Job Description

The deputy Manager and leaders all work as a Keyperson for the daily needs of children between the ages of 2 years - 4 years within a Pre-School setting.

The deputy manager should ensure that they have read all the settings policies and procedures and will always adhere to these, and support staff and students to also. They should work within the management team to ensure that policies and procedures are evaluated for effectiveness and assist the Manager in the implementation of further policies and procedures.

This role will include offering support to ensure practitioners know and understand their job role and the expectations of the setting. Effective leaders will create a positive well-run environment where people are motivated to work well together and have a shared vision, offering quality Care for children and their families.

The Manager, deputy manager and setting leaders will be part of a Management team of 'Leaders' to act as positive role-models for all practitioners within the setting to ensure quality care and quality interactions are offered to all children and their families and equality and diversity is considered at all times.

Leaders should recognise the distinct role of the mentor, rather than the 'Authority figure' aspect of their management and encourage purposeful discussions within their team and have a willingness to consider perspectives other than their own. To be a positive role model and share good quality practice within the rooms to aspire and support practitioners within their roles.

Leaders must share a common ethos, and this should be effective to meet the needs of the setting.

To ensure a high standard of physical, emotional, social, and intellectual care for all children placed within the setting. To include the safeguarding and well-being of all children to ensure they all reach their potential.

To display good/British values and teach the children these.

To offer support, kindness and consideration to other practitioners working within the setting and always be ready to offer assistance and guidance to a fellow practitioner.

Be confident to provide constructive feedback where necessary and praise efforts within the team.

Build trusting but professional relationships with children and their families.

Participate within good effective team work and lead and mentor all other practitioners within the setting.

Promote the safety and well-being of all children within the setting to understand and highlight to others that as adult we are all responsible to ensure that children are safeguarded at all times.

Participate within their team to ensure the safety and cleanliness of the setting and all its provisions.

Ensure positive team work within their area and offer help and support to all practitioners through motivation praise and encouragement.

To oversee that all records are kept up to date including Learning Journeys, accident, incident, medication, and daily cleaning check lists/Risk assessments.

Duties involved, the assistant manager will assist the Manager to:

Ensure the quality care provided is always kept to a high standard. To include in the absence of a manager.

Work closely with children and their families from the onset to ensure that all relevant information is known and recorded on to Iconnect and relevant additional support is offered. For example, care plans.

Leaders will always be positive role models and be respectful. They will respect children, families, mangers, directors and each other. This will be a main part of the curriculum taught to the children to promote good values.

Support the team to ensure they are confident with the observation, planning and assessment procedure, that it meets the needs of individual children and supports them to reach their potential in life. This will also involve supporting practitioners and families in accessing 'ParentZone' through the online Iconnect system/children's learning journeys.

Oversee the SENCO's and staff to ensure all assessments are reviewed and reflected upon to consider strategies to support to enable children to reach their potential.

Work with and support staff to work with outside agencies to support children's overall wellbeing.

Supervise staff and reflect on peer observations to provide support and ongoing CPD.

Ensure peer observations are recorded and used to inform termly supervisions.

Use feedback from children, families, staff, outside agencies to plan termly room developments to improve the setting further.

Work alongside the manager to plan agendas for staff meetings around the needs of the setting.

Work in partnership with the manager team to provide training within staff meetings. Or seek training from outside agencies if more relevant.

Observe staff to assess practice. Review using the definition of teaching (EYIH). Role model quality practice/interactions/teaching.

Ensure staff do not miss opportunities to extend and support learning. Question why, what and who activities/provisions will support and how.

Oversee that all staff carry out regular observations and share learning with families effectively. Review individual learning journeys regularly.

Ensure all staff assess children and submit this information online. Leaders must check the accuracy of this information and ensure staff are recoding this in the ages and stages folder.

Leaders must look at the ages and stages record at least termly to ensure the area of focus is correct and effective. They must reflect on this information and the area of focus displayed and leaders must review the room and opportunities available to see if this mirrors children's interests and needs.

Carry out termly management/learning walks and ongoing provision records. Reflect on these and consider improvements to the setting and/or support/training for staff.

Leaders should clearly see the strengths of the team or areas to develop and draw from this to improve and extend practice.

Ensure policies and procedures are updated in line with development changes, ensure policies are reviewed or updated annually and signed by all staff before being filed in the operational plan.

Ensure termly fire drill and lockdowns are carried out and that all children, staff, students, and volunteers are involved within this evacuation procedure.

Ensure policies in the staff hand book are read, signed and acknowledged by all staff and staff have signed contracts. (File in CPD folder)

To work with the families and role model positive and trusting relationships. This must always involve being professional. Conversations should be structured around the family's needs to enable to support the child effectively.

Observe staff interactions with families and give good constructive feedback.

Support all transitions effectively. To include home to nursery, in-house transitions and School readiness.

Leaders must reinforce the importance of attachment with children and their families. Ensure all families are aware of who their child's key person is and involve them within any changes or plans. Key people must be consistent in their care for children and leaders should explain confidently to the families how we always work together as key buddies to meet the needs.

Be aware of local and wider issues and work with the team to support these and teach good values.

Work with the manager and staff to implement the new and updated aspects of the EYFS 2021.

Build working relationships with local schools to support transition.

Forward plan for funded children who become eligible. Submit funding information on to the portal and ensure PAFS are completed for each funded child.

Record budgets for EYPP children and submit to LA

Plan for the next terms availability considering school leavers. Look at ages/stages of children to consider transitions within the setting.

Ensure all families complete a funding form (If required) at the stay and play sessions.

Ensure children have an initial assessment completed at stay and play sessions and no later than a week of staring at nursery. Key people must submit this assessment as the initial/baseline assessment/starting point in learning.

Ensure key people complete a two-year progress check on the second assessment.

Liaise effectively with outside agencies. This may involve attending meetings or planning teacher visits.

Leaders must be alert to the signs and symptoms of abuse. They must also assess the team around their capabilities. Leaders must be confident to speak to families and social services to safeguard a child and record all incidents within the safeguarding log.

The deputy manager will complete safeguarding lead training and work as the Child Protection Co-ordinator for the setting, working alongside vulnerable families. Planning and chairing Child in Need meetings alongside social workers and other professionals.

Ensure the staff are clear around their expectations about early intervention. Leaders will review staff assessments and Early support folders on a half termly basis to ensure that children are receiving the best support for them.

Work alongside the manager and local support officers within the setting to mentor and support other practitioners and students within the setting

Participate within general Office duties to include taking payments, answering the telephone and answering the door.

Be confident to speak to Ofsted, read 'what to expect during an Ofsted inspection' Which can be in person or over the phone and be clear where all relevant information is displayed to answer a notification call.

Delegate roles effectively so all staff know expectations clearly. Always delegate leadership to capable staff in the absence of a leader.

Ensure all staff statutory training and DBS is within 3 years.

Be prepared to meet and greet special visitors such as Local Authority officers or OFSTED Inspectors.

Promote the setting effectively and meet potential new customers and promote the setting, check waiting lists, show them round the setting and explain how the registration process works. - BE PROUD!!

Support with marketing the establishment and brain storm within the management team to consider ways of extending numbers and/or being more profitable.

Discuss any issues or discrepancies with parents or representatives of outside agencies.

Responsible to:

Nursery Managers and Directors

Duties will include:

To be very clear around the statutory expectations of the Early Years Foundation Stage (EYFS), be aware of any changes or updates and support staff to keep up to date also. To work with the team to ensure that every child has the best possible start in life and to offer support to ensure they fulfil their physical, emotional and intellectual potential. Work with the Early Years Inspection Framework to be in line with Ofsted expectations.

To ensure ratios are always correct you must do weekly checks of the staff hours before they are given out.

Complete termly audits for Medication, Accident & Incident forms.

Ensure funding registers are completed correctly and children's absences are recorded in line with LA expectations.

Contact all absent children within 20 minutes of being late.

Meet with the health visitor on a termly basis to discuss integrated 2-year checks.

Work with the Area SENCO to prepare support meetings for children with additional needs.

Oversee the room layout to ensure it reflects the interests and focuses of the children.

All leaders must always be a positive role model to staff and children showing care and consideration to others, showing good manners and respect for the environment and the provisions within it. e.g. looking after toys and keeping the area clean and tidy. They must oversee that all staff are clear around health and safety practices to ensure everyone is always safe.

To understand the importance of play within children's learning and development within their early years, and to refer to the importance of play policies. To ensure staff are confident to identify how children naturally learn through play and everyday activities. Support staff to be confident to share and celebrate all they do with families.

To support staff to monitor cohorts (groups of children) and how areas of focus can be the same. For example, to offer Together Times or a themed area.

Support staff to provide quality home to nursery learning working in close partnership with families. Leaders should ensure learning journeys tell the story of how children are learning, sharing their progress and ideas/areas to support learning and development further.

Have an empathetic awareness and show respect and consideration for all people, including Children, Families, Colleagues, Students, and representatives of Outside Agencies.

Be flexible within working practices, be adaptable to change within the setting and be prepared to work where needed.

Be actively involved in outdoor play and understand the importance of outdoor play and physical activity, and how all children need equal opportunity of outdoor experiences if they wish. Ensure free flow indoor/outdoor play is available as much as possible.

Undertake certain domestic jobs within the nursery, for example, preparation of snack, meals and cleansing of equipment (any equipment cleaned or thrown away must be recorded).

Ensure all staff Record accidents/incidents and medication in the format provided by the setting, and to follow the policies and procedures around safeguarding at all times. (refer to policies and procedures in the operational plan).

All equipment and provisions must be risk assessed before being introduced to the children. Review daily checks to include nappy logs.

Ensure all children are collected by people named on their registration form and known to the setting (Refer to door security policy).

Respect the confidentiality of all information received.

Leaders must ensure all staff and students read and understand policies and procedures.

Ensure Children always have appropriate attention and stimulation and are put before tasks such as paper work, cleaning and tidying within the setting.

Be available for any other duties appropriate to the post as directed by the Manager and work within the management team to ensure that quality of care remains consistent.

Have key holder responsibility to include opening and closing up, setting alarm, and ensuring the building is safe.

Qualities/Specification and experience required:

Be able to work and lead effectively within a well-established team.

Be of a kind and caring nature and be empathetic towards others.

Minimum level 3 in childcare qualifications, with experience in working within the setting of a day nursery and children and their families.

To be able to work independently and as a team to be able to deal with all eventualities that may occur.

Have good leadership qualities with excellent time management skills.

Need to be flexible regarding hours of work, and motivated to move forward and lead and support others.

Willingness to undertake relevant additional training is necessary.

Applications are welcomed irrespective of sex,

Job Types: Full-time, Part-time

Pay: 15.00 per hour

Benefits:

Company pension On-site parking
Schedule:

Day shift
Ability to commute/relocate:

Conisbrough: reliably commute or plan to relocate before starting work (preferred)
Experience:

Childcare: 1 year (required) Management: 1 year (preferred) Nursery: 1 year (preferred)
Work Location: In person