Job Purpose

Responsible for serving as the Thai Playgroup Teacher for Pre-Nursery, working collaboratively with the International Playgroup Teacher to plan and deliver high-quality, play-based learning experiences that promote children's holistic development throughout the Early Years. The role fosters warm, secure and trusting relationships while ensuring high standards of safeguarding, health, safety and wellbeing, preparing children for the next stage of learning and providing the foundation for lifelong learning. The role also includes the dual responsibilities of Intervention Support Teacher for Year 1 and Learning Support Teacher for Reception, assessing students' developmental and learning needs and delivering early intervention and targeted learning support for students requiring additional support. Work collaboratively with the Homeroom Teacher, parents and relevant professionals to promote students' holistic development

Responsibilities:

1. In the Role of Playgroup Teacher:

Create and maintain a safe, nurturing and developmentally appropriate learning environment that promotes children's learning, builds confidence and fosters secure attachment

Plan and deliver high-quality play-based learning experiences in line with the School's Early Years curriculum and students' individual developmental and learning needs, using observation and assessment to inform planning and continuously develop and improve teaching and learning

Work collaboratively with the International Playgroup Teacher to plan and deliver learning, monitor students' development, and share responsibility for students' learning, development and wellbeing

Use developmentally appropriate teaching approaches, learning resources and environments that encourage thinking, exploration and active learning

Promote inclusion, diversity, participation, wellbeing and safeguarding for all students in accordance with the School's standards

Observe, monitor, assess and record students' development, using assessment outcomes to improve learning experiences

Prepare reports and communicate students' development, learning and wellbeing with parents and relevant professionals

Develop positive partnerships and maintain effective communication with parents to support students' learning and development

Work collaboratively with internal and external professionals to support students' learning, development and wellbeing

Support the effective operation and continuous development of the Playgroup in line with the School's vision, mission, policies and standards

Engage in continuous professional development to enhance teaching practice and student outcomes

Undertake other duties appropriate to the role to support the effective operation of the Playgroup

• In the Role of Intervention Support Teacher - Year 1 - Foundation Phase:

Support the Intervention Teacher in observing, gathering assessment information and identifying students' learning, developmental and early academic needs to inform appropriate intervention support

Support the development, implementation and review of Individual Intervention Plans by contributing to agreed targets, strategies and intervention activities

Support the delivery of individual and small-group intervention programmes under the guidance of the Intervention Teacher to promote students' learning and developmental progress

Observe, record and report students' progress to support ongoing monitoring and the review of intervention provision

Work collaboratively with the Homeroom Teacher and Intervention Teacher to adapt learning activities, resources and support strategies that promote students' learning and participation

Work collaboratively with teachers, parents and relevant professionals to support the delivery, monitoring and review of intervention support

• In the Role of Learning Support Teacher – Reception - Foundation Phase:

Provide learning support within and beyond the classroom in accordance with planned learning programmes and guidance provided by the Homeroom Teacher

Provide individual and small-group learning support in line with agreed guidance to promote students' participation, independence and progress in learning

Promote students' physical, emotional, social, behavioural and wellbeing development through play-based learning experiences, positive interactions and daily routines

Build warm, secure and trusting relationships that help students feel safe, confident and ready to learn

Observe, record and report students' developmental, behavioural and learning progress to support ongoing monitoring and appropriate learning support

Prepare and adapt learning resources, equipment and learning environments to meet individual student needs

Work collaboratively with the Homeroom Teacher, parents and relevant professionals to support students' learning, monitor progress and ensure ongoing support

Requirements:

Bachelor's degree or higher in Early Childhood Education, Early Childhood Care and Education, Education or a related field

At least 2 years of experience in teaching or caring for young children, particularly children under the age of three, would be advantageous

Experience in play-based learning and promoting early childhood development

Experience in observing, monitoring and assessing children's development

Previous experience in an international or bilingual school environment would be an advantage

Good command in English speaking, listening, reading and writing

Knowledge of play-based learning, student-centred approaches and Developmentally Appropriate Practice (DAP)

Knowledge of secure attachment, child wellbeing and holistic approaches to early childhood care and development

Knowledge of safeguarding, child protection, health, safety and hygiene practices for young students

Knowledge of the Early Years Foundation Stage (EYFS) framework or other relevant early years curricula

Understanding of inclusive education and the ability to meet students' diverse developmental and learning needs

Holds a valid teaching licence in an advantage

Our Commitment to Safeguarding Amnuay Silpa School, a safeguarding recognised school, is fully committed to safer recruitment and the safeguarding of children and young people. All appointments are subject to an enhanced police check, satisfactory references, and the completion of a self-disclosure form as part of the recruitment process.