Claire Maskell

As the EYFS Leader I am responsible for providing leadership and management of the school’s curriculum within my phase and as part of the Leadership Team, ensuring delivery of high-quality teaching and effective use of resources. I work to improve learning standards and achievement for all pupils, while also carrying out duties as a classroom teacher. As the EYFS Leader, I contribute to whole-school self-evaluation and school improvement planning and am responsible for mentoring and developing staff within the EYFS. I offer guidance and support to phase teaching staff, modelling best practices, and showing up-to-date knowledge of current theory and practice. As EYFS Leader I am expected to fulfil the responsibilities of a class teacher, as set out in the School Teachers’ Pay and Conditions Document, including planning and teaching lessons, assessing pupils’ progress, and managing behaviour effectively.

Provide a strong and aspirational leadership for your phase, taking action to ensure high quality teaching and learning is in place for all pupils and setting high standards in personal classroom practice.

• Contributing to the good reputation of the school and upholding the school’s ethos and core values. • Having relentlessly high expectations, taking action which contributes to raising standards for all pupils. • Adopting a strong, caring and flexible style in order to influence and motivate staff and pupils within your phase, with consideration for staff wellbeing and workload. • Working proactively with your phase and the Leadership Team to create open, trusting working relationships that draw upon knowledge and expertise; supporting your phase to implement best practice, and acknowledging and celebrating success, valuing each member of the team. • Leading colleagues and pupils in your phase by example, ensuring the modelling of high expectations of personal conduct and appearance of all pupils in the school. • Fostering an environment of open-mindedness, fairness, and harmony across your phase. • Modelling and fostering drive and ambition for pupils and staff in your phase. • Establishing effective working relationships with all professional colleagues and stakeholders, including families, the local community and outside agencies concerned with pupils’ education and welfare. • Being responsible and accountable for action planning, contributing to the school development plan. 2 | Page • Leading a core subject and/or key area of education, providing specialist curriculum expertise in your subject to drive whole school improvement. • Develop and implement partnerships to support your phase’s curriculum and personal development activities which enrich pupils’ personal development and engagement with the wider community. • Supporting the Leadership Team in establishing a culture and expectation of outstanding behaviour in and around the school, following processes in the Relationships Policy and supporting contact with families within your phase as necessary.

• Ensuring safeguarding practices are effective and robust, challenging and reporting as necessary.

• Taking an active role in the performance management of teachers and/or support staff, delivering the school’s performance management processes effectively to provide a positive framework for support staff development and achievement.

• Ensuring that an effective staff development programme is designed and implemented, identifying needs and supporting the continuing professional development of staff in your phase and across the school, delivering CPD as appropriate.

• In conjunction with all staff, organising activities/processes that encourage team development.

• Engaging with the governing body as necessary.

• Participating in the formulation and execution of school policies; providing overt support to staff to enable them to effectively implement the policies of the school. • Having a full understanding of the expectations of the EYFS curriculum, government documentation that relates to this stage of education and guidance outlined in the Education Inspection Framework.