Early Years Practitioner Level 3
| Dyddiad hysbysebu: | 18 Mehefin 2025 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 25 Mehefin 2025 |
| Lleoliad: | Southam, Warwickshire, CV47 7RR |
| Cwmni: | Teaching Vacancies |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | d06ffa44-9d41-48ff-a318-ee93a51ecbc1 |
Crynodeb
What skills and experience we're looking for
Curriculum support:
In line with the principles laid down in the Curriculum Guidance for the Early Years Foundation Stage:
• Contribute to curriculum planning and evaluation and assist in implementation.
• Assist in the delivery of lessons, sessions, activities and interact with the teacher and children as required
• Undertake agreed learning activities adjusting them according to children’s responses to ensure individual needs are met.
• Support and use ICT in learning activities and develop children’s competence and independence in its use.
• Support individual or groups of children during independent/group work (eg. explaining tasks, reinforcing key objectives, concepts or vocabulary; using practical apparatus; supporting less able pupils, extending/challenging the more able; assisting in keeping children on task, interested, motivated and engaged), responding to individual needs as appropriate
• Be a key worker for a group of children; observe and assess their learning and contribute to record-keeping and reporting progress to parents, under supervision of a teacher
• Occasional support to a whole class for short periods (eg. taking a story class)
• Assist children in the development of communication skills and role play activity
• Assist with the development and implementation of individual education/behaviour plans
• Establish productive working relationships with children, acting as a role model and setting high expectations.
• Foster the development of language and literacy through talking, telling stories and building up a collection of songs and rhymes to pass on to individuals and groups
• Promote the inclusion and acceptance of all children within the classroom, encourage them to interact and work co-operatively with others and engage all in activities
• Support children consistently whilst recognising and responding to their individual needs
• Promote the personal, social and emotional development of children and the development of high self-esteem
• Monitor and provide for the general care, safety and welfare of children including tasks connected with the social education of the child. Where children have special needs that include the need for personal care, provide this within the H & S guidelines as necessary.
• Assist children with learning difficulties and disabilities with toileting and self-care routines
• Support children’s preparation of and follow up for educational visits and assist with their supervision, in accordance with an appropriate risk assessment and Trust guidance.
• Monitor individual/ group achievements, progress and responses to learning activities and objectives and provide feedback to the teacher
• Take a lead role in supporting the teacher with the management and delivery of the preschool curriculum
• Be actively involved in the day-to-day management of the learning environment (including displays) and its resources for independent learning including responsibility for the care and preparation of teaching aids, equipment, materials as appropriate.
• Assist with the development and maintenance of the outdoor classroom and its activities and extend outdoor activity with children
• Contribute to the assessment of children by teachers through observation and reporting
• Record information relevant to the assessment and review of children’s progress.
• Undertake marking of children’s work (e.g. spelling, multiple choice questions, tests)
• Support the implementation of strategies to manage children’s behaviour and help manage children’s behaviour
• Undertake appropriate administrative tasks, e.g. produce worksheets for agreed activities
• Have an up-to-date understanding of the role and responsibilities of an EYFS professional
• Understand and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting concerns to an appropriate person
• Understand the school’s policies and how they relate to local and national frameworks/policies
• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop
• Contribute to the overall ethos/work/aims of the school
• Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher
• Liaise effectively with parents/carers, participating in feedback sessions/meetings
Support for children:
Support to teacher:
Support to the service/school:
Attend and participate in regular meetings and in training and other learning activities as required
What the school offers its staff
• A school with a clear moral purpose and drive for ‘excellence for all our children’
• Excellent opportunities for personal development opportunities
• A clear staff well-being strategy package that includes our confidential Employee Assistance Programme with access for all staff to Face to Face Counselling, Stress Management, 24/7 GP access, Physiotherapy, Menopause Counselling and Support, Men’s Mental Health Wellness, Bereavement Support, Nurse Support Service, Maternity & Paternity Support and Financial Wellbeing Support
Commitment to safeguarding
The Priors School is committed to safeguarding and promoting the welfare of children and requires all staff, volunteers and visitors to share this commitment.
Curriculum support:
In line with the principles laid down in the Curriculum Guidance for the Early Years Foundation Stage:
• Contribute to curriculum planning and evaluation and assist in implementation.
• Assist in the delivery of lessons, sessions, activities and interact with the teacher and children as required
• Undertake agreed learning activities adjusting them according to children’s responses to ensure individual needs are met.
• Support and use ICT in learning activities and develop children’s competence and independence in its use.
• Support individual or groups of children during independent/group work (eg. explaining tasks, reinforcing key objectives, concepts or vocabulary; using practical apparatus; supporting less able pupils, extending/challenging the more able; assisting in keeping children on task, interested, motivated and engaged), responding to individual needs as appropriate
• Be a key worker for a group of children; observe and assess their learning and contribute to record-keeping and reporting progress to parents, under supervision of a teacher
• Occasional support to a whole class for short periods (eg. taking a story class)
• Assist children in the development of communication skills and role play activity
• Assist with the development and implementation of individual education/behaviour plans
• Establish productive working relationships with children, acting as a role model and setting high expectations.
• Foster the development of language and literacy through talking, telling stories and building up a collection of songs and rhymes to pass on to individuals and groups
• Promote the inclusion and acceptance of all children within the classroom, encourage them to interact and work co-operatively with others and engage all in activities
• Support children consistently whilst recognising and responding to their individual needs
• Promote the personal, social and emotional development of children and the development of high self-esteem
• Monitor and provide for the general care, safety and welfare of children including tasks connected with the social education of the child. Where children have special needs that include the need for personal care, provide this within the H & S guidelines as necessary.
• Assist children with learning difficulties and disabilities with toileting and self-care routines
• Support children’s preparation of and follow up for educational visits and assist with their supervision, in accordance with an appropriate risk assessment and Trust guidance.
• Monitor individual/ group achievements, progress and responses to learning activities and objectives and provide feedback to the teacher
• Take a lead role in supporting the teacher with the management and delivery of the preschool curriculum
• Be actively involved in the day-to-day management of the learning environment (including displays) and its resources for independent learning including responsibility for the care and preparation of teaching aids, equipment, materials as appropriate.
• Assist with the development and maintenance of the outdoor classroom and its activities and extend outdoor activity with children
• Contribute to the assessment of children by teachers through observation and reporting
• Record information relevant to the assessment and review of children’s progress.
• Undertake marking of children’s work (e.g. spelling, multiple choice questions, tests)
• Support the implementation of strategies to manage children’s behaviour and help manage children’s behaviour
• Undertake appropriate administrative tasks, e.g. produce worksheets for agreed activities
• Have an up-to-date understanding of the role and responsibilities of an EYFS professional
• Understand and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting concerns to an appropriate person
• Understand the school’s policies and how they relate to local and national frameworks/policies
• Be aware of and support difference and ensure all pupils have equal access to opportunities to learn and develop
• Contribute to the overall ethos/work/aims of the school
• Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher
• Liaise effectively with parents/carers, participating in feedback sessions/meetings
Support for children:
Support to teacher:
Support to the service/school:
Attend and participate in regular meetings and in training and other learning activities as required
What the school offers its staff
• A school with a clear moral purpose and drive for ‘excellence for all our children’
• Excellent opportunities for personal development opportunities
• A clear staff well-being strategy package that includes our confidential Employee Assistance Programme with access for all staff to Face to Face Counselling, Stress Management, 24/7 GP access, Physiotherapy, Menopause Counselling and Support, Men’s Mental Health Wellness, Bereavement Support, Nurse Support Service, Maternity & Paternity Support and Financial Wellbeing Support
Commitment to safeguarding
The Priors School is committed to safeguarding and promoting the welfare of children and requires all staff, volunteers and visitors to share this commitment.