Level 3 Teaching Assistant (EYFS)

Monkfrith Primary School; London Borough of Barnet; In loco; GBP 12.000 - 18.000; Tempo pieno

Descrizione del lavoro

Monkfrith Primary School in London is seeking a Level 3 EYFS Teaching Assistant to support learning, development and wellbeing of children in the early years, working closely with the class teacher to create a stimulating, inclusive environment.

You will lead planned activities for individuals and groups, deliver aspects of the EYFS curriculum, and support language, literacy and play to help children make good progress from their starting points.

Competenze

• Recent EYFS experience in Reception and/or Nursery
• Experience leading planned learning activities with individuals and groups
• Experience contributing to observations and assessments of children
• Strong literacy and numeracy skills
• Good knowledge of the EYFS statutory framework

Mansioni

• Lead learning activities for individuals, groups or whole class as directed
• Deliver EYFS curriculum activities to support development
• Lead phonics, language and maths sessions as agreed with the teacher
• Adapt activities to children's understanding and needs
• Assess learning, provide feedback, and inform planning
• Safeguard and manage routines during activities

Conoscenze

EYFS knowledge

Phonics

Observation & assessment

Behaviour management

Teamwork

Formazione

Level 3 qualification in Early Years

Paediatric First Aid (Desirable)

Descrizione del lavoro

We are looking for a skilled practitoner to join our fabulous Early Years team to support the learning, development and wellbeing of children within the EYFS. The postholder will work closely with the class teacher and other members of the team to provide a stimulating, nurturing and inclusive learning environment in which children are supported to make good progress from their individual starting points.

As a Level 3 Teaching Assistant, the postholder will also take an active role in leading learning. This will include delivering planned teaching activities and interventions to groups of children and, where appropriate, leading whole-class activities under the direction of the class teacher.

The successful candidate will:

• Lead planned learning activities for individuals, groups and, where appropriate, the whole class, under the direction of the class teacher.
• Deliver aspects of the EYFS curriculum, using appropriate teaching approaches to engage children and support their learning and development.
• Lead regular whole-class or group activities such as phonics, communication and language activities, story sessions, mathematics, singing or other areas of the EYFS curriculum, as agreed with the class teacher.
• Use professional judgement to adapt activities and interactions in response to children's understanding, engagement and individual needs.
• Model language, questioning and interactions that develop children's vocabulary, thinking and communication skills.
• Provide clear explanations, modelling and appropriate scaffolding to enable children to participate successfully and develop increasing independence.
• Maintain high expectations for children's engagement, learning and behaviour when leading activities.
• Assess children's responses and progress during activities and provide useful feedback to the class teacher to inform subsequent planning and provision.
• Contribute ideas to the planning of learning experiences, drawing on knowledge of the children, their interests, developmental needs and next steps.
• Take responsibility for the organisation and management of children during activities they are leading, ensuring that established routines, expectations and safeguarding procedures are maintained.
• Work flexibly with the class teacher and wider EYFS team, taking increased responsibility for aspects of provision according to the needs of the children and the setting.

Person Specification – Level 3 EYFS Teaching Assistant

1. Qualifications and Training

Essential

• A relevant Level 3 qualification suitable for working within an Early Years setting.
• Good standard of literacy and numeracy.

Desirable

• Paediatric First Aid qualification.
• Relevant additional training in Early Years, phonics, communication and language or SEND.

2. Experience

Essential

• Recent and relevant experience of working within EYFS, in Reception and/or Nursery.
• Experience of taking responsibility for a key group of children.
• Experience of leading planned learning activities with individuals and groups of children.
• Experience of contributing to children's observations and assessment.

Desirable

• Experience of working within a school-based Reception setting.
• Experience of leading learning with larger groups of children and/or supervising a class in the absence of the teacher.
• Experience of delivering phonics or other structured Early Years teaching programmes.
• Experience of supporting children with SEND or additional needs.

3. Knowledge and Understanding

Essential

• Good knowledge and understanding of child development in the Early Years.
• Good knowledge and understanding of the EYFS statutory framework and how young children learn.
• Understanding of the importance of communication and language and how to promote this through high-quality interactions.
• Understanding of how purposeful play, adult interaction and an effective learning environment contribute to children's development.
• Understanding of safeguarding responsibilities and a commitment to promoting children's welfare.

Desirable

• Knowledge of approaches or programmes that support speech, language and communication.

4. Teaching and Learning

Essential

• Confidence and ability to lead planned learning activities with individuals and groups of children, and to supervise a whole class occasionally during the absence of the teacher.
• Ability to give clear explanations, model learning and use questioning effectively with young children.
• Ability to adapt activities and interactions in response to children's understanding, engagement and individual needs.
• Ability to maintain high expectations for children's learning, engagement and behaviour when leading activities.
• Ability to observe and assess children's responses to learning and communicate this effectively to the class teacher.
• Ability to promote children's independence, curiosity, resilience and confidence as learners.

Desirable

• Experience of contributing ideas to curriculum planning and the development of EYFS provision.

5. Learning Environment

Essential

• Ability to use initiative when setting up, adapting and enhancing stimulating indoor and outdoor learning environments.
• Ability to recognise opportunities to extend children's learning through their interests and play.
• Creative and resourceful in making effective use of the environment and available resources.

Desirable

• Experience of taking particular responsibility for an area of continuous provision.

6. Behaviour and Relationships

Essential

• Excellent behaviour management skills and the ability to establish clear, consistent expectations.
• Ability to develop warm, positive and professional relationships with children.
• Ability to support children's personal, social and emotional development, including independence and self-regulation.
• Ability to build positive and professional relationships with parents and carers.

7. Working with Others

Essential

• Ability to work effectively and collaboratively as part of an EYFS team.
• Ability to communicate effectively with teachers, support staff, parents and other professionals.
• Ability to use initiative and work independently while recognising when to seek guidance or support.

Desirable

• Experience of working alongside other professionals to support children's development.

8. Personal Qualities

Essential

• High expectations for all children and a strong commitment to inclusion.
• Warm, nurturing and responsive approach to young children.
• Reliable, enthusiastic, proactive and well organised.
• Flexible and willing to take responsibility within the classroom and wider EYFS provision.
• Confident in taking the lead when required while remaining a collaborative member of the team.
• Reflective and committed to developing their own professional practice.