EYFS Teacher

Roles and responsibilities

Additional School Requirements:

Minimum Qualifications: Bachelor’s Degree in Primary/Early Years Education or a Bachelor's degree with a mandatory post-teaching qualification (PGCE or similar in EYFS or Primary).

Minimum Experience: A minimum of 3 years experience teaching the England National Curriculum (ENC) in a similar role.

Job Specific Knowledge & Skills:

• Experience working with students for whom English is not their first language (EAL) students.
• Mandatory experience teaching the England National Curriculum in an early years setting.
• To be able to deal professionally with a range of stakeholders.
• Passion for teaching and commitment to educating and nurturing children.
• A high level of professionalism and consideration for the well-being of children.
• Recent and consistent involvement in extra-curricular activities.
• A positive and solution-focused attitude to working life.
• Warmth, empathy, credibility, self-belief, integrity, drive and child-centered.
• To be able to prioritize workload and multitask.
• IT Literate and familiar with online technologies to aid in 21st-century teaching.
• Strong interpersonal skills to communicate with parents in a diverse multi-cultural environment.

• Teaching and learning:

• Demonstrating a clear understanding of the Foundation Stage Curriculum for effective implementation to match learning outcomes.
• Teaching using appropriate syllabus, materials, and schemes of work.
• Organizing the classroom provision and learning resources and creating displays to encourage a positive learning environment.
• Supporting the Foundation Stage leaders in improving the development of teaching and learning across foundation stage.
• Planning, preparing, and presenting sessions that cater to the needs of the whole ability range within the class.
• To plan lessons and sequences of lessons consistently and effectively, in the long, medium and short-term, to meet pupils’ individual learning needs.
• Motivating students by delivering enjoyable and creative lessons that both challenges pupils and promotes critical thinking.
• Observing and assessing pupils in line with school assessments.
• Being reflective of the classroom provision, sessions taught, progress made, and adjusting environment, planning and curriculum to reflect this.
• Supporting SEN (POD), EAL and G&T students and ensuring that their needs are met through differentiation.
• Meeting with other professionals such as speech and language therapists, occupational therapists, and educational psychologists, if required, to best cater to diverse learning needs of pupils.
• Facilitating Hybrid / Distance Learning / Face to Face lessons.

• 
  Assessment and data:

• Taking responsibility for student progress of the class. Consistently and effectively making use of data relating to student’s prior attainment to set well-grounded expectations/targets for pupils, monitor their progress and to give constructive feedback.
• Meeting requirements for assessments and recording students’ development using Target Tracker.
• Using data gathered from assessments to inform decisions regarding further planning, provision, and interventions.
• Providing feedback to parents and carers on students’ progress and development at Parent Teacher conferences and meetings (PTMs).

• 
  Behavior management and duties:

• Follow the school’s established policies and procedures, e.g., behavior, code of conduct and child safeguarding policy.
• Manage classes effectively, using approaches which are appropriate to students’ needs in order to inspire, motivate and challenge pupils.
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary, within the school’s established policies.
• Be a positive role model and demonstrate consistently the positive attitudes, values, and behavior, which are expected of pupils.
• Have high expectations of good conduct, promoting self-control and independence of all learners.
• To ensure a safe and secure environment that allows for appropriate social, emotional, and academic growth for all students.

• 
  Wider professional responsibilities:

• To work as part of a curriculum action group, supporting planning, assessment, resources, and special events linked to the team.
• Support in organizing and taking part in school events, outings and extra-curricular activities (ECAs).
• Communicate effectively with parents/carers with regards to student’s achievements and well-being using school systems/processes as appropriate.
• Take initiative of own professional development to secure high quality teaching and for successful execution of roles and responsibilities.

Desired candidate profile

An Early Years Foundation Stage (EYFS) teacher plays a crucial role in the development and education of young children, typically from birth to age five. Key skills and responsibilities include:

Child Development Knowledge

1. Understanding Developmental Milestones: Knowledge of the physical, emotional, social, and cognitive development of young children to provide appropriate support.

Curriculum Implementation

1. Play-Based Learning: Designing and delivering engaging, play-based learning activities that align with the EYFS framework and promote holistic development.

Individualized Support

1. Tailored Learning: Assessing children’s individual needs and adapting lessons to cater to different learning styles and abilities.

Assessment and Observation

1. Monitoring Progress: Regularly observing children and documenting their progress, using this information to inform planning and support.

Communication Skills

1. Effective Communication: Strong verbal and non-verbal communication skills to engage with young children, parents, and colleagues.

Classroom Management

1. Creating a Positive Environment: Establishing a nurturing and inclusive classroom atmosphere that encourages exploration, curiosity, and social interaction.

Parental Engagement

1. Building Relationships: Engaging with parents and caregivers to provide updates on their child’s progress and to offer support and resources.

Collaboration

1. Teamwork: Working closely with other educators and support staff to create a cohesive and supportive learning environment.

Health and Safety

1. Safety Awareness: Ensuring a safe and healthy environment for children, adhering to health and safety regulations and promoting hygiene practices.

Professional Development

1. Continuous Learning: Committing to ongoing professional development and staying current with best practices in early childhood education.