptation & Differentiation

• Break down GCSE English content (Language and/or Literature) into accessible steps. 

• Adapt texts, tasks, and assessments to meet a wide range of needs (e.g., reading level, processing speed, sensory needs). 

• Provide multiple means of engagement (visuals, scaffolds, simplified texts, multisensory activities). 

• Successfully plan for the effective use of a teaching assistant with all core lessons. 

2. Personalised Learning & Individual Education Plans (IEPs)

• Interpret and implement IEP targets within English lessons. 

• Align teaching with EHCP outcomes (communication, cognition, independence, emotional regulation). 

• Regularly review progress toward individualised targets and adjust planning accordingly. 

3. Delivering Highly Structured, Inclusive Teaching

• Use evidence-based SEND pedagogies such as:  

• Chunking information 

• Overlearning and repetition 

• Task sequencing and modelling 

• Assistive technology 

• Create predictable routines that support regulation and reduce anxiety. 

4. Assessment and Tracking of Progress

• Adapt FS/GCSE assessment formats where appropriate (approved access arrangements, modified papers, internal assessments). 

• Track both academic progress and SEND-related skills (communication, self-management, independence). 

• Provide frequent formative feedback using accessible formats (visuals, sentence starters, spoken feedback). 

5. Supporting Communication Needs

• Collaborate with SENCo and SaLT to embed communication goals. 

• Use communication strategies such as PECs, communication boards, or simplified language. 

• Support alternative ways of responding (typing, recording, drawing, choosing). 

6. Behaviour and Emotional Regulation Support

• Implement trauma‑informed and therapeutic approaches in lessons. 

• Use de‑escalation strategies and positive behaviour support plans. 

• Teach emotional vocabulary and self‑regulation strategies during English activities. 

7. Collaboration with thewider SEND Team

• Work closely with:  

• Teaching assistants 

• Communication and Inclusion Lead 

• SaLT 

• Counsellors 

• Therapists 

• Parents/carers 

• Coordinate learning approaches across the team to ensure consistency. 

8. Creating SEND-Accessible Resources

• Produce simplified reading materials, symbol-supported texts, scaffolded writing frames. 

• Prepare learning aids such as word banks, visuals, sequencing cards, and sensory-friendly worksheets. 

9. Preparation for Exams and Qualifications

• Identify the most appropriate pathway:  

• GCSE English Language 

• Functional Skills 

• Support exam access arrangements (scribes, readers, extra time, modified papers). 

10. Supporting Life Skills through English

• Develop functional literacy aligned with real‑world needs:  

• Understanding forms and letters 

• Everyday reading (signs, timetables) 

• Practical writing skills 

11. Safeguarding Responsibilities

• Monitor students’ wellbeing and communication for safeguarding concerns. 

• Report observations through the appropriate channels (DSL, safeguarding procedures). 

• Establish good relationships with students, acting as a role model and being aware of and responding appropriately to individual needs. 

• Attend to students’ personal needs including social, health, physical, first aid and welfare matters. 

• Supervise and support students ensuring their safety and access to learning. 

• Use specialist knowledge and experience to support students to learn in line with their individual learning plans or targets. 

• Provide feedback to students in relation to progress, achievement, behaviour and attendance. 

• Encourage students to interact and work cooperatively and employ strategies to recognise and reward achievement of self-reliance. 

• Develop 1:1 mentoring relationships with students and provide appropriate support at times of crisis 

• Work with the Outreach and core staff to establish a purposeful orderly and productive learning environment. 

• Work with the Outreach and core staff in lesson planning, evaluating and adjusting lesson plans and resources as appropriate. 

• Monitor, evaluate and evidence students’ progress and provide accurate information and analysis when required. 

• Promote and maintain health and safety through the pro-active management of student behaviour dealing promptly with incidents and issues in line with school policies. 

• Establish constructive relationships with parents and carers, exchanging information sensitively and effectively in a range of matters including progress, behaviour and attendance. 

• Liaise with other professionals and services as appropriate. 

• Administer and assess routine tests and invigilate when required. 

• Provide general administrative support and assist with the development of a range of plans and monitoring systems. 

• Support students to access the curriculum including core skills, community and vocational options. 

• Implement agreed learning activities and programmes according to students’ needs. 

• Determine the need for, prepare and maintain equipment and resources. 

• Small class sizes/1:1-2:1, allowing you to build meaningful and effective relationships with young people and make a real difference. 

• The opportunity to deliver/support an individualised curriculum for all students to give them the best chance to learn. 

• You will enjoy high levels of autonomy within a progressive and collaborative culture. 

• You will have the opportunity to be creative and contribute to the broader curriculum, including individual and flexible learning. 

• We aspire to provide every young person with the best possible experience and skills. We provide every learner with the resources they need to progress and overcome their barriers to learning. 

• Staff wellbeing is a priority at Strive. 

• We encourage staff to finish their day during their contracted hours. 

• Staff training and development is supported and encouraged. 

• Contribute to the overall ethos, work and aims of Strive 

• Establish constructive relationships and communicate with other professionals to support the progress of students 

• Be aware of and support difference and ensure all students have equal access to opportunities to learn and develop 

• Recognise own strengths and areas of expertise and use these to advise and support others 

• Attend and participate in relevant meetings and training as required 

• Assist with the supervision of students on off-site activities 

• Supervise students at lunch and break times 

• Be responsible for maintaining and updating records, information and data in line with policies. 

• Strive utilises Arbor as MIS and CPOMS for safeguarding and behaviour. 

Deputy Headteacher

E = Essential  D = Desirable  

Experience 

• Relevant experience in a specialist school or similar setting: (E)  

• Experience of working with children and young people with special educational needs and/or ASD and social, emotional and mental health difficulties: (E) 

• Experience of effectively and positively managing small groups and leading learning with groups of students and 1:1, using appropriate strategies to enable them to settle to learn: (E)  

• Experience of using restorative practices: (D)   

Knowledge 

• Understanding of students’ needs to support them effectively by personalised and differentiated learning and appropriate interventions: (E)  

• Knowledge of issues and needs that affect behaviour and strategies to support: (E)  

• Knowledge of the range of ways that students learn and how to motivate them (E)   

• Full understanding of the range of multi-agency support required and available to students: (E)   

• Full working knowledge of relevant safeguarding, equality and health and safety policies, codes of practice and legislation (E)    

Skills 

• Ability to relate well to students and adults and to build positive relationships: (E)   

• Ability to work constructively as part of a team, understanding roles and responsibilities and your own position within these: (E)  

• Ability to develop personalised strategies to support reluctant learners to engage and achieve learning goals/objectives: (E)   

• Ability to respond calmly and use initiative, responding effectively to unexpected or unplanned situations or reactions throughout the day: (E)  

• Ability to use a range of strategies to support positive behaviour and self-regulation: (E)  

• High level literacy and oracy to support communication at all levels and in various formats (E)  

• Ability in the use of IT and other equipment to support learning: (E)  

• Efficiency with the administration and maintenance of student records: (E)

E = Essential  D = Desirable  

• GCSE English/Maths/ grade A to C or equivalent: (E) 

• Specific training in interventions ASD/SEN/SEMH: (D) 

• Commitment to all CPD offered: (E) 

QTS:

Although preferred, having QTS is NOT a pre-requisite. Experience is more important. 

All staff members must adhere to and promote professional standards including Strive’s code of conduct and values. 

• The post holder will be expected to undertake any other duties, commensurate within the grade, at the discretion of the Senior Leadership Team and develop and promote high standards of professional conduct throughout the school. 

• You will be expected to carry out your duties in line with policies, procedures and relevant legislation. You will be made aware of these in your appointment letter, statement of particulars, induction, ongoing performance management and development through school communications. 

• You will be required to work at any premises which Strive has or subsequently acquires or at which it may, from time to time, provide services. 

• You will be expected to attend and participate in a wide variety of meetings as well as training and development activities to support Strive and your own professional development. 

• All staff, regardless of their position, are expected to undertake TeamTeach de-escalation training and work within “good practice” guidelines using a range of positive handling strategies, gradual and graded, involved in holding, guiding and escorting safely, from least intrusive to more restrictive holds. 

• As part of your wider duties and responsibilities you will be required to promote and actively support the school’s responsibilities towards safeguarding. Safeguarding is about keeping people safe and protecting people from harm, neglect, abuse and injury. It is about creating safe places, being vigilant and doing something about any concerns you might have. It isn’t just about the very old and the very young, it is about everyone who may be vulnerable. 

• The post holder must be willing to undertake an enhanced Disclosure and Barring Service check. Please note that a conviction may not exclude candidates from appointment but will be considered as part of the recruitment process. 

• Ability to drive between sites. Bishop Thornton is not easily accessible via public transport  

For all roles we require a minimum of two references.  References provided must cover the last 3 years and include most recent employment. We will need to request all references from where you have worked with either Children or Vulnerable Adults.  

Strive for Education is committed to safeguarding and promoting the welfare of children. Recruitment is carried out following safer recruitment principles.  All applicants must be willing to undergo safeguarding screening appropriate to the post, including checks with past employers and disclosures with the relevant body at an enhanced level. All staff are required to undertake an Enhanced Disclosure and Barring Service (DBS) check.

Strive for Education Ltd is a “data controller”. This means we are required under data protection legislation to notify you of how we will, collect process and store your personal data during the application and recruitment process. Please review our Privacy Notice for Prospective Employees Jan 2026

Click on link here to access Information Pack GCSE English Teacher – Information Pack

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Click on link here for Application Form Strive for Education Application form GCSE English 

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