Hannah Floody

In this role, I am responsible for implementing play and learning opportunities for children aged 1-2 years. I plan activities using Busy Bees' own curriculum to enable the children to learn, develop and thrive. I also make displays and different themed areas to enhance their learning and offer spontaneous learning opportunities. I document learning through observations and assessments regularly. In this role, I work closely with my colleagues and have quickly built great working relationships with them. Additionally, I work closely with the parents of all the children in my room, not just my key children. Occasionally, I am required to have difficult and sensitive conversations with parents about their children. Additionally I...

• Design creative learning plans tailored to each child's individual learning and development stage.
• Promote positive, age-appropriate behaviour using effective classroom management techniques.
• Boost the physical development of children by incorporating fun and active learning experiences.
• Develop children's personal and social skills through group play and interaction.
• Implement strategies to meet the emotional needs of children in the nursery.
• Perform regular risk assessments within the nursery room and garden to ensure the safety of the children.
• Coordinate closely with other staff members for efficient planning.
• Establish strong relationships with parents to support children's ongoing learning at home.

• In this position, I lead a team of two permanent members of staff, however, I frequently work with bank staff and lunch cover staff, having a good relationship with all and working together to provide high-quality play experiences for the children.
• In this role I manage the smooth running of preschool, this includes completing all necessary paperwork, for example, risk assessments, garden checks and signing for meals.
• I plan activities for all my key children, using these activities to help them reach their next steps and flourish.
• During my time as a room leader, I have implemented many positive changes, for example, word of the moment which was recognised and praised during an OFSTED inspection.
• As well as building relationships with staff I have a great relationship with all the children and parents, not just my key children.
• I frequently attend meetings with management, staff meetings and lead meetings with my staff in preschool.
• During my time as a room leader, I also became the setting SENCO, attending the local authority training.
• This is a role I enjoy and am proud to have secured lots of funding and an EHCP to support the children I work with.
• I am confident when having tricky meetings/conversations with parents.
• I have also had to have tricky conversations with staff when interventions, etc named in the child's SMART targets have not been implemented.

• In this position, I have worked alongside my colleagues to provide high-quality play experiences for the children.
• I have set up activities in line with the children's interests.
• I also support meal times and ensure the preschool room is kept tidy.
• I have started to build firm relationships with several children and their parents.

• My role as early years teaching assistant involved:
• Recording observations on Tapestry
• Setting up the classroom
• Making resources and working closely with all children in the class
• Furthermore, I regularly carry out interventions with key children.
• During my time as a teaching assistant, I became a 1:1, working closely with a child with ASD.
• During this time, I worked with different agencies, including speech and language.
• Furthermore, I was heavily involved with their EHCP and next steps.
• Whilst working at my current setting I make daily observations on Tapestry, however, I have also made paper learning journals for some of the children I have worked with on a 1:1 basis.
• I have kept my knowledge of the EYFS and development matters up to date.
• Most recently, I have completed a tracker for the virtual school.

• I started my Early Years career when I started volunteering at a pre-school setting; very quickly, this became a full-time, employed position.
• Whilst at the pre-school, I was responsible for a group of 10 key children.
• For each key child, I recorded long and short observations in a handwritten learning journal.
• I then used the observations to plan activities for each child's next steps and interests.
• When planning activities per the children's interests, I am confident in creating tuff trays, treasure hunts, role play areas, sourcing colouring and activity pages, etc.
• I planned most of these activities on my own time, sourcing any additional resources myself.
• Furthermore, I planned and carried out adult-led activities, including running and planning several circle times a week.
• During my time at the pre-school, I became SENCo.
• In my role as SENCo, I coordinated with other practitioners to support their key children with SEN.
• I wrote and kept track of IEPs whilst ensuring all resources required for each Child's IEP, daily workshop, and any other need was kept up to date.
• I ran communication workshops daily.

• For this role, I worked closely with members of the public, ensuring customer satisfaction, and dispensing and adjusting glasses.
• I worked as part of a close nit team.

• Completing jobs to a high specification and too often tight time schedules.
• This provided a good foundation for my current organisational skills.