Last updated: September 2015

JOB DESCRIPTION

Post title: Early Years Practitioner (Modern Apprentice) Academic Unit/Service: Student Services – Early Years Centre Faculty: n/a Career pathway: CAO Level: 1a *ERE category: n/a Posts responsible to: Early Years Senior Practitioner (Level 2b) Posts responsible for: n/a Post base: Non Office-based

Job purpose To be responsible for helping in the delivery of a quality of care and education for children under five.

Key accountabilities/primary responsibilities % Time 1. Develop positive relationships with all children in the Centre ensuring that you know 30 % them and their parents or guardians as part of their induction working as part of the bigger Early Years team. 2. Be familiar with all the routines, procedures and policies essential to the Early Years 10 % Centre and apply your own previous learning to this practical setting. 3. Deliver interesting activities to your groups to deliver a broad, balanced, stimulating 10 % and interactive curriculum engaging your children in their learning and development. 4. Integrate assessment into your planning and delivery of activities in all areas of the curriculum framework. Use your assessment information to inform how you prepare and deliver tailored learning experiences for individuals or groups of children. 5. Take responsibility for ensuring that your activities are properly resourced in advance 10 % and that your plans are readily available for others to take your place in your absence. 6. Talk to the parents or guardians of your children in your care daily about their developmental progress and well being both at home and in the Centre. 7. Help with the preparation and clearing of each designated area before and after 20% activities taking an active responsibility for Health and Safety, particularly food hygiene, cleanliness, personal and physical environment in which your children eat sleep, learn and play. Report any issues immediately to line manager or relevant safety body. 8. Fulfil all responsibilities allocated to you as part of your rota of duties or as additional individual or shared tasks in a timely and professional manner as requested by your line manager. 9. Achieve a high level of care and education in the full age range within the Early Years 20% setting, engaging fully with opportunities to learn and develop as an Early Years professional through reflective practice. 10. Any other duties as allocated by the line manager following consultation with the post holder.

02f7b5bb3201ed4b0c9c5be722e16a2c.docx 1 Internal and external relationships • Students’ Union (particularly VP Welfare and Societies • Human Resources • Southampton City Council • OFSTED • University of Winchester • University of Southampton’s Faculty of Social and Human Sciences (Education disciplines) • FE Colleges • Student Services – Support Services

PERSON SPECIFICATION

How to be Criteria Essential Desirable assessed Qualifications, knowledge and Working towards an NVQ Level 2 or Practitioner experience working in an experience equivalent Early Years Setting

Experience delivering the Early Years Foundation Stage Framework (e.g Child Protection, behaviour management, cultural diversity)

Special Education Needs (eg. DipTSD) Planning and Able to plan and organise own work Proven ability to maintain effective organising and the work of others utilising rotas recording and reporting simultaneously effectively with hands on work in the Centre Being able to plan the curriculum through the child’s lifecycle in Early Advance planning of key events in the Years Centre taking account of key Centre and the wider Department (e.g.. milestones meetings, social, fundraisers)

Be able to multi task while dealing with 02f7b5bb3201ed4b0c9c5be722e16a2c.docx 2 children and their immediate needs Problem solving Track record of responding calmly to and initiative incidents and crisis while maintaining effective service

Able to take the initiative in creating new projects in the Centre Management Experience of supporting a team in an and teamwork Early Years setting Communicating Good written and verbal skills Able to persuade and influence staff, and influencing parents and guardians Making language accessible to young children Able to contribute to internal meetings and in public arenas Other skills and Computer literate (Internet, Outlook, behaviours Word, Excel)

To be able to bridge the gap between learning and development policy and implementation Special This post requires an enhanced DBS requirements check and to be trained in Child Protection/Safeguarding. The post- holder would be required to work flexible hours as part of an agreed, extended hours rota.

02f7b5bb3201ed4b0c9c5be722e16a2c.docx 3 JOB HAZARD ANALYSIS

Is this an office-based post?

☐ Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below.

☒ No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder.

## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff.

Occasionally Frequently Constantly ENVIRONMENTAL EXPOSURES (<30% of time) (30-60% of time) (> 60% of time) Outside work x Extremes of temperature (eg: fridge/ furnace) n/a ## Potential for exposure to body fluids x ## Noise (greater than 80 dba - 8 hrs twa) n/a ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, n/a biohazards). Specify below: Frequent hand washing x Ionising radiation n/a EQUIPMENT/TOOLS/MACHINES USED ## Food handling x ## Driving university vehicles(eg: car/van/LGV/PCV) n/a ## Use of latex gloves (prohibited unless specific clinical necessity) n/a ## Vibrating tools (eg: strimmers, hammer drill, lawnmowers) n/a PHYSICAL ABILITIES Load manual handling n/a Repetitive crouching/kneeling/stooping X Repetitive pulling/pushing n/a Repetitive lifting X Standing for prolonged periods X Repetitive climbing (ie: steps, stools, ladders, stairs) n/a Fine motor grips (eg: pipetting) n/a Gross motor grips n/a Repetitive reaching below shoulder height X Repetitive reaching at shoulder height n/a Repetitive reaching above shoulder height n/a PSYCHOSOCIAL ISSUES Face to face contact with public x Lone working n/a ## Shift work/night work/on call duties n/a

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