Chapel Lane Preschool - Preschool Deputy Manager

To work as Deputy Manager, Key Person, and part of the Pre-School team under the direction of the Pre-School Manager in providing safe, high-quality care and education for Pre-School children. 

Provide inclusive play and learning opportunities for all children attending the Pre-School, assisting the Pre-School Manager with curriculum planning, staffing levels and behaviour management.

Carry out health & safety and maintenance checks and report to the business support manager to ensure premises and equipment are maintained, safe and clean. 

Reports to: Pre-School Manager

Reports (Direct and Indirect): In the absence of the Pre-School Manager: Early years practitioners (5-8, volunteers. Responsible for a group of key children.

Essential

• Completion of a CWDC recognised full and relevant Level 3 Childcare qualification, e.g. Level 3 Diploma for the Children & Young People’s Workforce, NVQ Level 3 in Children’s Care, Learning and Development
• Completion of Safeguarding Foundation course (Group 3) within last 3 years – (for Safeguarding Designated Officer role.)
• Good knowledge of Early Years Foundation Stage national curriculum and child development
• Full working knowledge of policies/codes of practice and awareness of relevant legislation
• Understanding and recognition of the principles of equality and diversity
• Experience of working as part of a team and with other agencies/professionals
• Ability to relate well to children and adults including other professionals/carers/parents
• Experience of having kept written records of children’s achievements including observations
• Ability to effectively use ICT to support learning

Desirable

• Relevant Level 4 Management or Level 5 childcare qualification or higher 

• Completion of Safeguarding Awareness course (Group 2) within last 3 years – (where not holding Safeguarding Designated Officer role.)

• Understanding of principles of child development and learning processes and in particular barriers to learning
• Knowledge and/or experience of other forms of communicating with children, eg. Makaton
• Knowledge and understanding of the type of external support that is available to support children’s development and how to access these services.