Early Years Adviser - ESF Centre

The Adviser – Early Years Education is essential in advancing ESF’s Vision 2030 by nurturing Belonging, Engagement, and Personalisation in all ESF kindergartens and early years settings within Primary Schools.

As part of the Education team, the Adviser provides strategic leadership and pedagogical guidance to ensure outstanding early years education that is centered on play-based learning, inclusive practices, and developmentally appropriate environments.

This role strengthens pedagogical consistency across ESF kindergartens and primary schools, ensuring alignment in early years teaching methodologies, inclusive educational principles, and smooth transition pathways into primary education, with a focus on curriculum, learning, and instruction.

The Adviser works intimately with school leaders, early years teams, and ESFC colleagues to enhance capacity and uphold excellence in early childhood education throughout the Foundation.

Key Responsibilities

System Leadership and Strategy:

• Play a key role in the strategic development, execution, and assessment of ESF early years curriculum frameworks, policies, and guidelines.
• Ensure alignment between early years pedagogy, Vision 2030 goals, and ESF inclusion principles.
• Support the integration of early years education, assessment strategies, and transition expectations for Year 1.
• Prepare necessary reports, briefings, and strategic communications for senior leadership.

Pedagogy, Play, Inclusion, and Learning Environments:

• Provide expert advice on play-based learning, inquiry-driven pedagogy, and developmentally suitable practices that engage all children and promote their participation and success.
• Assist schools in designing high-quality early years environments that encourage agency, curiosity, well-being, belonging, and engagement for diverse learners.
• Offer guidance on curriculum development, documentation of learning experiences, and assessment methods that align with best practices in early childhood education and cater to individual developmental needs.
• Promote inclusive, neuro-affirming practices within play-based settings, ensuring that diverse developmental, communication, and learning profiles are recognized and supported in universal classroom environments.
• Help schools implement tiered support strategies within everyday teaching and learning.
• Collaborate with Student Support Services colleagues to contribute to guidelines regarding early identification, responsive planning, and personalized pathways when necessary.
• Foster reflective practice and professional dialogue within and among early years teams to improve coherence, inclusion, and quality.

Transition and Continuity of Learning:

• Enhance holistic transition processes from K2 to Year 1 to ensure continuity in curriculum, learning, and teaching, leveraging strengths from both phases.
• Cultivate a shared understanding between kindergarten and primary leaders regarding curriculum expectations and inclusive practices.
• Assist in the development of Enhanced Transition guidance as required.

Professional Learning and Network Leadership:

• Lead and facilitate professional learning initiatives across the system in early years pedagogy and practices.
• Build and sustain professional networks for early years leaders and educators.
• Lead or participate in cross-foundation initiatives related to early childhood education.

Collaboration and Communication:

• Establish strong partnerships with kindergarten leadership teams, early years leaders, and teaching staff.
• Work collaboratively with other phase advisors, Student Support Services, and central teams to ensure aligned and coherent support for schools.
• Communicate pedagogical advancements and strategic priorities clearly and effectively.

Requirements:

• A recognized teaching qualification with substantial experience in early childhood education.
• A postgraduate qualification in early childhood education or related field.

Apply via the WhatSchool platform.