Specialist ASC Tutor and Mentor – Manchester

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Specialist ASC Tutor and Mentor – Manchester


Locations: Manchester, Salford, Bolton
Contract: 12 month Fix Term contract
Salary: £32,708 Pro Rata
Hours: 20 hours per week (Monday -Friday) Term time only
Starting: January 2022

Barry Bennett are one of the largest companies offering specialist support to students in receipt of DSA (Disabled Students’ Allowance) throughout the UK. We provide a range of support specialised to everyone’s individual needs whilst studying at University.

Barry Bennett is recruiting for a Specialist one-to-one study skills support Tutor and Mentor (ASC) to join the Non-Medical Help team to support Manchester, Salford and Bolton Universities during term time. This would involve the successful applicant to work during the Winter, Spring and Autumn Semesters. This would be January to March, April to June and September to December.

The role of a Specialist one-to-one study skills support Tutor (ASC) is to work with students on a one-to-one basis developing academic competences such as organisation, exam preparation, research techniques and memory skills. Our tutors deliver literacy support in the areas of spelling, punctuation, grammar and accuracy of thought presentation. To promote independent learning as well as empowering the student to manage their workload. Study skills cannot be subject specific tuition; however, tutors can work with a student using course materials as a framework.

Mentors work with students on a one-to-one basis addressing the barriers to learning created by impairment from autism spectrum conditions. Examples of these barriers include, coping with anxiety and stress, how to deal with concentration difficulties, time management, and creating a suitable work-life balance. Mentors are not advocates or counsellors; their role is to promote independent learning as well as empowering the student to manage their workload, especially during times of transition.

Main Responsibilities

  • Support should address the issues some students may have in acquiring, recalling, and retaining information of written and spoken language.
  • The role involves addressing a range of memory, organisational, attention, and numeracy difficulties that students often face when working in a higher education (H.E) context. It should be noted that these difficulties may have been identified already but they may only become evident when a student faces the academic challenges of H.E work.The role involves addressing a range of memory, organisational, attention, and numeracy difficulties that students often face when working in a higher education (H.E) context. It should be noted that these difficulties may have been identified already but they may only become evident when a student faces the academic challenges of H.E work.
  • The support should aim to develop students’ skills for autonomy in the learning environment.
  • The support should be tailored to a student’s individual needs and professionals delivering the support should set out clear goals and timescales for achieving these goals.
  • Specialist mentors provide highly specialist, specifically tailored, one to one support which helps students address the barriers to learning.
  • The support can include helping students with a range of issues. For example, coping with anxiety and stress situations, how to deal with concentration difficulties, time management, prioritising workload and creating a suitable work-life balance.
  • The Specialist Mentor role is there to help students recognise the barriers to learning they may have and support them in developing strategies to address these barriers.
  • Support may be needed more during times of transition, e.g. when starting at university or when planning to move on from it. For some students this support will need to be ongoing while for others it might be gradually phased out or only be required at certain points of their course.
Requirements:
The successful applicant will possess the following qualities
  • Substantial experience of working with autistic students in either an F.E or H.E context.
  • An in-depth understanding of the effects of autism on language and learning.
  • An in-depth knowledge of how disabilities affect areas of learning.
  • An awareness of the strengths autistic students can bring to a learning situation.
  • The skills to help students make use of their strengths and overcome barriers to learning.
  • Substantial experience of working with autistic students in either an F.E or H.E context.
  • Must be able to travel as some work will involve face to face support at the advertised Universities.
Essential Qualifications:
The successful applicant must have the relevant qualifications and training.
Note: Must hold 1 or 2 or 3 or 4 in Column A in one the combinations described. Teaching qualifications are in Column B and comprehensive training in Column C

Column A – Mandatory Qualifications
  1. Holds any degree
    AND a teaching qualification (Column B)
    AND Comprehensive training in adult autism. (item 1 and item 2a or 2b from Column C)
  2. Holds a relevant degree
    AND a teaching qualification (Column B).
    AND National Autistic Society (NAS) Autism and Girls online course
    Note: A relevant degree must contain a substantial autism component. This will be checked at audit.
  3. Holds a Post Graduate Certificate (PGC) in Autism or Asperger's or Critical Disability Studies focusing on autism
    AND a teaching qualification (Column B)
    AND National Autistic Society (NAS) Autism and Girls online course.
  4. Holds a Master of Arts, Master of Education or Doctorate (MA /MEd/PhD) in Education (Autism or Special Educational Needs and Disability or Critical Disability Studies focussing on autism)
    AND a teaching qualification (Column B)
    AND National Autistic Society (NAS) Autism and Girls online course
Column B – Teaching Qualifications
  • Associate Fellowship of the Higher Education Academy (AFHEA) or higher.
  • Certificate of Education (Cert Ed)
  • Diploma in Teaching English to Speakers of Other Languages (DELTA) Level 7
  • Diploma in teaching in the lifelong learning sector (DTTLS)
  • Postgraduate Certificate in Education (PGCE/Cert.Ed.)
  • Postgraduate Certificate in Education (PGCE) in Primary Education
  • Postgraduate Certificate in Education (PGCE) Post Primary education
  • Postgraduate Certificate in Higher Education (PGCHE)
  • Postgraduate Certificate in Academic Practice (PGCAP)
  • Postgraduate Certificates in Teaching and Learning in Higher Education
  • Qualified Teacher Status (QTS)
  • Qualified Teacher Learning & Skills (QTLS)
  • Diploma in Education & Training (DET)
  • Postgraduate Certificate in Teaching and Learning in Higher Education (PGCTLHE)
  • Associate Membership of the British Dyslexia Association (AMBDA)
  • Associate Membership of the Dyslexia Guild (ADG)
  • PgCert/PgDip/MA Specific Learning Difficulties (SpLD)
Column C - Comprehensive training in adult autism
The successful applicant must have the relevant qualifications and hold the current memberships.
  1. Six National Autistic Society (NAS) online training modules:
    • Understanding autism
    • Autism and communication
    • Autism and sensory experience
    • Autism, stress and anxiety
    • Autism: supporting families
    • Autism and Girls
    Learners will receive a certificate of completion.

  2. a) National Autistic Society (NAS) one-day face to face course in Autism and SPELL in Higher Education. This can be by individual attendance at an NAS organised course, or by attendance at an in-house course delivered by NAS tutors.
    AND
    National Autistic Society (NAS) Autism and Girls online course if not taken as part of 1 above
    OR
  3. b) In-house, or other accredited training, at an HE institution or elsewhere, and accredited to at least CPD level, which must include autism in HE as its lead subject. All training should be delivered by an appropriately qualified trainer (a qualified trainer from a recognised organisation/charity, or a trainer who can demonstrate a relevant qualification in autism) which results in a certificate of attendance
    AND
    National Autistic Society (NAS) Autism and Girls online course if not taken as part of 1 above
  • You must be eligible to work in the UK
  • Must provide a current basic DBS check.
Benefits to include:
  • Competitive Salary
  • Birthday Leave *rules apply*
  • 23 days holiday + bank holidays
  • Birthday gift
  • Tech & cycle scheme
  • Private healthcare
  • Equipment provided
As a Disability Confident Employer, Barry Bennett will undertake to interview an applicant with a disability who meets the minimum criteria for a job vacancy and will consider them on their abilities. If you wish to be regarded as disabled for this purpose, please indicate this on your application. Additionally, if you require information in accessible formats, please request this.

Please email your CV and covering letter to: Email: scott.hunter@barrybennett.co.uk.

We welcome speculative approaches. If you are interested in a career as a support worker at Barry Bennett Ltd, please submit your CV with a covering letter by post or email to the address below:

FAO: Scott Hunter
Barry Bennett Ltd
Bennett House
Viking Street
Bolton
BL3 2RR

Email: scott.hunter@barrybennett.co.uk

Please Note - No Agencies

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