Early Years Teacher

Temporary Early Years Teacher (covering maternity leave)
Start Date  1st January 2027

Main purpose of the role
To provide high-quality teaching and pastoral care for children in the Early Years Foundation Stage during the substantive postholder’s maternity leave. The teacher will secure a safe, inclusive and stimulating learning environment; plan purposeful teaching and continuous provision; assess children accurately; work closely with families and colleagues; and support every child to make strong progress from individual starting points.

Professional expectations
•    Fulfil the professional duties of a teacher as set out in the current School Teachers’ Pay and Conditions Document.
•    Meet the Teachers’ Standards and uphold high standards of personal and professional conduct.
•    Work within the current statutory framework for the Early Years Foundation Stage and all relevant school policies.
•    Support the school’s vision, values and behaviours and contribute positively to the wider life of the school.

Key responsibilities
1. Early Years teaching, learning and provision
•    Plan and teach an ambitious, coherent and inclusive Early Years curriculum across the seven areas of learning and development.
•    Create a language-rich, enabling environment in which purposeful play, direct teaching and carefully planned continuous provision work together.
•    Use high-quality interactions, modelling, questioning and sustained shared thinking to extend children’s communication, understanding and independence.
•    Provide meaningful opportunities for learning indoors and outdoors, including safe and effective free-flow provision.
•    Teach early reading through the school’s agreed systematic synthetic phonics programme with fidelity, alongside a rich diet of stories, rhymes and talk.
•    Develop early writing and mathematics through developmentally appropriate teaching, practical experiences, routines and provision.
•    Promote children’s personal, social and emotional development, physical development, self-regulation, confidence and positive learning behaviours.
•    Plan carefully for transitions, routines and the growing independence expected across the Reception year.

2. Assessment, progress and responsive planning
•    Use day-to-day assessment skillfully through observation, interaction, discussion and review of children’s learning.
•    Identify children’s knowledge, interests, strengths and next steps without creating unnecessary evidence or workload.
•    Use assessment information to adapt teaching, provision and support so that all children make strong progress from their starting points.
•    Contribute accurately to statutory Reception assessment arrangements, including the Reception Baseline Assessment and Early Years Foundation Stage Profile where these fall within the period of cover.
•    Maintain concise, useful records and provide leaders with accurate information about attainment, progress, participation and emerging need.

3. Inclusion and meeting individual needs
•    Hold high expectations for every child, including disadvantaged children, children with SEND, children learning English as an additional language and children who are advanced in their development.
•    Work with the SENDCo, Early Years team and families to identify emerging needs early and implement appropriate support, reasonable adjustments and the graduated response.
•    Ensure that adaptations enable children to participate fully while promoting independence, belonging and dignity.
•    Know and follow individual medical, healthcare, allergy, intimate care and risk-management arrangements relevant to children in the class.

4. Safeguarding, welfare and safe practice
•    Promote and safeguard the welfare of children, following school child protection procedures and reporting concerns without delay.
•    Meet the safeguarding and welfare requirements of the statutory Early Years Foundation Stage framework.
•    Maintain effective supervision, safe use of indoor and outdoor areas, secure collection arrangements and appropriate professional boundaries.
•    Implement school procedures for first aid, accidents, medicines, food safety, allergies, intimate care, attendance and missing children.
•    Maintain a safe, calm and positive environment and manage behaviour consistently in line with school policy.

5. Partnership with parents and carers
•    Build respectful, professional relationships with parents and carers and recognise their central contribution to children’s learning and development.
•    Communicate clearly about children’s wellbeing, learning, progress and next steps through agreed school systems.
•    Handle sensitive information appropriately and work collaboratively where concerns or additional needs emerge.
•    Contribute to induction, transition events, parent meetings and other Early Years engagement activities.

6. Teamwork, leadership and professional development
•    Work closely with teachers, teaching assistants, the Early Years Leader, SENDCo, safeguarding team and other colleagues.
•    Deploy and guide support staff effectively, ensuring that adults understand intended learning, safeguarding responsibilities and their role in developing children’s independence.
•    Contribute to shared planning, moderation, review of provision and professional discussion across Early Years and into Year 1.
•    Engage constructively in appraisal, professional development, coaching and evaluation of practice.
•    Maintain orderly records and resources and contribute to the smooth day-to-day organisation of the Early Years setting.

7. Wider professional responsibilities
•    Communicate effectively with colleagues and outside professionals, maintaining confidentiality and data protection.
•    Contribute to school improvement priorities and accept reasonable responsibilities appropriate to the role.
•    Promote equality, inclusion, British values and respect for others through the curriculum and daily practice.
•    Carry out other duties reasonably directed by the Headteacher that are consistent with the professional role of a teacher.

How to Apply:

To find out more and apply, please complete the Stanwix School application form which can be located on our Website: Vacancies | Stanwix School. All application forms should be sent to [email protected].

For an informal conversation about the role, please contact Mr Darren Glynn on 01228 596069.

Please note, applications will be considered as and when received and interviews can be undertaken during the advertising period.

The final closing date will be no later than: Wednesday 14th October 2026
Interviews will be held on 21st October 2026.

Safer Recruitment Practices

Stanwix School is committed to safeguarding and promoting the welfare of children and young people. We expect all our staff and volunteers to share this commitment. 
This vacancy will be recruited to in line with the latest Keeping Children Safe in Education Guidance and online searches may be carried out as part of our due diligence on shortlisted candidates.

Please note, this role contains regulated activity with children and is exempt from the rehabilitation of Offenders act, requiring an Enhanced DBS check with Childrens’ Barred list check. It is a criminal offence to apply to work in regulated activity if you are barred from doing so.

A workforce that represents out community
One of Stanwix School’s core values is Belonging and we are committed to building a diverse workforce that reflects the community we serve and welcome applications from all suitably qualified candidates regardless of age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, or sexual orientation.

We look forward to hearing from you.