Job Details
Job Purpose
The role of the early years teacher is to implement the Early Years Teacher standards and work alongside colleagues under the direction of senior management, to guide and advise on practice, ensuring the best possible progress for all children. Senior management is responsible for strategic direction.
Through hands-on practice, lead and be accountable for high quality practice and provision for babies and children which supports them to reach their full potential, particularly in the prime areas of learning and development. Identify children in need of additional support to meet age-related outcomes and support the implementation of a range of intervention and support strategies. As part of SMT to deputise for the Head of Nursery in his/her absence when the Executive Head of Nursery is also absent.
Key Responsibilities
Have a sound knowledge and understanding of and uphold safeguarding procedures and strategies ensuring that all children in your care or who you come into contact with are safeguarded and appropriately supervised at all times. To undertake regular Safeguarding training at a level commensurate with role. Set high expectations which inspire, motivate and challenge all children and instil a love of learning. Through hands-on practice under the direction of senior managers, lead the development of high quality child centred, play-based provision which is developmentally appropriate and provides a nurturing environment to promote children’s emotional stability, independence, autonomy and creativity.
To contribute directly to the delivery of the outcomes agenda for individual children and families, including undertaking key person duties for a group of children (where appropriate):
Developing a loving and secure relationship with each child in the key person’s care. Helping each child to become familiar with the setting and confident within the setting. Looking after each child’s care and welfare needs e.g. dressing, toilet training, eating, sleeping, being comforted. Building trusted relationships with each child’s parents, ensuring there are regular opportunities to share information on the child’s development from home and in the setting. Support each child’s individual learning journey through on-going observation, assessment and planning in partnership with parents/carers and other colleagues. Complete reviews of the key child, in partnership with multi-agency colleagues and parents/carers, as appropriate (eg. at aged two, leaver’s record).
Support a culture of reflection through continuous review of teaching activities and educational programmes which leads to actions for improvement that impacts on improving outcomes for children. Contribute to developing positive relationships and close working links with the range of professionals under the Brightstart structure in order to promote access to wider integrated services for all families and children and support a multi-disciplinary team around the child and family approach. This includes completing early help referrals and participating in Team around the Child (TAC) meetings where appropriate. Act as a role model for other practitioners in developing and maintaining a partnership with parents that values their contributions and involves them in their child’s education, including support for the home learning environment and ensuring smooth transitions and continuity for the child and parents into, within and out of the setting. Demonstrate and model the positive values, attitudes and behaviours expected of children. Contribute to the deployment, day to day management, line management and appraisal of staff in a dedicated area of the centre. In deputising in the absence of the head and executive head, act as designated safeguarding lead, be the first point of contact for parents and staff, report to the Lead for Teaching and Learning in the Early Years and Childcare Service, attend occasional meetings or carry out other deputising duties as required. Where appropriate, lead in-service training and advise on individual CPD opportunities for other members of staff. Uphold the principles of and model good practice in inclusion and equal opportunities in all aspects of the role, supporting early identification and intervention strategies at all times and undertaking the role of SENCO if required. Play a key role in leading, developing, implementing and evaluating effective systems for observation, assessment, planning and record-keeping to ensure all children can make progress and achieve positive outcomes.
Person Specification
Early Years Teacher (EYT) status or signed up for or already on a recognised pathway to EYT (i.e. Early Years degree) including GCSE Grade C (or equivalent) or above in English and Maths. Substantial successful experience of working within an Early Years setting in a diverse community, including with children from birth to three. Substantial experience of working in partnership with families and a range of professionals. Experience of supervising or managing staff. Demonstrate the ability to safeguard and promote the welfare of children, and provide a safe learning environment and recognise when a child is in danger or at risk of abuse. Ability to be lead professional in team around the child meetings, lead on the development and implementation of support plans including the 2 year progress check, early help assessments and SEND short term plans.
This role requires an Enhanced DBS.
HOURS PER WEEK 35
PAY PER HOUR £29.62 Umbrella
