Early Years Teacher (Maternity Cover) SGB

Job Description

Purpose of Role

To be a dynamic, nurturing and enthusiastic Early Years Foundation Stage (EYFS) Teacher who is committed to providing a stimulating, safe and inclusive learning environment for young children. The successful candidate will contribute to the development and implementation of the EYFS curriculum, ensuring that all children are supported to achieve their full potential through high-quality teaching, purposeful play and positive relationships.

You will be expected to create engaging learning experiences that foster children's personal, social, emotional, physical and cognitive development, while promoting curiosity, independence and a lifelong love of learning. You should be a strong team player with a practical and flexible approach, demonstrating a commitment to the continuous development and improvement of the Early Years provision.

Teaching Responsibilities

Effective planning, teaching and classroom management within the Early Years Foundation Stage by:

• Planning and delivering a broad, balanced and engaging EYFS curriculum in line with the Early Years Foundation Stage Framework;
• Creating a stimulating learning environment that supports child-initiated and adult-led learning opportunities;
• Promoting children's development across all seven areas of learning;
• Observing, assessing and responding to children's individual interests, needs and stages of development;
• Setting high expectations for all children and supporting them to achieve their personal best;
• Using effective questioning, modelling and interaction strategies to extend children's learning and language development;
• Providing a nurturing environment that supports children's emotional well-being and positive behaviour;
• Differentiating learning opportunities to meet the needs of all learners, including children with SEND, EAL learners and those requiring additional challenge;
• Encouraging children's independence, confidence, creativity and problem-solving skills;
• Working collaboratively with colleagues to ensure consistency and continuity across the Early Years setting;
• Maintaining a safe, organised and engaging indoor and outdoor learning environment;
• Reflecting on and evaluating teaching practice to continuously improve outcomes for children.

Monitoring, Assessment, Recording and Reporting

• Observe, assess and record children's progress in accordance with EYFS assessment requirements;
• Maintain accurate and up-to-date learning records and assessment evidence;
• Use ongoing formative assessment to inform planning and next steps in learning;
• Monitor children's attainment and development to ensure appropriate support and challenge;
• Contribute to baseline assessments and end-of-year reporting processes as required;
• Prepare reports and communicate children's progress effectively to parents and carers;
• Participate in parent consultations and meetings to discuss children's learning, development and well-being;
• Work collaboratively with colleagues and external agencies when required to support children's individual needs.

Pastoral Care and Safeguarding

• Take responsibility for the pastoral care and well-being of all children within the class;
• Build positive relationships with children, parents and carers to support children's development and welfare;
• Serve as the first point of contact for parents regarding day-to-day matters concerning their child;
• Promote children's personal, social and emotional development through positive interactions and modelling;
• Monitor attendance, punctuality and well-being, reporting concerns to the EYFS Leader and relevant school staff;
• Support children during key transition periods within the school;
• Promote the school's values and encourage positive behaviour and respectful relationships;
• Attend to children's personal care needs where appropriate and in accordance with school procedures;
• Immediately report any safeguarding concerns to the Designated Safeguarding Lead or a member of the safeguarding team via the school's MyConcern platform;
• Ensure safeguarding and child protection practices are embedded in all aspects of daily work.

Operational Responsibilities

• Adhere to and actively promote all school and company policies and procedures, including Safeguarding, Health & Safety, Behaviour, Anti-Bullying, Data Protection and Code of Conduct policies;
• Adhere to the ISP Confidentiality Policy and Data Protection Policy and ensure compliance at all times;
• Work collaboratively with colleagues, sharing effective practice and contributing to the wider Early Years team;
• Keep up to date with current EYFS developments, educational research and best practice;
• Participate in staff meetings, training sessions and continued professional development opportunities;
• Support and participate in school events, assemblies and wider school activities where appropriate;
• Share playground, supervision and other duties as required;
• Contribute positively to the school community and support the school's vision, values and commitment to continuous improvement and outstanding learning opportunities.

Skills, Qualifications and Experience

• Qualified Teacher Status (QTS), PGCE, BEd or equivalent recognised teaching qualification;
• Experience teaching within the Early Years Foundation Stage;
• Sound knowledge and understanding of the EYFS Framework and child development;
• Degree-level education or equivalent professional qualification;
• Fluent in English;
• Excellent communication and interpersonal skills;
• Strong organisational and classroom management skills;
• Commitment to safeguarding and promoting the welfare of children.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding

and Health & Safety issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.