Job Description

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Job Title: Learning Facilitator

Location: Community Based / Post 16 Services (Colchester, Tendring, Witham, Chelmsford, Braintree)

Responsible To:Programme Director

Hours of Work: As detailed within employment contract and rota arrangements

Term time only

Flexibility and Job Role expectation

Post 16 working hours are between 830am and 4pm, Monday - Friday 38 weeks per year Flexibility will be required to meet the needs of learners, including supporting community-based learning activities, educational visits and work experience placements.

About KTM Post 16

KTM Post-16 is a specialist educational provision for young people aged 16-25 with Special Educational Needs and Disabilities (SEND). We provide highly personalised, person-centred programmes that support learners to develop the knowledge, skills and confidence needed for adulthood.

Our approach is centred on Preparation for Adulthood outcomes, focusing on independence, employment, community inclusion, communication, health and wellbeing. Through a flexible model, learning takes place within local communities, workplaces, educational settings and dedicated learning environments, enabling learners to develop real-world skills in meaningful contexts.

All programmes are tailored to each learner's individual strengths, interests, aspirations and EHCP outcomes. Delivery may include accredited learning through ASDAN pathways, life skills development, employability preparation, community engagement and social development. We work closely with families, local authorities and partner agencies to ensure learners receive the support they need to achieve positive long-term outcomes.

Our vision is to empower every learner to reach their potential, increase their independence and successfully transition into adult life, further education, employment or supported living opportunities.

Role Purpose

Working under the supervision of the Programme Director and Facilitator Lead, the Post-16 Learning Facilitators will support young people with Special Educational Needs and Disabilities (SEND) to engage in personalised learning programmes that promote independence, communication, employability, community participation and preparation for adulthood.

The postholder will build positive and professional relationships with learners, supporting them to participate in educational, vocational and community-based activities. They will play a key role in creating safe, engaging and meaningful learning opportunities, contributing towards positive learner outcomes and helping young people achieve greater independence and confidence in preparation for adult life.

Key Responsibilities

● Support learners to engage in educational, vocational and community-based learning activities.

● Deliver learning activities and interventions under the guidance of the Programme Director and Facilitator Lead.

● Promote learner independence, confidence and self-advocacy.

● Encourage the development of communication, social, employability and life skills.

● Support learners to access community settings safely and successfully.

● Implement risk assessments, support plans and behaviour support strategies.

● Promote learner wellbeing, inclusion and positive engagement.

● Build positive and professional relationships with learners, families and external professionals.

● Record learner participation, achievements and progress using KTM systems.

● Gather evidence to support learner outcomes and accredited learning programmes.

● Support educational visits, work experience placements and community activities.

● Maintain accurate records and contribute to progress reviews.

● Safeguard and promote the welfare of all learners.

● Participate in supervision, training and professional development opportunities.

● Follow KTM Care policies, procedures and health and safety requirements.

Essential Criteria

● Experience working with children, young people or adults with additional needs.

● Understanding of SEND, including autism and learning disabilities.

● Positive, person-centred approach to supporting young people.

● Good communication and interpersonal skills.

● Ability to build professional relationships and work as part of a team.

● Ability to follow learning programmes and support plans effectively.

● Competent written and ICT skills.

● Willingness to undertake relevant training and qualifications.

● Full UK driving licence and access to a vehicle.

Desirable Criteria

● Level 3 qualification in Education, SEND, Health and Social Care or a related field.

● Experience working within education, alternative provision or post-16 services.

● Knowledge of Preparation for Adulthood outcomes.

● Experience supporting community-based learning.

● Knowledge of autism-specific approaches and communication support strategies.

● Positive Behaviour Support training.

● Experience supporting ASDAN or accredited learning programmes.

Outcome Expectations

The Post-16 Learning Facilitator will:

● Develop positive and effective relationships with learners.

● Support learners to participate and engage in their programmes.

● Promote independence, confidence and community inclusion.

● Maintain high standards of learner support and safeguarding.

● Produce accurate learner records and contribute to progress monitoring.

● Support learners to make progress towards their individual outcomes.

● Demonstrate professionalism, reliability and commitment to continuous development.

● Contribute positively to the culture, quality and reputation of KTM Post-16.

Information about the School

A non-school alternative provision and Post 16 Provision offering personalised education and life skills development for children and young people with autism, complex learning disabilities and additional needs. The provision provides a supportive, structured environment tailored to individual needs, for those who are unable to access or thrive within mainstream or specialist school/college settings.

Our provision combines personalised learning, communication support, community-based experiences and life skills development to help children build confidence, engagement, independence and emotional wellbeing. Using predictable routines, strong relationships and a low-arousal approach, we create safe and meaningful opportunities for children to learn, develop social communication skills and experience success at their own pace.