Level 3 EYFS Learning Support Assistant at St Marys CofE Primary School

Job Reference #

EDV/2025/SMCPS/26971

Location

Poynton Road, Shawbury, Shrewsbury, Shropshire, SY4 4JR

Contract Type

Fixed Term

Contract Term

Full-Time

Salary

£13.69 - £14.59 Hourly

Closing Date

12:00pm, 6th Jan 2026

Start Date

Depends on notice period of current job

Positions Available

Positions Available 1

Interview Date(s)

16/01/2026

Interview Date(s) 16/01/2026

Post Title: LEVEL 3 EYFS LEARNING SUPPORT ASSISTANT

Reporting to: SARAH NORTH - HEADTEACHER

Salary: £13.69-£14.59 per hour / £16415.00 - £17497.00 per annum

Hours: 27.5 HOURS PER WEEK - 8:45am - 15:15pm MON-FRI - Term time only

Location: ST MARYS CE PRIMARY SCHOOL AND NURSERY, SHAWBURY, SHREWSBURY, SY4 4JR

Core Purpose of Role:

Support high-quality early years learning by assisting with planned activities and routines in line with the EYFS framework.
Work directly with children to support their learning, development, and well-being, either individually or in small groups.
Promote children’s personal, social, and emotional development, encouraging confidence, independence, and positive relationships.
Support children with additional needs (SEND, EAL, or other barriers) to ensure access to the curriculum.
Assist with observation and assessment of children’s progress and provide feedback to the teacher or Key Person.
Implement learning activities that encourage exploration, play, and creativity in line with EYFS outcomes.
Maintain a safe, inclusive, and stimulating environment, both indoors and outdoors.
Work in partnership with parents and carers to support continuity of care and learning.
Contribute to planning and preparation of activities and resources to meet the developmental needs of children.
Support routines and transitions, such as snack times, toileting, and group activities, to ensure smooth daily operations.
Promote positive behaviour and model expected conduct for children in line with the setting’s policies.

Duties:

Support children’s learning and development through planned activities and play.
Work with individuals or small groups to provide focused support
Encourage children’s independence, confidence, and social skills.
Observe and record children’s progress, contributing to assessments and reports.
Support children during routines and transitions (snack times, toileting, outdoor play, circle time).
Contribute ideas for activities that enhance learning and development.
Help set up, maintain, and tidy learning areas and resources.
Ensure the learning environment is safe, inclusive, and stimulating for all children.
Follow safeguarding and child protection policies, reporting concerns promptly.
Promote positive behaviour and model appropriate conduct for children.
Work collaboratively with teachers, other LSAs, and external professionals to support children’s needs.
Build positive relationships with parents and carers, supporting continuity of learning and care.
Support transition processes for children starting, moving within, or leaving the setting

Knowledge and Qualifications:

Essential, i.e. the postholder must have:

Level 3 Early Years qualification (e.g., CACHE Level 3 Diploma in Early Years, BTEC Level 3 in Children’s Care, Learning & Development).
GCSEs (or equivalent) in English and Maths, typically grade C/4 or above.
Evidence of ongoing professional development relevant to early years practice.
Safeguarding and child protection training (or willingness to undertake).
Basic first aid training (desirable in some settings, essential in others).
Understanding of the Early Years Foundation Stage (EYFS) framework and its learning outcomes.
Awareness of SEND, EAL, and other barriers to learning, and strategies to support inclusive practice.
Understanding of behaviour management strategies appropriate for early years.
Awareness of safeguarding and child protection procedures and responsibilities.

Desirable, i.e. the postholder would ideally have:

Level 3 or above in first aid (Paediatric First Aid preferred).
Training in behaviour management or positive handling (e.g., Team Teach).
Additional early years or childcare certifications, e.g., Forest School Leader, ELSA, or Thrive practitioner
Knowledge of specialist early years interventions, e.g., speech and language programmes, phonics schemes, or social-emotional learning programmes.
Awareness of inclusive practice for diverse needs, including children with complex SEND or EAL.
Familiarity with assessment frameworks beyond EYFS, e.g., transition to Key Stage 1 or early literacy/numeracy assessments.
Knowledge of restorative practice or positive behaviour approaches in early years.
Understanding of outdoor learning, forest schools, or experiential learning approaches.