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English and Maths Tutor Opportunity – 1:1, Gillingham
Prospero Teaching is looking for English and Maths Tutors to deliver bespoke tuition packages on a 1:1 basis to primary and secondary-aged young people that are currently without a school placement.
The Opportunity
This English and Maths Tutor role is perfect for someone looking to step away from the classroom and make a difference to the lives of disengaged, at-risk, and vulnerable learners. The successful tutor must be able to create, plan and deliver 1:1 tailored lesson to bridge gaps in KS1, KS2, KS3 or KS4 pupil’s education and boost engagement and attainment levels.
At Prospero Teaching it is our mission is to raise the standard of educational support offered to vulnerable young people in the UK. We are looking for English and Maths Tutor who are eager to work with children and young people with a variety of learning needs with a creative, flexible and holistic approach to raise attainment and drastically improve the outlook of their educational journey.
* Location – Within the community or pupils’ home in Gillingham
* Position – English and Maths Tutor
* Type of work – Contract
* Duration – Until the pupil can reintegrate into a new school placement
* End date (if applicable) – Ongoing
* Contract type – Temporary
* Full-time/part-time – Part time (15 hours per week, per student)
* Minimum rate of pay – £22+ per hour
* Hours – Working hours can differentiate, depending on the convenient timings of the family
Experience, Training and Qualifications of the English and Maths Tutor:
* QTS or equivalent
* Possess UK classroom teaching experience
* Be creative, patient and willing to think outside of the box
* Have experience working with SEND or disengaged pupils
To be eligible for this role, the potential 1:1 Primary Outreach Tutor must:
* Hold the right to work in the UK
* Hold an enhanced child barred list DBS certificate registered with the online update service or be willing to process a new application
* Provide two professional child-related references.
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