JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.

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1 JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION This job description should be read alongside the range of duties of teachers set out in Part XI of the annual School Teachers Pay and Conditions Document. Members of staff should at all times work within the framework provided by the School s Policy statements to fulfil the general aims and objectives of the School Development Plan. The post holder candidate will agree major objectives with the Headteacher. These objectives will include: 1. Establishing and exercising a clear leadership and management role in relation to raising achievement for EYFS Stage children. 2. The creation and development of whole school policies and programmes to meet the needs of all EYFS children. 3. Achieving the highest possible standards of Education for pupils in the allocated class. 4. To develop best practice in the Early Years Foundation Stage at Hugh Myddelton. PURPOSE OF THE JOB: To work with and support the Headteacher leading and managing an effective Primary School as part of the Management Team, sharing fully in the responsibilities. To be an exemplar of school policies and practice; to actively promote the aims of the school to offer guidance and support to colleagues. To lead and develop an effective EYFS Team by establishing clear expectations and constructive working relationships, good team working and mutual support, delegating tasks as appropriate, evaluating practice and development, and motivating Teachers, Nursery Nurses and Teaching Assistants in delivering quality in Teaching and Learning.

2 To ensure good progress in all areas of the EYFS Stage curriculum. To play a positive leading role in the general life of the school; e.g. special events, book week, visits, assemblies. To take part in the Performance Management Programme, as a mentor for less experienced Teachers and Nursery Nurses. To ensure the highest possible of standards of education of the children for whom the teacher has class/group responsibility - socially, emotionally, physically, intellectually and aesthetically. Admissions To work with Pupils Admin Officer, Inclusion Manager and EMAS Co-ordinator to ensure pupils are admitted to the Nursery and Reception according to the policies, and to ensure pupils are welcomed, settle quickly and happily into school life and make a good start to their school life learning. Parents To welcome new parents and ensure they understand school policies and to promote good communication with parents through newsletters, meetings and displays. To liaise with the KS1 Co-ordinator and ensure good transition for pupils from Reception to Year 1. To actively promote equal opportunities for all pupils and staff in the EYFS, to work closely with the EMAS Co-ordinator and Inclusion Manager to achieve this. RESPONSIBILITY The EYFS Co-ordinator is responsible to the Headteacher POLICY AND LEGAL FRAMEWORK The Teacher will work within the framework of: National Legislation, including Education Acts from 1944 to 1993, the SEN Code of Practice and the School Teachers Pay and Conditions Act 1991; School policies and guidelines on the curriculum and school organisation; LEA policies and guidelines, in particular those relating to particular those relating to curricular aims and principles, and to race and gender equality

3 LEADERSHIP AND MANAGEMENT AS EARLY YEARS FOUNDATION STAGE CO-ORDINATOR To take responsibility for co-ordinating and leading developments at the school in EYFS Stage and in organisational aspects of school life, as directed by the Headteacher. Devise an Action Plan as part of the School Improvement Plan in conjunction with the Headteacher. Monitor its effectiveness and evaluate its impact with the Leadership Team and Governors. Prepare reports for the Headteacher and Leadership Team on the progress pupils make in the Nursery and in Reception classes. Respond to Assessments and other Data including EYFS Profiles; set targets on the School Improvement Plan with Head and Deputy and also for groups of children as necessary. FOUNDATION PROFILES To lead staff in assessing children according to the EYFS profile. To liaise with the Headteacher,EMAS Co-ordinator and Inclusion Co-ordinator and Deputy Head and ensure good early communication with parents through meetings, newsletters, displays etc. Assessment for Learning To take an active part in promoting Assessment for Learning, and to promote good record keeping and assessment in EYFS Stage. Policies Develop and Review the schools Policies for the EYFS Stage and information for parents. Staff Development Lead staff meetings, workshops and activities for Teachers, Nursery Nurses and Teaching Assistants and induct new members of staff and supply teachers into the school s policies and guidelines. Model Lessons and advise staff on good practice. Displays and Environment To organise and co-ordinate displays of children s work with the support of Nursery Nurses and Teaching Assistants in order to show recognition and affirmation to the children and also provide ideas for colleagues and information for parents. Create a stimulating environment for learning across the Key Stage, in classrooms, corridors and shared spaces. Monitoring Quality of Teaching and Learning through: Classroom observations and monitoring of Teacher s planning and children s work. To check appropriateness of the content, progression and continuity between classes, consistency in feedback to the children, marking and responding, and standards of presentation and learning

4 Promote Good Communication and Contact with Parents Through meetings, open mornings, newsletters, assemblies and displays. Promote Literacy In particular through an effective PACT system, meetings / workshops with parents with the support of the EMAS Co-ordinator, Inclusion Manager and Deputy Head. Resources and equipment Be responsible for the organisation, management and provision of resources for the EYFS Stage with the support of Office Staff and Teaching Assistants. Plan and manage the Curriculum Budget for EYFS in liaison with the Headteacher. Own development To keep abreast of new thinking and practice, by attending courses and in service sessions, and by reading books, articles newsletters, documents, etc. Equality policies To help ensure early learning resources reflect Borough and school policies on race and gender equality. To work with EMAS Co-ordinator and Inclusion Manager to ensure pupils receive appropriate support and make good progress. Governors Prepare reports on EYFS Stage progress and achievement for presentation to the Curriculum Committee and main Governors meetings. Behaviour and Attitude To develop good attitudes to learning and good behaviour in all pupils in the Nursery and Reception. To work closely with Inclusion Manager, EMAS Co-ordinator, Head and Deputy to develop and implement an effective Behaviour Policy which includes good behaviour in out door learning and at lunchtimes. Attendance To liaise with Inclusion Manager and School Home Worker to ensure patterns of good attendance and punctuality are established early on and maintained in the EYFS Phase.

5 TASKS AND DUTIES AS CLASS TEACHER 1. Planning To plan and prepare work for the children in accordance with the EYFS and School Policies, appropriate to the needs, interests, experience and existing knowledge of the pupils in the class. To involve the Nursery Nurses in planning and preparation where appropriate. 2. Setting and supervising work by To teach a class, or classes, sets, groups or individual pupils, and to set tasks to be undertaken both at school and elsewhere. 3. Marking and Recording To mark and assess pupils work, and to record their development, progress and attainment, both at school and elsewhere having regard to the requirements of the EYFS and to inform future planning and to ensure differentiation. 4. Behaviour and Relationships behaviour To maintain good order, behaviour and respect for others; to promote understanding of the school s rules and values; to safeguard health and safety; and to develop relationships with and between children conducive to optimum learning. 5. Communication with parents To build and maintain co-operative relationships with parents, and to communicate with them on pupils learning and progress, drawing attention to special skills and talents as well as to problems or difficulties 6. Displays and environment To maintain an attractive and stimulating interactive learning environment, and to contribute to displays in the school as a whole. 7. Overall policy and review To take part in whole-school reviews of policy and aims and in the revision of formulation of guidelines. 8. Reports To provide or contribute to oral and written assessments, reports and references, both at school and elsewhere, relating to the development and learning of individual pupils and groups of pupils, having regard to the requirements of the Early Learning Goals and the EYFS Stage Profiles. 9. Review To evaluate and review own teaching methods, materials and schemes of work and to make changes as appropriate.

6 10. Professional To keep-up-to-date with current educational thinking and practice both by study and by attendance at courses, workshops and meetings and to participate in national or local arrangements for appraisal of staff performance. 11. School life To take part in the school life of the school by, for example, attending assemblies, registering the attendance of pupils, and supervising pupils before and after school sessions. 12. Cover To supervise, and so far as practicable to teach, any pupils whose teacher is absent. 13. Equality policies To help ensure that subject-matter and learning resources reflect Borough and school policies on race and gender equality, and that the implications of these policies are borne in mind in relation to all tasks and duties listed in above. Title of the post to which I normally report is: EYFS Stage Co-ordinator Signed: Date: Job Description prepared by: Headteacher

7 PERSON SPECIFICATION FOR EARLY YEARS / FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2:1 Grade: MPS + TLR 2:1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION You must demonstrate on your application form that you meet the following essential criteria: - The following criteria will be used for selection purposes: - EDUCATION AND EXPERIENCE E1 Qualifications Qualified Teacher Status and evidence of appropriate subsequent inservice training E2 Experience Minimum of 3 years recent successful teaching experience preferably across both Nursery and Reception and in at least one inner city Multi-cultural school. Some experience of teaching in KS1 would be helpful. E3 Proven experience of leading and managing change at an appropriate level including the curriculum, classroom organisation and administration in a primary school. E4 Proven experience of high standards of primary classroom practice and of teaching area of responsibility. E5 E6 Disposition Personal Qualities Evidence of the personal and intellectual qualities required to set an example to others and to lead a team, Respect for the views of parents and a commitment to the importance of the involvement of parents in the learning process.

8 E7 Commitment to Excellence Evidence of a commitment to excellence and the maximising of academic and personal achievement for all pupils. SKILLS, KNOWLEDGE & ABILITIES E8 E9 Leading and Managing Change Evidence of a clear view about the future development of the EYFS Phase and an ability to manage change. Evidence of the skills and abilities required to advise teachers in their planning and assessment in the EYFS Phase. E10 E11 E12 Evidence of good general knowledge of the requirements of the EYFS E13 Educational and Curriculum Matters An understanding of the different ways in which children learn and the appropriateness of a variety of teaching styles to meet the individual learning needs of each child. Evidence of the ability to organise successfully the curriculum for a class of pupils of mixed abilities, aptitudes and educational needs through planning, preparation, monitoring and assessment. Evidence of good organisational skills to create and maintain a stimulating, attractive and interactive learning environment. E14 E15 Performance Review Evidence of the ability to define effective measures for the performance of children and classes and to keep these measures under systematic review. Record Keeping Evidence of knowledge and understanding of effective record keeping, and its use to promote the educational and personal development of all children within the school. E16 Behaviour and Ethos Evidence of the ability to maintain effective classroom behaviour in a positive context and to promote well ordered and self controlled behaviour throughout the school.

9 E17 Needs of Young Children Evidence of knowledge and understanding of the range of needs of young children and the implications for their learning SKILLS, KNOWLEDGE & ABILITIES Cont. Interpersonal Skills E18 Evidence of good interpersonal skills and also to work as member of a staff team and to lead a team / working party. To develop and maintain good relations with all members of the school community. To work cooperatively with the staff of the Local Education Authority and relevant agencies as required. E19 Communications Evidence of the ability to communicate clearly both orally and in writing with pupils, parents and colleagues. Health and Safety E20 An understanding of the responsibility of the class teacher with regard to the health and safety of pupils in their care. E21 Equal Opportunities Evidence of a commitment to an equal opportunities policy both in service delivery and employment, and an understanding of its effective operation within a school. An ability to ensure that each child s identify is respected and maintained and enhanced and that stereotypes are challenged in a sensitive way. E22 E23 E24 E25 E26 Candidates should ensure that they address all of the above criteria in their application form referring where appropriate to actual experience. Short listed candidates will be selected entirely on the basis of the extent to which they meet the selection criteria in their application form. Ability to deliver services to customers meeting the school s standard for customer care. A commitment to providing a responsive and supportive service and a willingness to constantly seek ways of improving the service. A commitment to deliver services with the framework of the school s equal opportunities policy. Ability to form and maintain appropriate relationships and personal boundaries with children and young people

10 Candidates should ensure that they address all of the above criteria in their application form referring where appropriate to actual experience. Long listed candidates will be selected entirely on the basis of the extent to which they meet the selection criteria in their application form.