Early Years Practitioner in Inclusive Provision in Wolverhampton

Wolverhampton Full-Time 27255 - 30000 £ / year (est.) No working from home possible

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At a Glance

Tasks: Provide a child-focused environment and monitor children’s learning and development.
Company: Windsor Nursery School focuses on inclusive education for children with special educational needs.
Benefits: Engage in continuous professional development and contribute to school improvement initiatives.
Other info: Home visits may be part of the role to support families.
Why this job: Be an advocate for children with SEND and foster positive relationships with families.
Qualifications: Experience working within the EYFS framework and knowledge of child development required.

The predicted salary is between 27255 - 30000 £ per year.

To work within the ethos of the school, providing a child-focused environment that is warm, welcoming and stimulating, where children and families feel valued and are able to reach their full potential. To work within the EYFS framework and effectively within the ethos and context of Windsor Nursery School. To ensure the overall well-being of all the children and families accessing the school. To be an advocate for children with special educational needs and disabilities (SEND) within the nursery, and to monitor and assess children as required. To meet the individual needs of all children and families by engaging in effective communication and providing play, learning opportunities while maintaining high standards of care at all times. To actively uphold and promote the ethos of the school and role model an open and positive approach at all times to children, families, fellow practitioners, students and those from the local community. To support and contribute to a strong and responsive team engaging in high-quality reflective practice. To contribute to school improvement.

Duties and Responsibilities:

To provide learning opportunities and experiences in line with the Early Years Foundation Stage guidance and interpret the guidance to meet the differentiated learning needs of individual children.
To understand and implement indoor and outdoor purposeful, irresistible learning environments/activities that promote exploration, play and learning.
To be involved in the process of documenting children’s learning and development.
To carry out home visits to meet children and their families where appropriate.
To foster an environment that values and respects each person’s racial origin, religious cultural and linguistic background, gender and ability.

Support for Children:

To nurture positive relationships with children ensuring their emotional well-being and promoting their confidence and self-esteem.
To assist with the development of learning opportunities and care that reflect the child’s individuality.
To provide learning experiences that challenge and enable all children to learn and develop in confidence and independence within a stimulating environment.
To assist in the supervision of children in an inclusive manner, ensuring their safety and access to learning activities.
To share responsibility for creating a provision in which all children can interact and develop fully through play.
To share responsibility with fellow practitioners for the observation, assessment, monitoring and record keeping of children’s learning experiences and development using a variety of methods to inform planning.
To support children in learning and developing skills in independence and personal hygiene.
To take part in all aspects of children’s daily routines such as toileting, nappy changing, meal preparation, feeding, changing and cleaning.
To care for unwell and hurt children, providing first aid treatment as appropriate.
To assist in the maintenance of a clean, healthy and organised environment.
To implement policies relating to the health, safety and protection of children.
To carry out regular risk assessments, ensuring equipment and the environment is safe at all times.
To support settling in/transition periods for all children and their families, ensuring continuity of learning.

Support for Parents and Carers:

To ensure a warm and welcoming approach to parents/carers, encouraging their participation and involvement in the school’s activities.
To develop positive relationships with parents/carers, with sensitivity to their range of individual needs.
To recognise and have due respect for the role of parents/carers as the child’s first and most enduring educator.
To support parents/carers in a partnership that develops their understanding of how their child learns.
To offer support and guidance (where appropriate) to parents/carers enabling them to extend their own skills and raising their confidence and self-esteem.
To work in partnership with Strengthening Families practitioners in order to enhance family dynamics and contribute to the Early Help Assessment, CP and CIN process as directed/required.
To hold an adaptable and non-judgemental manner to meet the needs of the changing community.

Support for Leadership and Management, and Team:

To support Teacher of Inclusion and Headteacher in monitoring children’s experiences and achievements and identifying difficulties.
To assist in the identification of child protection issues and take responsibility for timely reporting of concerns to the Designated Safeguarding Lead with accurate documentation.
To have an understanding of the Ofsted requirements and contribute to the developing practice, priorities for school improvement and self-evaluation.
To support with the development and supervision of students and trainees.
To develop positive working relationships with fellow practitioners through working co-operatively within a team.
To ensure that practice works within accordance to the agreed aims, objectives, policies and procedures at the school.
To contribute to the development and review of the school’s policies and procedures.
To liaise and work with other professionals, for example, Speech and Language Therapists, Sensory Inclusion Practitioner, Educational Psychologists, Health Visitors, Special Needs Early Years Team, Family Learning etc.
To promote and represent the school at appropriate events, such as training, conferences and seminars.
To contribute documentation for the website as requested by Teacher of Inclusion.
To undertake such other duties, which may reasonably be regarded as within the nature of the duties/responsibilities and grade of the post by the Teacher of Inclusion, the DSL or Headteacher and demonstrate flexibility in enabling continuity of provision as required.

Personal Responsibilities:

To embrace a commitment to Windsor Nursery School and its ethos.
To work in a flexible way that supports the delivery of services at Windsor.
To ensure duties are undertaken in a positive manner in respect of equal opportunities and within a multicultural approach.
To maintain confidentiality at all times, in accordance with the Data Protection Act and the Guidelines for Information Sharing.
To be prepared to share personal strengths and expertise with other members as appropriate.
To uphold practice which adheres to all Windsor policies and procedures.
The post holder must comply with the School and City Council’s Policies.

Continuing Professional Development:

To attend regular supervisions with their line manager.
To identify and undertake relevant training opportunities, as appropriate.
To attend and participate in relevant meetings as required.
To contribute to whole school training and development opportunities.
To ensure necessary skills and knowledge are kept up to date.
To keep up to date on current research that supports young children’s learning, health and holistic development.
To support reflective practice and research as a means to effective learning and teaching.