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⚡ Source: ReedRéf: 57032048

Early Years Teaching Assistant - Oldham

Tradewind Recruitment·Manchester, North West·Publié il y a 1 mois
💰 CHF95-100/hour
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Stellenbeschreibung

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Early Years Teaching Assistant - Oldham

Are you an experienced Teaching Assistant with a passion for Early Years education? A welcoming Primary School in the Chadderton area of Oldham is looking for a committed Early Years Teaching Assistant to join their team.


About the Role

Position: Early Years Teaching Assistant

Location: Chadderton, Oldham

Start Date: ASAP

Contract Type: Full-time

Responsibilities: Supporting the Early Years team in creating a nurturing and stimulating learning environment, assisting the class teacher, and working closely with young learners to help them flourish academically and socially.

The Ideal Candidate

Demonstrated experience working in Early Years education.

A caring and proactive approach to supporting young children.

Strong teamwork skills with the ability to work independently when needed.

How to Apply

If you're ready to take on this rewarding role, we'd love to hear from you!

Contact Chris on or call the office on to apply or learn more about this opportunity.

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Extrahierte Schlüsselkompetenzen

Unsere KI hat die Stelle analysiert, um die erwarteten Kompetenzen zu identifizieren.

Compétences indispensables
EYFS experienceEarly Years classroom supportChild development knowledgeDBS clearance
Atouts supplémentaires
Phonics intervention deliveryBehaviour management techniquesSafeguarding Level 1 training
Soft Skills
Caring approachProactivityTeamworkAutonomyCommitmentCommunication
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Unsere Tipps für Ihre Bewerbung

5 recommandations générées par notre IA pour maximiser vos chances.

1

⭐ Highlight your EYFS experience prominently at the top of your CV under a Personal Statement, as the advert explicitly seeks candidates with 'demonstrated experience working in Early Years education'.

2

📊 Quantify your classroom impact where possible: e.g. 'Supported a class of 28 Reception pupils, delivering targeted phonics interventions that improved reading readiness for 12 children'.

3

🎯 Reference the EYFS framework by name in your CV skills section — the advert is set in an Early Years setting and ATS systems will scan for this term.

4

🤝 Include a brief example of working both as part of a team and independently, as the advert specifically calls out 'strong teamwork skills with the ability to work independently when needed'.

5

🌐 Mention any safeguarding training or DBS clearance status clearly near the top of your CV, as this is standard and expected for all school-based roles in the UK.

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Bullets CV suggérés

3 bullets générés par notre IA pour cette offre, alignés sur ses mots-clés ATS.

Comment adapter votre CV

Ajoutez ces 3 bullets sous votre expérience la plus récente :

  • Supported a class of 26 Reception pupils daily within an EYFS framework, delivering small-group phonics sessions that contributed to a 15% improvement in early reading assessments over one term.
  • Assisted the class teacher in designing and setting up stimulating learning environment displays aligned to EYFS Development Matters, covering all 7 areas of learning across 3 classroom zones.
  • Provided one-to-one pastoral and academic support to 4 children with identified developmental needs, working independently during teacher-led sessions and reporting progress to the SENCO weekly.

Copier est gratuit — adapter nécessite un upload CV (30s).

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Nous avons rédigé une lettre pour Tradewind Recruitment. Découvrez l'ouverture, puis débloquez la version complète personnalisée.

Aperçu — adapté à Tradewind Recruitment

Dear Hiring Manager,

Tradewind Recruitment's Early Years Teaching Assistant vacancy at the Chadderton Primary School is a role I am well placed to fulfil. With hands-on experience supporting EYFS-aged children and a thorough understanding of the Early Years Foundation Stage framework, I am confident in my ability to contribute to a nurturing and stimulating classroom environment from day one.

My background in Early Years education includes supporting class teachers with daily lesson delivery, providing targeted one-to-one assistance to children at varying developmental stages, and helping to maintain a structured yet caring learning space. I have worked both as part of a close-knit teaching team and independently when required, ensuring continuity of support for young learners throughout the school day.

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Wahrscheinliche Interviewfragen

10 questions générées à partir de cette offre.

Technische

  • How do you apply the EYFS framework when planning support activities for young learners?
  • What strategies do you use to support children with different developmental stages within the same classroom?
  • How do you track and record pupil progress in an Early Years setting?
  • Describe your experience supporting phonics or early literacy development.
  • How do you adapt your approach when a child is struggling socially compared to academically?

Verhaltensbezogene

  • Tell me about a time you helped a child who was finding it difficult to settle into the classroom environment.
  • Describe a situation where you had to work independently to manage a group of children without direct teacher supervision.
  • Give an example of how you have contributed to creating a nurturing learning environment.
  • Tell me about a time you identified a concern about a child's wellbeing and how you handled it.
  • Describe a time you worked closely with a class teacher to improve outcomes for a specific pupil.
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Exemples de réponses STAR

Réponses modèles avec la méthode Situation-Tâche-Action-Résultat. À adapter à votre vécu.

1Question

Tell me about a time you helped a child who was finding it difficult to settle into the classroom environment.

Situation: In my previous Reception role, a 4-year-old joined mid-term and was visibly distressed each morning at drop-off. Task: My responsibility was to ease his transition and ensure he could engage with learning by the start of the first lesson. Action: I introduced a short daily 'welcome routine' — greeting him at the door, spending five minutes on his chosen activity, and using a visual timetable to show him what the day held. I also liaised with his parents each afternoon to share one positive moment. Result: Within three weeks, his morning distress reduced significantly and he was independently joining group activities. His class teacher noted improved engagement across all EYFS areas of learning.
2Question

Describe a situation where you had to work independently to manage a group of children without direct teacher supervision.

Situation: During a planned INSET day absence, the class teacher was unexpectedly called to cover a staff meeting for 40 minutes, leaving me with a group of 8 Reception children. Task: I needed to keep the group safe, on-task, and engaged without disrupting the wider classroom. Action: I transitioned the group to a pre-planned continuous provision activity — a construction challenge linked to their current 'buildings' topic — and used structured questioning to extend their thinking. I followed the school's behaviour policy throughout and kept a brief written note of the session. Result: The children completed the task productively, and the class teacher fed back that the group had made strong observations she was able to use in her next assessment cycle.

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