Role Purpose

To support in the planning and delivery of engaging, practical construction training to young people in an alternative education setting, supporting their personal, social and vocational development.

The Construction Vocational Support Assistant will create a safe and inclusive learning environment, to help vulnerable learners build skills, confidence and pathways to further education or employment.

In addition, the Vocational Support Assistant will support the delivery and assessment of vocational qualifications such as AQA unit awards and NOCN, contributing to each learner's academic and personal progress through tailored, child-centred approaches.

This role plays a vital part in engaging students with education, fostering positive relationships, and promoting resilience and independence through hands-on learning.

Key Responsibilities

Learner Support

• Provide tailored 121 and small group support to learners with SEND needs.
• Implement strategies to manage behaviour positively and promote emotional regulation.
• Support learners in developing practical construction skills in line with curriculum goals.

Inclusive Learning Environment

• Help create a welcoming, respectful, and inclusive workshop/classroom environment.
• Adapt learning materials and activities to meet diverse learning needs and styles.
• Promote equality, diversity, and inclusion in all aspects of the learning experience.

Confidence and Career Development

• Encourage learners to build self-esteem and resilience through positive reinforcement.
• Support learners in identifying their strengths and career aspirations within the construction industry.
• Assist in preparing learners for work placements, apprenticeships, or further training.

Collaboration and Communication

• Work closely with vocational tutors and external professionals to ensure consistent support.
• Maintain accurate records of learner progress, behaviour, and support strategies.
• Participate in team meetings, training, and professional development opportunities.

Skills and Abilities

• Practical Expertise – Strong technical skills in construction with the ability to confidently demonstrate and guide learners through a range of techniques.
• Adaptability – Able to adjust support methods and content to suit learners with SEND.
• Communication – Clear and effective verbal and written communication skills, with the ability to engage learners and work collaboratively with colleagues and professionals.
• De-escalation management – Skilled in managing challenging behaviour calmly and constructively using restorative and trauma-informed approaches.
• Relationship building – Ability to form positive trusting relationships with students who may be disengaged, anxious, or lacking in confidence.
• Organisation – Strong planning and organisational skills to manage session preparation and learner progress tracking.
• Motivational coaching – Ability to inspire learners, build self-esteem, and create a supportive encouraging learning environment.
• Health and Safety awareness – Understanding of best practices in maintaining a safe workshop environment, including safe use of equipment and products.
• Record Keeping – Competent in maintaining accurate records of attendance, progress, behaviour, and assessment in line with awarding body and organisational standards.
• Empathy and Patience – Emotionally intelligent, calm, and patient when supporting students with complex needs or difficult life experiences.
• Digital Literacy – Able to use basic ICT tools for learner tracking and accessing qualification resources.