Key Responsibilities:
Teaching and Learning
Plan and provide age-appropriate, play-based learning experiences that support the development of children aged 1 - 2 years.
Provide opportunities for children to explore through sensory play, music, movement, stories, outdoor play, creative activities, and hands-on experiences.
Follow children's interests and use these as opportunities to extend their learning and development.
Encourage curiosity, exploration, communication, independence, and early problem-solving skills.
Support children's developing language and communication through songs, rhymes, stories, conversations, and responsive interactions.
Provide activities that promote physical development, including gross and fine motor skills.
Introduce early mathematical and cognitive concepts naturally through play, routines, exploration, and everyday experiences.
Support children's social and emotional development by helping them develop relationships, confidence, self-regulation, and an awareness of others.
Adapt activities and interactions to meet individual developmental stages, interests, abilities, and needs.
Care, Safety and Wellbeing
Provide attentive, responsive, and nurturing care throughout the school day.
Maintain a safe, clean, welcoming, and developmentally appropriate classroom environment.
Follow the school's safeguarding, child protection, health and safety, and wellbeing procedures at all times.
Support children with personal care routines, including toileting/nappy changing, handwashing, meals, snacks, rest, and sleep, in accordance with school procedures.
Observe children closely and respond appropriately to their individual emotional and physical needs.
Promote healthy routines and positive attitudes towards food, hygiene, rest, and self-care.
Identify and report safeguarding, health, developmental, or wellbeing concerns in line with school procedures.
Observation and Assessment
Observe children regularly to understand their interests, needs, strengths, and developmental progress.
Maintain accurate and meaningful records of children's learning and development.
Use observations to inform planning and provide appropriate next steps for individual children.
Share relevant observations and developmental information with parents and colleagues.
Contribute to the assessment and review of children's progress in accordance with the school's Early Years framework.
Relationships and Emotional Development
Build secure, trusting relationships with each child and provide consistent emotional support.
Help children settle into school and develop a sense of belonging.
Respond sensitively to children's individual personalities, routines, preferences, and emotional needs.
Support children as they develop early independence and confidence.
Model kindness, patience, respectful communication, and positive social behaviour.
Help children begin to recognise and express their emotions appropriately.
Partnership with Parents and Families
Establish positive, professional, and respectful relationships with parents and carers.
Communicate regularly with families about children's experiences, progress, routines, and wellbeing.
Share information sensitively and maintain confidentiality at all times.
Work collaboratively with parents to support children's individual development and transitions.
Contribute to parent meetings, events, workshops, and other school activities where required.
Teamwork and Professional Responsibilities
Work collaboratively with teaching assistants, Early Years colleagues, and school leadership.
Provide clear guidance and direction to classroom support staff when appropriate.
Participate in staff meetings, professional development, planning sessions, and school activities.
Contribute ideas and resources to improve the Early Years learning environment.
Maintain high professional standards and contribute positively to the wider school community.
Keep up to date with appropriate Early Years practice, child development, safeguarding, and play-based learning approaches.
Carry out other reasonable duties related to the role as directed by the Head of Early Years.
Person Specification
Essential:
Relevant qualification or training in Early Childhood Education, Early Years Education, Child Development, or a related field.
Experience working with children aged 1 - 2 years or within an Early Years setting.
Good understanding of early childhood development and age-appropriate practice.
Strong understanding of play-based learning.
Warm, patient, nurturing, and responsive approach to young children.
Good observation and communication skills.
Ability to work effectively as part of a team.
Commitment to safeguarding and child wellbeing.
Ability to communicate professionally and respectfully with parents and colleagues.
Desirable:
Experience in a school or nursery setting.
Knowledge of an established Early Years curriculum or framework.
Training in paediatric first aid, safeguarding, or other relevant Early Years qualifications.
Experience supporting children with additional learning or developmental needs.
Key Personal Attributes
The successful candidate should be:
Nurturing and compassionate - able to respond sensitively to the needs of very young children.
Patient and attentive - able to observe carefully and respond to children's individual cues.
Playful and creative - able to turn everyday experiences into meaningful learning opportunities.
Energetic and enthusiastic - able to actively engage young children through movement, exploration, music, and play.
Observant and reflective - able to recognise developmental progress and identify areas where children may need additional support.
Reliable and responsible - committed to maintaining a safe and secure environment.
Collaborative - able to work positively with colleagues and families.
Professional - committed to high standards of practice, confidentiality, safeguarding, and continuous development.
Success in the Role
Success in this role will be demonstrated through:
Children feeling safe, secure, happy, and valued in the classroom.
A stimulating environment where children are actively encouraged to explore and learn through play.
Strong, respectful relationships between children, teachers, support staff, and families.
Meaningful evidence of children's developmental progress.
Responsive teaching that reflects individual children's interests and needs.
Consistent implementation of safeguarding, health, safety, and care procedures.
A positive and collaborative contribution to the Early Years team.