EYFS Level 3 TAs with Early Years qualification

The governors

and headteacher are looking to appoint two strong, committed, and suitably

qualified Level 3 Teaching Assistants to join our Early Years Foundation

Stage (EYFS) team. These positions are initially temporary due to school budget

structures, with the possibility of becoming permanent as funding and budgets

are reviewed.

We pride

ourselves on being a very happy, vibrant, and successful school with wellbeing

at the heart of everything we do. We are looking for outstanding, patient

practitioners who love working with our youngest learners and have a passion

for providing high-quality, inclusive SEND support. We will consider both full-time

and part-time requests (minimum of full days). Essential

Requirement: Applicants must

hold a full and relevant Early Years Level 3 qualification that is compliant

with current Department for Education (DfE) statutory standards for EYFS

ratios. The successful

applicants will be:

An excellent Early Years & SEND

practitioner:

Deeply passionate about all children's

early development and well-being. You will have a proven track record or a

strong commitment to supporting children including those with a wide range

of Special Educational Needs and Disabilities (SEND).

Knowledgeable and inclusive: Possessing an excellent

understanding of the EYFS Statutory Framework, with the ability to adapt

activities and deliver tailored interventions to secure successful learning

and development including children with high-level needs.

Effective in supporting

communication and literacy:

Experienced in delivering early phonics—preferably using the Little

Wandle scheme—and confident in supporting early language and

communication strategies for all learners.

Resilient and proactive: Able to use their own initiative

to remove barriers to learning, demonstrating the patience, resilience,

and flexibility required when working with children who need extra

support.

A skilled communicator: Confident in building strong,

collaborative relationships with children, staff, external agencies, and

parents/carers to ensure a joined-up approach to pupil welfare and

progress.