Browse by first letter of the job description
Please help us to keep this site free by liking us on Facebook. Click on the Facebook logo and click `like`-thanks
"The database of free job descriptions"
"I couldn`t put it down from start to finish...Some of these stories are fascinating, some sad and some just downright funny. I thoroughly recommended it anyone whether interested in Human Resources or not!"
"A really funny and interesting read .... great insight into the wierd and wonderful world of HR ..."
"Amusing and informative. A recommended read for anyone interested in a career in Human Resources. "
"Entertaining reading and one that anyone in the field of HR will be vale to instantly relate too! "
If you want an HR text book this book is probably not for you. If you want a unique insight into some of the weird and wonderful true stories that happened during a twenty year career in Human Resources it is.
"I couldn`t put it down from start to finish...these stories are fascinating, some sad and some just downright funny. I thoroughly recommended it whether interested in HR or not!"
To deliver high quality early years care and education
To work in partnership with parents, carers and colleagues
Nursery Job Description
1. To be accountable for the delivery of high quality provision within the setting.
2. To have high expectations of all children and to demonstrate commitment to ensuring that they can achieve their full potential.
3. Establish and sustain a safe, welcoming, purposeful, stimulating and encouraging environment where children feel confident and secure and are able to develop and learn.
4. Promote the use of informed observation and other strategies to monitor children’s activity, development and progress systematically and carefully, and to use this information to inform, plan and improve practice and provision.
5. Plan and provide safe, appropriate, child-led and adult initiated experiences, activities and play opportunities in indoor, outdoor and in out-of-setting contexts, which enable children to develop and learn.
10. Establish and maintain a safe environment and employ practices that promote children’s health, safety and physical, mental and emotional well-being.
11. Safeguard children by recognising when a child is in danger or at risk of harm and know how to act to protect them.
12. Support the process of effective assessment, recording and reporting on progress in children’s development and learning and use this as a basis for differentiating provision.
13. Interact and engage with children, aiming to inspire and extend thinking and share experiences. Giving constructive and sensitive feedback to help children understand what they have achieved and think about what they need to do next.
1. Establish fair, respectful, trusting, supportive and constructive relationships with children, communicating sensitively and effectively with children.
2. Support our culture of listening to children, paying attention to what they say and valuing and respecting their views.
3. Role model the positive values, attitudes and behaviour which the setting expects from the children.
4. Contribute to our team administrative tasks such as SEN intervention reports, children’s records etc.
This list of duties is not intended to be exhaustive, but indicates the main areas of work and may be subject to change after consultation with the post holder to meet the changing needs of the service.
1. To promote the organisation’s Equal Opportunities policies.
2. To promote the organisation’s quality systems including Investors in Peoples policies.
3. In discharging the duties of the post to have due regard for the provisions of Health & Safety at Work legislation, as detailed in the Health & Safety manual.
4. To undertake such additional duties as required which are commensurate with the grade and responsibilities of the post.
Key Person role in detail:
Must have previous childcare experience
Must clear background check Must be infant and toddler CPR certified
6. Select, prepare and use a range of resources suitable for children’s ages, interests and abilities, taking account of diversity and promoting equality and inclusion.
7. Actively support the development of children’s language and communication skills.
8. Promote positive behaviour, self-control and independence through using effective behaviour management strategies and developing children’s social, emotional and behavioural skills.
9. Promote children’s rights, equality, inclusion and anti-discriminatory practice in all aspects of the setting.
The main purpose of a key person system is to create a "family" atmosphere. When assigning key people we take into account existing staff-family relationships, the sessions that the child attends, the hours the team member works and the compatibility between the child, parent/carer and the team member.
What does the Key Person role mean:
For the baby or young child
The key person makes sure that, within the day-to-day demands of the setting, each child for whom they have special responsibility feels individual, cherished and thought about by someone in particular while they are away from home.
For the parents and close carers at home
The key person ensures they have the opportunity to build a personal relationship with individual children rather than all children as a group in the setting. The benefits are likely to be peace of mind for parents, and the possibility for them to build a partnership with professional staff who may share with them the pleasures and stresses of child rearing. It provides an opportunity for them to liaise with someone else who loves their child.
For the key person
The key person approach is intense, involving hard work and a big professional and emotional commitment. However, the benefits of being and becoming a key person are that you really matter to a child and to their family. You are likely to have a powerful impact on the child’s well-being, their mental health, and their opportunities to think and learn. These powers and responsibilities will bring feelings of pleasure and pain, the joys and relief of partings and reunions and the satisfactions and anxieties of being the key person in a child’s formative early years.
The key person approach does not mean that attachments with parents will be undermined. In fact, this works the other way round: attachments at home and in the early years setting can support each other.
The key person approach does not mean that the key person should be with their key children all the time. No parent does that and children need, and benefit from, interactions with other adults and children in the early years setting.
The key person approach does not mean that children are not allowed to make close relationships with other adults. Children often choose who they want to be attached to and these choices should be respected.