Level 3 Early Years Practitioner
We are seeking a caring, enthusiastic and dedicated Level 3 Early Years Practitioner to support children's learning and development within a nurturing and inclusive school environment.
Key Responsibilities
- Support children's learning and development through play-based activities.
- Assist with implementing the Early Years Foundation Stage (EYFS) framework.
- Promote children's communication, language and social skills.
- Support children's personal care, hygiene and wellbeing.
- Observe children's progress and contribute to learning records.
Requirements
- Hold a recognised Level 3 Early Years qualification.
- Have experience working with children in a nursery or school setting.
- Have a good understanding of the EYFS framework.
- Be committed to safeguarding and promoting children's welfare.
- Have an enhanced DBS check or be willing to undergo the required checks.
Pay Rate: 80- 100 per day (PAYE), depending on experience.
Pay rate is dependent on qualifications, experience, and skills.
Envision Education is committed to safeguarding and promoting the welfare of children and follows a strict policy of equal opportunities.
We respect and value cultural and religious diversity and do not discriminate based on age, gender, religion, race, sexual orientation, ethnic origin, culture, or disability.
You must be a UK resident or hold a full UK visa and be willing to complete a Disclosure and Barring Service (DBS) check.
Job Types: Graduate, Temporary
Work Location: In person
Work Location: In person
#J-18808-Ljbffr
Early Years Practitioner in City of London employer: Envision Education
Envision Education is an exceptional employer, offering a supportive and inclusive work culture that prioritises the growth and development of its staff. Located in St Albans, this role as a SEND Support Assistant provides unique opportunities to make a meaningful impact on the lives of pupils with diverse needs, while benefiting from ongoing professional development and a collaborative team environment.
