Construction Teacher

Construction Teacher

Closing Date: 05/05/26 at midday

The Fermain Academy is an inspiring and nurturing alternative provision school that supports young people who have become disengaged from mainstream education. We provide a safe, supportive, and dynamic environment where every pupil can thrive, rebuild confidence, and develop a love of learning.

We are seeking a passionate, skilled, and adaptable Construction Teacher to join our dedicated team. This is an exciting opportunity for someone who believes in the power of practical, vocational learning to transform outcomes for young people and equip them with valuable life and employability skills.

As our Construction Teacher, you will:

Plan and deliver high-quality, engaging construction lessons tailored to meet the diverse needs of our pupils;

Develop schemes of work that build practical trade skills, industry knowledge, and employability competencies;

Teach safe working practices and promote a strong culture of health and safety;

Assess, monitor, and track pupil progress, adapting teaching to support individual learning needs;

Build strong, therapeutic relationships that promote wellbeing, confidence, and re-engagement with education;

Work collaboratively with pastoral teams, senior leaders, and external partners to support pupil progression pathways.

The ideal candidate will bring:

Experience and expertise within the construction industry (e.g. carpentry, brickwork, plumbing, multi-skills, or general building trades);

QTS status;

Experience working with young people, ideally within alternative provision or with those who may need additional support;

Strong classroom management skills and the ability to differentiate learning effectively;

Excellent communication skills and a flexible, solution-focused approach;

A genuine commitment to helping pupils achieve meaningful qualifications and progress into further education, training, or employment.

This role offers the opportunity to make a real and lasting difference. You will be part of a supportive team that values wellbeing, innovation, and the transformative impact of vocational education. Your work will help pupils build confidence, develop industry-relevant skills, and reconnect with learning through practical and purposeful experiences.

Benefits:

Looking After our Team

At the YES Trust, we believe our aims and vision for our students and their carers are best achieved through supported and valued team members.  We offer the following benefits to all trust employees from their first day with us:

•     Access and support with training and CPD including further professional qualifications.

•     Specialist training where required

•     Cycle to work scheme

•     Flexible and supportive approach to work

•     Free lunch at school

•     Free parking

•     Nursery benefits

•     Education Mutual – access to free face to face counselling, physiotherapy, nurse help-line, prescription service whenever you need it

•     Perkbox membership, Including: 

-  A huge range of discounts, free gifts, perks including shopping, eating out, holidays

-  The wellness Hub – access to a variety of practical and useful resources

-  Medical – on-line GP appointments, prescriptions and advice at a time convenient to you

About us:

This is an exceptional time to join a young but growing and ambitious trust, whose aim is to transform the lives of some of the most vulnerable pupils in the region.  As a trust we are not only growing in terms of the number of schools, students, staff and parents but also in the depth and breadth of experience, knowledge and expertise we have across our schools. 

Our Core Values are

We are

          Child centred

      Adaptive and sensitive to need

Authentic in our relationships

Our Vision

… is to support all learners, raising their aspirations through high quality engaging education which empowers and liberates their futures.

We are seeking a talented and dedicated professional who will lead and develop our Construction and Design and Technology provision, working collaboratively as part of the whole school team to ensure pupils receive the highest quality support, challenge, and enrichment through engaging, nurture-based learning experiences.

This role will primarily be based in The Skills Centre (a satellite site of The Fermain Academy). We believe that The Fermain Academy and Skills Centre can reengage those students (age 12 – 16) who have become disconnected with not only mainstream education but with their own dreams and aspirations. We want to help students to recognise their achievements, and by delivering a personalised curriculum that will allow them to sit a minimum of five GCSEs (or equivalent).  We will prepare them for a world where they can truly realise their full potential. Designed to encourage all students to be respectful of, and generate their own alternative viewpoints and ideas, we’ll deliver a complete academic, social and emotional learning experience by placing students in smaller working groups led by adult role models that our students trust.

Job Description:

• Core Purpose of the Role

To plan and deliver an engaging, practical Construction & DT curriculum, including AIMS Level 2 Construction qualifications;

To re-engage learners through hands-on, purposeful learning;

To support students to achieve recognised accreditation and develop employability skills

• Key Priorities

 Support the vision and direction of the school;

Deliver a high-quality vocational curriculum in Construction & DT;

 Deliver and maintain effective learning and teaching throughout school;

Ensure strong outcomes in both accreditation and personal development;

Undertake Performance Management & Line Management responsibilities for a learning mentor;

 Ensure effective pastoral care and behaviour support throughout the school;

To be responsible for the day-to-day impact of own subject across the curriculum;

Contribute to the ongoing development of the school’s vocational offer;

 Willingness to demonstrate a flexible approach to the curriculum to meet school requirements;

Teaching and Learning

• 
  Teachers at the academy will help secure and sustain effective teaching and learning throughout the Academy, monitor and evaluate progress and present students’ achievements, effectively using benchmarks to track set targets for improvements.  They will:

  Deliver high-quality teaching in Construction & DT, with flexibility to contribute across the wider curriculum where required;

  Deliver a practical, project-based curriculum that engages students who have previously disengaged from education

  Use real-world construction contexts to raise aspirations and highlight future pathways (apprenticeships, trades, FE)

Plan and sequence learning to support progression towards AIMS Level 2 Construction (or equivalent) outcomes, ensuring students:

·         Develop practical competencies;

·         Build a portfolio of evidence;

• ·         Achieve meaningful accreditation;

  • Assess, track and monitor progress, including:

  Portfolio development

  Practical competency

  Personal development 

• Support students to develop:

Work-readiness

Problem-solving

Teamwork and resilience

• Celebrate success through:

Completion of practical projects

Accreditation milestones

Improvements in behaviour, attendance, and engagement

·         Contribute to the internal moderation and verification processes in line with AIM Qualifications and assessment requirements;

·         Adapt teaching to meet a wide range of needs, including SEND and SEMH;

·         Support and maintain an environment and a code of behaviour and discipline which promotes and secures good teaching, effective learning and high standards of achievement

·         Support and maintain the mental health and wellbeing of the students which promotes and secures good teaching, effective learning and high standards of achievement

·         Help organise the curriculum and its assessment and work with the SLT to monitor and evaluate it in order to identify areas for improvement

·         Ensure that the curriculum and assessments meet National Curriculum requirements

·         Ensure that improvements in literacy and numeracy are priority targets for all students across school

• ·         To liaise with the Academy’s SENCO in order to identify students who require further support or intervention

Support PSHRE/RHSE and enrichment, particularly where linked to employability and life skills

• Support students to develop:

Work-readiness

Problem-solving

Teamwork and resilience

Partnership Working

• ·         Support in establishing a culture and curriculum which fulfils the aims and requirements of the whole school community as set out in the vision

Maintain regular communication with parents/carers regarding progress and achievements

Contribute to whole-school celebration events and recognition systems

·         Seek opportunities to invite parents and carers into The academy to enrich student experience and to promote The academy’s value to the wider community

·         Collaborate with staff, to actively promote British values, as well as the academic, spiritual, moral, social, emotional and cultural well-being of students and their families

·         Represent The academy at relevant meetings, as and when required

Health and Safety / Child Protection

·         Maintain a safe and organised workshop environment, ensuring compliance with health and safety standards taking responsibility for health and safety within the workshop, including safe use of tools and equipment;

·         To help ensure that health and safety standards meet statutory requirements, monitoring health and safety matters within the school, particularly ensuring that all members of staff take reasonable care for the health and safety of themselves and others

·         To help ensure that Child Protection and Safeguarding procedures and Department of Health assessments of Children in Need are rigorously complied with, and that the welfare and health and safety of students are of prime consideration

·         To promote the safety and well-being of students and staff – promoting a culture od safety, respect and responsibility;

·         To ensure good order and discipline of students and staff

Essential Criteria

·         Qualified Teacher Status

·         A degree or equivalent (ideally in DT, Construction or a related field)

·         Experience of teaching Design Technology, construction or a vocational subject;

·         Strong practical skills and knowledge (tools, materials, workshop practice)

·         Evidence of further professional development

·         Experience working with students with SEND; SEMH or disengaged from education;

·         Ability to assess and track progress, including portfolio-based evidence;

·         Understating of vocational qualifications and accreditation pathways;

·         Proven ability to:

·         Set high expectations which inspire, motivate and challenge students

·         Promote good student progress and outcomes

·         Demonstrate full subject and curriculum knowledge

·         Plan and deliver engaging, practical lessons

·         Adapt teaching to respond to the strengths and needs of all students

·         Use assessment effectively to inform student’s progress and to analyse data to help the target setting process.

·         Strong behaviour and relational practice;

·         Manage behaviour effectively to ensure a good and safe learning environment

·         Fulfil wider professional responsibilities

·         Communicate and work effectively in a multi-disciplinary school team including parents/guardians and other external agencies

·         Commitment to school-wide focus on student attainment

·         Ability to motivate and inspire hard to reach learners

·         Good organisational skills

·         Generate enthusiasm for new ideas in both students and staff

·         Communicate effectively to groups and individuals, orally and in writing

·         Resolve conflict through active listening and negotiation

·         Demonstrate a flexible approach and a willingness to listen to others

·         Provide advice and guidance to parents and carers in a positive and clear manner

·         Remain calm when working under pressure

·         Ability to show patience and empathy

·         Ability to analyse situations, prioritise and help to implement realistic solutions

·         Ability to establish and develop good relationships with all involved in the school

·         Willingness to deliver and support extra-curricular activities

·         Ability to inspire all in a love of learning for your subject Evidence of understanding and commitment to equality of opportunity

·         Respect for students’ individual difference

·         Demonstrate a good level and understanding of ICT

·         Knowledge of how to deal with safeguarding issues in school

·         Awareness of current developments in education and the implications of these.

·         Understand how to plan appropriate interventions

·         Behaviour management techniques for groups and individuals

·         Know how to develop effective rapport with students, this being based on high expectations and establishing a purposeful learning environment

·         Able to delegate responsibility with accountability for area of responsibility

·         Communicate with staff teams effectively

·         An ability to establish and maintain positive partnerships with parents, students and communities

·         Commitment to the school’s wider community

·         Awareness of the need to develop a school culture responsive to the nature of the school’s communities

·         Positive recommendation from present employer

·         Adherence to standards established in Safer Recruitment guidance.

Desired Criteria

Experience delivering AIM Qualifications and Assessment Group Construction Qualifications;

Industry experience in construction or a trade

Experience in an alternative provision or specialist setting;

Knowledge of internal verification and moderation processes

Training in SEMH, trauma-informed practice or behaviour support;

Knowledge of effective strategies for re-engaging disengaged learners;

Knowledge and experience of current good practice and development in special education provision

Knowledge of successful practice in teaching hard to reach students

Knowledge of how to promote independence for young people with complex needs

Knowledge of OFSTED Framework

Work in the wider community