Level 3 Early Years Practitioner

Scope of Role

To work collaboratively with teachers, Early Years leaders and other practitioners to support the learning, development, care and wellbeing of children within the Early Years Foundation Stage (EYFS).

The postholder will contribute to the planning, delivery and evaluation of high-quality provision that promotes children's learning and development across all seven areas of learning. They will help create a safe, stimulating and inclusive environment where children can thrive and reach their full potential.

The role includes:

• Planning and delivering high-quality adult-led and child-initiated learning experiences.
• Supporting children's personal, social and emotional development.
• Observing, assessing and recording children's progress and next steps.
• Developing positive and supportive relationships with children, parents/carers and external professionals.
• Supporting the safeguarding, welfare and care needs of young children.
• Contributing to the continuous development of the Early Years provision.

• To work collaboratively with teachers and Early Years staff in planning, delivering and evaluating learning opportunities within the EYFS curriculum.
• To provide high-quality learning experiences that support children's development across all areas of learning.
• To observe, assess and record children's progress using agreed assessment systems.
• To plan and implement targeted interventions and small-group activities to support individual learning and development needs.
• To contribute to children's Learning Journeys and assessment records.
• To support children with additional needs, including SEND, EAL and vulnerable groups, ensuring inclusive practice.
• To promote children's personal, social and emotional development and support positive behaviour.
• To foster children's independence, confidence, communication and social skills.
• To support children's physical care, welfare and hygiene needs in line with school policies and training.
• To administer first aid and respond appropriately to accidents and emergencies where suitably trained.
• To maintain a safe, stimulating and engaging learning environment both indoors and outdoors.

• To contribute to the planning and preparation of learning environments and resources.
• To support the delivery of adult-led and child-initiated activities.
• To monitor children's progress and share observations with teachers and leaders.
• To contribute to the identification of children's next steps and developmental targets.
• To support transitions into Nursery, Reception and Key Stage 1.
• To maintain accurate records and documentation as required.
• To participate in home visits, parent meetings and transition arrangements where appropriate.
• To work in partnership with parents/carers, sharing information regarding children's development and wellbeing.
• To liaise with external agencies and professionals when directed.

• To help maintain a safe, purposeful, stimulating and well-organised learning environment.
• To contribute to the continuous improvement of the Early Years provision.
• To support positive relationships with parents, carers and the wider community.
• To work within school policies and procedures, including EYFS statutory requirements.
• To attend staff meetings, training and professional development opportunities.
• To support health and safety procedures and risk assessments.
• To assist with the ordering, organisation and maintenance of resources and equipment.
• To maintain confidentiality regarding children, families and staff.
• To support students, volunteers and less experienced staff where appropriate.
• To contribute to self-evaluation and quality improvement activities.

• To have a secure understanding of the Early Years Foundation Stage Framework.
• To support the delivery of a broad, balanced and engaging Early Years curriculum.
• To promote early communication, language and literacy development.
• To support early mathematical development through play-based learning.
• To develop children's curiosity, creativity and problem-solving skills.
• To support the effective use of ICT and technology appropriate for young learners.
• To contribute to planning informed by observation, assessment and children's interests.