Early Years (Reception) Class Teacher

POSITION

Early Years (Reception) Class Teacher

Job Description:

With the potential for Phase Leadership (Nursery – Reception) for an exceptional
and suitable candidate

REPORTS TO

Head of Boardman (With responsibility for Nursery – Year 4)

CONTRACT TYPE

Full Time (Fixed term)

Job Specification – Early Years (Reception) Class Teacher

The Role

We  are  seeking  an  inspiring,  nurturing  and  highly  skilled  Early  Years  (Reception)  teacher  with  an  excellent
understanding of child development and a deep commitment to the principles of the Early Years Foundation
based learning environment where every
Stage (EYFS). The successful candidate will create an enriching, play
child feels valued, supported and empowered to explore, discover and thrive.

‑

quality, imaginative learning experiences that celebrate curiosity, encourage
You will plan and deliver high
independence and respond thoughtfully to children's individual needs and interests. With a passion for early
childhood  education  and  a  commitment  to  outstanding  practice,  you  will  model  creativity,  resilience  and
reflective learning for the children in your care.

‑

For candidates with appropriate experience and leadership potential, there may be the opportunity to take
on  Phase  Leadership  responsibility  across  Nursery  –  Reception,  supporting  curriculum  development,  team
collaboration and progression across the Early Years.

Beyond the classroom, you will play an active role in the vibrant life of Beachborough, working closely with
colleagues and families to maintain a warm, engaging and aspirational Early Years community.

Overview of Responsibilities

Support for Pupils

-  Take responsibility for a Reception class, delivering a full timetable (with appropriate PPA) and maintaining
the highest standards of planning, assessment, reporting and pastoral care.
-   Observe, assess and record children’s progress, setting personalised targets and sharing information
meaningfully with parents and children.
-   Plan responsive, engaging and developmentally appropriate learning experiences aligned with EYFS
principles and early Key Stage 1 progression.
-   Use modelling, scaffolding, quality interactions and play-based, hands-on approaches to support and
stretch all learners.
-   Create a safe, inclusive and stimulating learning environment that encourages confidence, independence
and joy.
-   Promote positive behaviour using a reflective, restorative approach that supports emotional regulation
and wellbeing.

-   Embed the school’s CREATE skills—communication, reflection, empathy, adaptability, tenacity and
engagement—within daily routines and learning opportunities.
-   Participate actively in coaching, mentoring and professional dialogue to continue refining excellent
practice.
-   Keep up to date with current EYFS research, curriculum developments and high-quality early years
pedagogy.
-   Prepare assemblies, class events and celebrations that showcase children’s learning.
-   Develop a purposeful, well-organised classroom environment with high-quality provision, working walls
and accessible resources.
-   Lead parent consultations and share progress clearly, collaboratively and supportively.
-   Contribute to curriculum development within the Early Years phase, ensuring breadth, creativity and
progression.
-   Organise and accompany children on educational visits and experiences that enrich learning.
-   Prioritise every child’s wellbeing, individuality and future potential in all decisions.

Support for Families

-   Build positive, trusting relationships with parents and carers to create strong home–school partnerships.
-   Communicate regularly and professionally about children’s learning, social development and wellbeing.
-   Lead workshops and information sessions that help families understand the EYFS curriculum and
approaches to learning.
-   Support parents in recognising the value of play, exploration and enquiry within Early Years education.

Support for Colleagues

-   Contribute positively to a collaborative team culture, supporting planning, reflection and innovation.
-   Work effectively with teaching assistants and support staff, enabling them to play a meaningful role in
children’s learning.
-   Share expertise, celebrate effective practice and promote constructive professional dialogue.
-   Support colleagues across the Early Years phase to ensure continuity, high standards and a shared vision
for learning.

Support for the School

-   Uphold and promote the ethos, values and vision of Beachborough School.
-   Demonstrate a secure understanding of, and full commitment to, safeguarding and school policies.
-   Support whole-school initiatives and collaborate effectively with the Senior Leadership Team.
-   Engage enthusiastically in professional development opportunities and contribute to our culture of
reflective practice.
-   Attend INSET and participate fully in the wider life of the school.
-   Take an active role in extracurricular activities, events and celebrations.
-   Represent the school positively at open days, tours and marketing events.
-   Carry out any reasonable task requested by the Head of Boardman or the Head.

SAFEGUARDING
At Beachborough, safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone
who comes into contact with children and their families and carers has a role to play in safeguarding children.

In  order  to  fulfil  this  responsibility  effectively,  all  practitioners  should  make  sure  their  approach  is  child-
centred, this means that they should consider, at all times, what is in the best interests of the child.

The post holders must adhere to and ensure compliance with the school’s Safeguarding and Child Protection
Policy at all times. If, in the course of carrying out the duties of the post, the post-holder becomes aware of
any actual or potential risks to the safety or welfare of children in the school, they must report any concerns
to the DSL.

Equal opportunities
Beachborough  School  is  an  equal  opportunities  employer  and  welcomes  applications  from  appropriately
qualified  persons  regardless  of  gender,  marital  status,  sexual  orientation,  race,  ethnic  origin,  colour,
nationality, religion, disability, or age. Candidates will be  assessed against  relevant  criteria only  (i.e., skills,
qualifications, abilities, experience) in selection and recruitment.

In accordance with the Disability Discrimination Act, Beachborough School seeks to treat those with disabilities
as favourably as those without disabilities. It will make reasonable arrangements, wherever practicable, to
avoid putting those with disabilities at a disadvantage.

Person Specification

Area

Essential

Desirable

QUALIFICATIONS

Recognised  and  relevant  teaching  qualification
(e.g., PGCE, QTS).

of
Evidence
development.

ongoing

professional

Strong understanding of EYFS pedagogy and early
childhood development.

Additional  qualifications  in  Early  Years,
Child  Development  or  Enquiry
Based
Learning.

‑

Leadership experience or training (for the
Phase Leader role).

EXPERIENCE

Successful teaching experience within Reception
or EYFS (or KS1 with strong EYFS understanding).

Experience  in  an  independent  school
setting.

Experience  planning
play

based learning.

creative,  high

quality,

Experience leading events, workshops or
parent engagement sessions.

‑

‑

Experience  using
support responsive teaching.

formative  assessment

to

Experience  supporting  colleagues  or
contributing to phase development.

Understanding  of  play
centred learning.
child

based,  enquiry

led  and

‑
‑
Evidence  of  reflective  practice  and  professional
ambition.

‑

Understanding  of  pupil  wellbeing  and  the
importance of emotional development.

Awareness  of  current  educational  research  and
thinking.

KNOWLEDGE  AND
UNDERSTANDING

Strong  knowledge  of  EYFS  principles  and
progression into Key Stage 1.

Ability  to  inspire  children  through  high
teaching.

quality

‑

Experience  of  assessment,  monitoring  and
reporting.

Secure understanding of safeguarding, SEND and
statutory responsibilities.

Ability  to  build  positive  relationships  with
children, families and colleagues.

Strong communication and IT skills.

statutory
Understanding
responsibilities  for  Equality,  Health  &
Safety.

of

Experience
partnerships.

developing

community

Area

Essential

PERSONAL
CHARACTERISTICS

Early Years teachers should demonstrate:

•  A commitment to excellence in teaching and learning.

•  Reflectiveness, openness to mentoring and commitment to professional growth.

•  Excellent interpersonal and communication skills.

•  Enthusiasm, creativity and an ability to inspire curiosity.

•  Empathy, warmth and a child-centred approach.

•

Strong teamwork and collaboration skills.

•  Professionalism, reliability and strong organisational skills.

•  A sense of fun, imagination and joy in working with young children.

•  Alignment with the school’s ethos, values and mission.

•  Patience, resilience, trustworthiness and adaptability.

Reviewed: March 2026