Graven Hill Primary School · Ambrosden, South East
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 outc