Best Start In Life (BSIL) Home Learning Environment (HLE) Advisory Teacher

To lead a high-quality, inclusive HLE offer: Drive and coordinate a consistent, evidence-based home learning environment (HLE) offer for children aged 0-5, improving early development and school readiness outcomes across the local authority. To embed partnership and system-wide delivery: Work collaboratively across family hubs, early years settings, health services and VCF partners to ensure accessible, joined-up support for families, particularly those most in need. To champion evidence-based practice and impact: Ensure the implementation of evidence-based, outcome-focused approaches that strengthen early language, learning, and development, with a clear focus on measurable improvement. To ensure quality, consistency and value for money: Maintain robust oversight of delivery to ensure high-quality provision, continuous improvement, and effective use of resources that demonstrate value for money.

Qualifications & Requirements

• Experience working directly with children under 5
• Experience leading delivery of the Early Years Foundation Stage (EYFS)
• Proven ability to provide professional advice and support on EYFS
• Strong track record of building effective stakeholder relationships
• Experience working at a senior level and across organisational boundaries
• Ability to influence senior leaders, partners, and the public
• Experience working with family hubs or early help systems
• Knowledge of Best Start and Home Learning Environment (HLE) guidance
• Experience supporting vulnerable families and SEND
• Excellent written and verbal communication skills
• Strong organisational skills with ability to manage competing priorities independently
• Experience delivering training on EYFS and childcare regulatory requirements, Qualified Teacher Status
• Educated to degree level or equivalent standard
• Satisfactory employment references and CIFAS identity checks
• Satisfactory declaration of interest
• This role is subject to safer recruitment practices as it involves work with children and/or vulnerable adults
• Satisfactory DBS check
• Continued professional body registration
• As a public authority, we must ensure that members of staff in public-facing roles are able to speak fluent English. This means that they must have a command of spoken English, with confidence and accuracy, sufficient for the effective performance of their role.