Learning Disability Support
Job description
Original text imported from Reed
Learning Disability Support
Coventry (specialist college setting, accessible via public transport)
£110 per day
Start Date: ASAP
Hours: 08:30am - 16:30pm
Contract: Full-time, long-term temp-to-perm (Full Academic Year)
Long Term Futures is recruiting for a compassionate and resilient Learning Disability Support practitioner to join a specialist college in Coventry, supporting learners aged 16-25 with a range of complex disabilities and learning needs. This is a highly rewarding temp-to-perm opportunity for someone passionate about supporting young adults to develop independence and essential life skills.
The role offers a varied and engaging environment, where you will work across different settings to provide tailored support and make a genuine difference to learners' day-to-day experiences.
About the Role
Working closely with tutors, support staff, and wider professionals, your responsibilities will include (but are not limited to):
* Supporting learners aged 16-25 with complex learning disabilities and additional needs
* Providing support on a 1:1 basis, within small groups, and in whole-class settings
* Assisting learners with both academic activities and life skills development
* Delivering personal care in a respectful and dignified manner
* Managing and responding to challenging behaviour using appropriate strategies
* Promoting independence, communication, and social development
* Supporting learners with emotional regulation and engagement in sessions
* Monitoring progress and feeding back to relevant staff
Ideal Candidate Profile
* Experience supporting individuals with learning disabilities and/or complex needs
* Comfortable providing personal care as part of the role
* Resilient and confident in managing challenging behaviour
* Patient, empathetic, and committed to supporting young people
* Able to build positive relationships while maintaining clear boundaries
* Reliable and committed to a long-term, temp-to-perm role
* A proactive and flexible approach to supporting learners
Why Work with Long Term Futures?
* Temp-to-perm opportunities offering long-term stability and progression
* Weekly pay through a straightforward digital system
* Free CPD opportunities, including Behaviour Management, SEND, and Positive Handling
* Ongoing support from a dedicated consultant throughout your placement
Next Steps
Apply today with your CV, and shortlisted candidates will be contacted by Elliott at Long Term Futures. This is a full-time, long-term temp-to-perm opportunity, ideal for someone ready to make a meaningful difference in the lives of young adults with complex needs.
Long Term Futures is committed to safeguarding and promoting the welfare of children and young people. All applicants will be subject to safer recruitment checks, including an enhanced DBS check and satisfactory references.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Lead your Personal Statement with direct experience supporting learners aged 16-25 with complex learning disabilities, as the advert specifies this age range and complexity level prominently.
📊 Quantify your support experience: e.g. "Provided 1:1 and small-group support to 8 learners with SEND across a 48-week academic year, contributing to 6 learners achieving independence milestones."
🎯 Explicitly name any Positive Handling, behaviour management, or SEND-specific training you hold — the advert lists these as free CPD, signalling they are core competencies for the role.
🔒 Include your enhanced DBS status and any safeguarding training (e.g. Level 2 Safeguarding Children) prominently in a Certifications section, as safer recruitment checks are mandatory.
🤝 Highlight experience of multi-disciplinary working — the advert stresses collaboration with tutors, support staff, and wider professionals, so reference MDT or cross-professional liaison in your work history.
Suggested CV bullets
3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.
Add these 3 bullets under your most recent experience:
- •Delivered 1:1 and small-group SEND support to 10 learners aged 16-25 across a 44-week academic year, contributing to 7 learners achieving documented independence milestones in life skills.
- •Applied Positive Handling and PBS-informed behaviour management strategies to reduce serious incident reports by 30% over one term in a specialist further education setting.
- •Collaborated with a 6-person multi-disciplinary team — including tutors, speech and language therapists, and pastoral staff — to review and update 12 individual support plans each half-term.
Free to copy — tailoring requires a 30-sec CV upload.
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Letter preview — tailored to Long Term Futures
Dear Hiring Manager,
Long Term Futures' Learning Disability Support role at the Coventry specialist college stands out precisely because it demands both Positive Handling competence and genuine commitment to life skills development — two areas central to my professional practice. The temp-to-perm structure and full academic year contract are exactly the kind of stability I am seeking to deepen my impact with a consistent cohort of learners.
My background in SEND support includes providing 1:1 and small-group assistance to young adults aged 16-25 with complex learning disabilities, delivering personal care with dignity, and applying evidence-based behaviour management strategies to support emotional regulation and engagement. I have worked closely with tutors and multi-disciplinary teams to monitor progress and adjust support plans in response to individual needs, ensuring learners move meaningfully towards greater independence.
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Interview questions
10 questions generated from this advert.
Technical
- ›What strategies do you use to de-escalate challenging behaviour in a classroom setting, and which frameworks (e.g. PBS, Positive Handling) inform your approach?
- ›How do you adapt communication methods for learners with complex learning disabilities who have limited verbal communication?
- ›Describe your experience delivering personal care — what steps do you take to maintain dignity and respect throughout?
- ›How do you monitor and record a learner's progress in life skills development, and how do you feed this back to teaching staff?
- ›What safeguarding procedures would you follow if a learner disclosed abuse or you observed a safeguarding concern in a college setting?
Behavioural
- ›Tell me about a time you supported a young person with complex needs through a particularly challenging episode — what did you do and what was the outcome?
- ›Describe a situation where you had to build a trusting relationship with a learner who was initially resistant to support. How did you approach it?
- ›Give an example of when you worked as part of a multi-disciplinary team to improve outcomes for a learner. What was your specific contribution?
- ›Tell me about a time you had to remain calm and resilient in a high-pressure situation involving a learner's behaviour. How did you manage your own wellbeing afterwards?
- ›Describe a time you adapted your support approach mid-session because a learner's needs changed unexpectedly. What did you do differently?
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you supported a young person with complex needs through a particularly challenging episode — what did you do and what was the outcome?
Describe a situation where you had to build a trusting relationship with a learner who was initially resistant to support. How did you approach it?