Kay Pinto

Using pedagogical research-based evidence to develop high quality early years practice content, products, training materials, including E-learning, and other services for UK and international customers

Responding to member queries, via phone calls, emails, member forum, giving advice related to the childcare and education sector

Maintaining my professional knowledge and skills through research, visits, conferences, discussions with colleagues and courses

Working to achieve my own KPI's and support the achievement of wider organisational objectives

Peer reviewing work and reviewing/evaluating products and services in response to sector changes or need, maintaining consistency with brand guidelines

Working collaboratively across departments and teams to meet the needs of the sector

Developing and maintaining effective relationships with external agencies and partners

• Improving equitable and inclusive access to early childhood development services for children under six years
• Improving learning outcomes and skills development for all children regardless of any socio-economic disadvantage
• Training, providing field level mentoring, and facilitating peer learning for national volunteers on their work with educators, head teachers, school governing bodies and other community stakeholders
• Delivering CPD training and mentoring educators and head teachers on early years education and facilitating their peer learning
• Providing evidence-based research and technical advice to district and sub-district officials and national volunteers on planning, tracking progress, generating learning and adaptive implementation with reference to quantitative and qualitative data
• Supporting and developing materials, including App content, and the communication message for teachers, headteachers, parents, community workers and the wider community
• Producing accurate and reflective data-informed reports and impact case stories for project review, evaluation, and advocacy for improvements in Early Childhood Education
• Signposting to evidence-based resources, interventions and appropriate agencies/organisations
• Liaising and working collaboratively with other all stakeholders and other organisations with similar remits
• Training others in a monitoring and evaluation tool 'Measuring Impact for Learning and Empowerment' (MILE).

• Teaching Early Years and Primary age children
• Contributing to the provision of a safe, secure learning environment
• Supplying appropriate planning materials, following school plans, where provided
• Supporting the use of support staff relevant to the class
• Marking work for primary school pupils
• Meeting requirements for the assessment and recording of pupils' development
• Implementing and maintaining the discipline and behaviour policy of the school
• Carrying out the supplementary duties of a teacher, such as, taking class registers, attending school assemblies, parents’ meetings etc
• Observing all school policies.

• Approached by this employer to support the language development of his children, to ensure educational expectations were kept high and work aligned with their cognitive abilities
• I was offered an excellent package and terms of employment
• Liaising with the relevant educational settings and advising on approaches and teaching strategies to enable the children to access the curriculum
• Developing the English language skills required for social interaction and learning
• Utilising strategies and my knowledge of language acquisition to support the learning of English
• Drawing on the children’s prior knowledge, including their proficiency in their first language; cultural background, motivation and attitude to English and learning; their individual learning styles; personality and sense of identity
• Planning lessons and analysing the language demands of set schoolwork
• Providing/devising visual materials and prompts to support the children’s learning and advising teachers of same
• Developing differentiated resources to ensure access to the curriculum and the development of English
• Planning and creating a fun, secure, inspiring and comfortable environment.

• Managing the Early Years department including the nursery
• Supporting the headteacher in the effective and efficient running of the Early Years team, embracing the school’s ethos, values and aims, being an exemplary role model
• Contributing to the development of excellence through developing and creating policies, supporting staff during their implementation, monitoring and evaluating their impact
• Monitoring and evaluating the provision and outcomes for pupils in the Early Years, particularly those with special needs
• Examining and reflecting on the quality of our practice, to facilitate discussion and try out strategies to positively change the way we worked and outcomes for the children
• Creating Early Years development and improvement plans
• Being an outstanding teacher and lead teaching and learning within the Early Years Team
• Delivering a CPD programme, sharing EAL knowledge and research and supporting the implementation of new strategies to improve outcomes
• Creating an engaging curriculum and actively engaging parents in the life of the school
• Ensuring that the early years team work together effectively and efficiently, by providing training, excellent organisational ability, leadership and management skills
• Introducing Staff ‘Supervision’ to ensure that staff had access to the support, research, training and procedures they required for professional growth and development
• Introducing and implementing new assessment procedures and being accountable for the outcomes of pupils in the Early Years
• Increasing the level of spoken English of the EAL children throughout the school by remaining research-engaged, devising accessible training sessions for staff with proven strategies.

• Teaching the EYFS
• Taking responsibility for the progress of the class
• Teaching with the needs of the children in mind as most were from a socio-economically disadvantaged background
• Keeping expectations high
• Being alert to health issues resulting from hunger/home environment
• Keeping up to date on research and strategies related to closing the attainment gap for socio-economically disadvantaged pupils
• Organising the classroom and learning resources and creating displays to encourage a positive learning environment
• Planning, preparing and presenting lessons that cater for the needs of the whole ability range within the class
• Motivating pupils with enthusiastic, imaginative presentation
• Preparing and marking work to facilitate positive pupil development
• Meeting requirements for the assessment and recording of pupils' development
• Providing feedback to parents and carers on a pupil's progress at parents' evenings and other meetings
• Signposting parents/carers to services for advice/assistance
• Working with others to plan and coordinate work
• Keeping up to date with changes and developments in the structure of the curriculum
• Organising and taking part in school events, outings and activities
• Liaising with colleagues and working flexibly
• Working with parents and school governors
• Meeting with education welfare officers and educational psychologists.

• Setting up the school to meet all the required standards
• Becoming a centre for Teaching Assistant courses levels 2 and 3 accredited by CACHE, UK
• Choosing to be research engaged and use evidence informed practice strategies to reinforce theoretical pedagogy, utilising empirical research from organisations such as NALDIC and the Sutton Trust
• Delivering and assessing CACHE level 2/3 courses
• Assessing and moderating of all work produced by students
• Planning the curriculum to meet with the required standards and the children’s individual needs
• Preparing and planning lessons
• Writing, reviewing and implementing policies and procedures within the school
• Ensuring that the school reflects its equal opportunities policies and procedures
• Recruiting staff; advertising, short listing and interviewing
• Managing and supporting staff
• Managing the school’s budget
• Delivering a CPD programme and attending CPD sessions at neighbouring schools
• Establishing and maintaining an effective partnership with parents/carers
• Developing and maintaining effective links with key schools and other stakeholders
• Organising and running staff and parent meetings
• Assessing, recording and reporting on development, progress and attainment
• Setting targets for improvement and reviewing those targets.

• Principle advisor and trainer relating to the new Early Years Unit
• Delivering CPD to new early years staff in the unit
• Teaching all areas of the Early Years curriculum
• Taking responsibility for the progress of the class
• Organising the classroom and learning resources to create a positive learning environment
• Planning, preparing and presenting lessons that cater for the needs of the whole ability range within the class
• Motivating pupils with enthusiastic, imaginative presentation
• Maintaining discipline and following policy
• Preparing and marking to facilitate positive pupil development
• Meeting requirements for the assessment and recording of pupils' development
• Providing feedback to parents on a pupil's progress at parents' evenings and other meetings
• Working with others to plan and coordinate work
• Staying up to date with changes and developments in the structure of the curriculum
• Taking part in school events and activities
• Liaising and collaborating with colleagues and working flexibly
• Working with parents, school governors and all stakeholders
• Being an active member of the school’s Literacy Committee.

• Liaising with the British Council to secure a venue for the Playgroup
• Delivering a range of play opportunities in a safe and caring environment
• Planning and providing resources for activities and play opportunities
• Ensuring inclusion of all participants regardless of their diverse cultural and linguistic backgrounds
• Communicating effectively with parents and British Council staff
• Working as part of an integrated team
• Collaborating with all caregivers and British Council staff
• Record keeping.

• Advising teachers
• Signposting to evidence-based resources, interventions and appropriate agencies/organisations
• Devising and delivering evidence informed training to classroom teachers
• Holding Network meetings to support teachers in schools and to share good practice around meeting the needs of EAL pupils
• Providing a forum of updates regarding local and national developments in EAL and Ethnic Minority Achievement in the early years and primary phase
• Devising and delivering workshops at Education Conferences (NALDIC) on supporting EAL children
• Teaching English, through the curriculum, to children who have English as an additional language
• Planning, preparing, developing and evaluating lessons
• Following assessment procedures
• Managing the allocated budget for bi-lingual assistants
• Devising a training course and training bi-lingual assistants
• Gaining accreditation for the Bilingual Assistant course – still running to date
• Managing bi-lingual assistants and allocating to schools where required
• Devising leaflets for schools and parents giving information about the importance of first language use, assessment, teaching tools etc
• Liaising with teachers, parents and other agencies
• Record keeping.

• Teaching all areas of the English EYFS
• Taking responsibility for the progress of a class of Reception age pupils
• Organising the classroom and learning resources to create a positive learning environment
• Planning, preparing and presenting lessons that cater for the needs of the whole ability range
• Motivating pupils with enthusiastic, imaginative presentation
• Maintaining discipline and following policy
• Preparing and marking to facilitate positive pupil development
• Meeting requirements for the assessment and recording of pupils' development
• Providing feedback to parents on a pupil's progress at parents' evenings and other meetings
• Working with others to plan and coordinate work
• Staying up to date with changes and developments in pedagogy and the curriculum
• Taking part in school events and activities
• Liaising with colleagues and working flexibly
• Working with parents, leadership and school governors.

• Lecturing on Early Years Education
• Planning, preparing, delivering and evaluating lessons
• Assessing students at college and in placement
• Liaising with nurseries, schools and hospitals
• Tutor to a group of nursery nursing students.