King's College London

About Us

he King’s community is dedicated to the service of society. King’s Strategic Vision 2029 sets out our vision for the future, shaped around five priority areas: educate to inspire and improve; research to inform and innovate; serve to shape and transform; a civic university at the heart of London; and an international community that services the world. Our ambitious Education Strategy sets out the actions that we must take to transform how we teach, how and where our students learn and how we support them during their time with us.

Disability Support & Inclusion works to remove barriers faced by disabled students so that they can participate within the King’s community on an equal level to their peers.

We offer information, advice and guidance to disabled students (both prospective and current students) as part of the Student Services department. Through offering practical and professional advice and guidance, we aim to enhance the support provided within academic faculties and tailor it to ensure the bespoke needs of individuals are considered and met. In addition, Disability Support & Inclusion plays a crucial role in embedding inclusive practices as standard across the university.

Student Services are part of the Students & Education Directorate, a collection of wide-ranging professional services in place to support King’s students and their education. As a directorate we manage the student lifecycle from application to graduation and beyond, to ensure a coherent and seamless student experience and effective administrative processes, working closely with King’s faculties to do so.

About the Role

Learning Support Tutors work as a small team of part time staff within Disability Support & Inclusion providing one-to-one and group tutorials for students with specific learning difficulties and other neurodiverse conditions. Tutorials can also be offered to students with mental health conditions and those on the autistic spectrum (subject to criteria).

Learning Support Tutors support students who are not eligible for Disabled Students Allowances and so a high proportion are from non-UK backgrounds. Others may be students with deferred assessments and thus not attending lectures, where learning support is their primary connection with university study.

Learning Support Tutors are also expected to contribute to projects promoting neurodiverse inclusivity in learning and teaching across the College and to offer staff guidance and training.

This is an exciting opportunity for candidates seeking to utilise skills and expertise in learning support / study skills working with a diverse client population within a valued service.

We encourage applications from candidates who have experience from both within and outside of the Higher Education sector where they can demonstrate the knowledge and skills needed to succeed in this role.

This post will be offered on an indefinite contract.

This is a part-time post and the expectation is that candidates will be available to work a three day week.

Key responsibilities

Learning Support Tutors are responsible for:

• Providing a regular calendar of one to one tutorial sessions (hourly sessions) - approximately 12 per week
• Undertaking appropriate initial assessment of each student’s learning support needs and if appropriate referring/signposting the student to other professional services such as clinical/counselling support
• Providing on-going support for individual students, maintaining accurate, confidential records of activity
• Developing additional learning support provisions, such as workshops, study skills guidance etc in collaboration with colleagues
• Contributing to advice and training for academic staff on appropriate reasonable adjustments and inclusive practice
• Contributing to the development of the service by active participation in Team meetings and planning
• Maintaining the Service’s confidentiality consent and disclosure policy and the College’s data protection policy
• Ensuring regular updating of skills and knowledge in line with developments in the HE sector

The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post.

About You

Please clearly address how you meet the essential criteria in your application, and where possible how you meet the desirable criteria as well.

Essential Criteria

1. First degree or equivalent work experience, including practical experience working with disabled students

2. Recognised post graduate qualification in SpLDs in HE (or working towards) which entitles the holder to apply for associate membership of - - PATOSS (full or associate membership) 

   -          BDA (full professional membership) 

   -          ADSHE (professional membership) 

   -          Dyslexia Guild (member, associate or fellow membership) 

   -          British Dyslexia Association (AMBDA). 

3. Experience of providing one-to-one and group specialist learning support tutorials to students with specific learning difficulties and/or ADHD, ideally in a higher education setting

4. Excellent communication skills, both written and verbal; ability to deal effectively and sensitively with people with varied and complex support needs

5. Excellent and active listening skills; able to work with students/staff respecting boundaries with a full understanding of confidentiality

6. Competent at operating appropriate IT systems, including experience in Microsoft Office, Microsoft Teams and Excel, and ideally including a case management system

7. Experience of providing training in neurodiversity and/or running workshops

8. An up-to-date knowledge of the nature of specific learning difficulties and the needs of neurodiverse students with in HE, along with a knowledge of the appropriate strategies for successful study at this level

9. Genuine commitment to disability rights, diversity and inclusion and the development of quality services for disabled people and those supporting them with a commitment to equality, diversity and inclusion

10. Self-motivated and committed to the successful delivery of positive outcomes; working using initiative without close supervision as well as co-operatively as a part of a team

Desirable criteria

1. Experience of contributing to publications, websites, annual reports and guidance (such as factsheets)
2. Experience of contributing to workshop / training content and material

Further Information 

Please submit a personal statement when applying for this vacancy, clearly setting out how you meet the essential criteria, as this is how we shortlist applications. Learn more about how we recruit, including tips on writing your application and supporting statement on our website: https://jobs.kcl.ac.uk/gb/en/applying

If you are a student or alumni of King’s there are resources from King’s Careers & Employability to support you in your application and interview.

Interviews will be held using Microsoft Teams and will consist of competency ­based questions linked closely to the essential and desirable criteria mentioned here.

Although we have made improvements over the last number of years, our team is still under-represented in terms of staff from global majority ethnicities, LGBTQ+ identities, and disabled people. We encourage applications from all backgrounds, communities and industries, and are committed to employing a team that has diverse skills, experiences and abilities.

Interviews are scheduled to take place the week beginning 22nd July 2024.