This role will commence in April 2025 and will involve 10 hours per week, working two mornings from 8:15 AM to 1:15 PM.
We are seeking the right candidate, and while experience working with children with diabetes would be an advantage, it is not essential as full training will be provided.
A potential training day is scheduled for 25th February.
At Wise Owls Nursery School we are a small education setting where children are encouraged to begin a lifelong love of learning through independent play and planned experiences.
Our lovely and talented members of staff include qualified Teachers, an Artist in Residence and Early Years Educators. They are as passionate about our ethos as we are. Collectively, we have a wealth of knowledge and a variety of creative skills with which we aim to nurture and inspire your children.
Purpose of role:
• To support identified key children and their parents/carers in accessing all areas of the Early Years Foundation Stage in the nursery.
• To work in partnership with other agencies under the guidance of the SENDCo.
• Actively promote nursery values.
Key Duties:
• Provide high quality care and interaction with identified key child/ren.
• Plan appropriate activities to support key child/ren’s care and learning, including identifying appropriate resources.
• Implement Individual Education Plans (IEP’s), guided by the SENCO.
• Ensuring key children have ample opportunities to reach their IEP targets.
• Model good practice for other staff.
• Observe, monitor, evaluate and assess key children’s progress and log appropriately on Famly - nursery app.
• Work in partnership with parents/carers taking into account their needs.
• To communicate with parents and carers, either at the beginning or end of each session for feedback and when appropriate contribute to recording observations on famly.
• Facilitate transition, in accordance with our policies but adapting to the children’s individual
needs where necessary.
• Working in partnership with outside agencies to support the child.
• Undertaking specialised training which supports the inclusion role.
• Contribute to Assess and Review reports as required.
• Liaise regularly with the SENDCo to ensure good information sharing.
• To liaise with other members of the whole nursery team, to help them understand and be able to support key children’s needs.
Additional Support Practitioners are explicitly funded to work to support children with special educational needs and/or disabilities (SEND) in the nursery. Although they may be funded to support individual children, their role can be used flexibly to support other children with SEND in the nursery.
Working alongside the SENDCo, Additional Support Practitioners will identify the needs of the children and use their time to best support them accordingly. Sometimes the best way they can support a child is by allowing them to play independently of them.
In the event that an Additional Support Practitioner’s key child is absent, the practitioner must not be used to cover other staff as they are still obligated to fulfil their role in supporting children with SEND in the nursery. In these instances, the Additional Support Practitioner will consult with the SENDCo/ Deputy Manager as to how to best use their time. This could include taking key time, supporting other children with SEND in the room or taking small groups to the SENCO room.
Expected competencies: Need to know:
• EYFS framework
• Understanding of key child’s specific needs
• Nursery’s policies and procedures, including Safeguarding
• About children, child development, how they learn etc.
• What constitutes quality
• About Partnership working (Parents/Carers and Outside Agencies)
Need to be able to:
• Communicate well both verbally and in writing
• Inspire and motivate the children we work with
• Plan and organise
• Evaluate and assess
• Work effectively as part of a team, knowing that you are not working in isolation
Behavioural Competencies:
• Uphold the nursery’s aims and values and demonstrate them in practice
• Be positive and open
• Be welcoming
• Be an example of good practice/role model
• Be ‘warm’ and supportive to children and adults
• Praise and encourage children
• Deal with incidents in a calm and consistent manner
Measures of good Practice:
• Children make good progress
• Parents/carers are happy and have confidence in the nursery
• Children’s involvement and wellbeing is evident
• Positive feedback from other agencies
Evidence of good practice:
• IEPs
• Famly observations/assess and review data
• Photographs
• Parents comments