Reception Class Teaching Assistant (Learning Associate)

As an Early Years Learning Assistant at Liberty Woodland School, you will work in close partnership with the Reception Class Teacher to provide a nurturing, stimulating and language-rich environment for a class of up to 20 children.

Your learning spaces will include a class den and abundant outdoor areas, supporting free-flow play, exploration, focused learning and meaningful first-hand experiences.

You will help children to feel safe, known and confident; support their learning and development through play and carefully planned interactions; and contribute to an inclusive environment in which every child can thrive academically, socially, physically and emotionally.

The Class Teacher retains responsibility for curriculum planning, assessment and overall class provision. You will contribute observations, ideas and professional insight to help inform planning and children’s next steps.

Role: Reception Class Learning Assistant (Learning Associate)
Hours: Full-time, 37.5 hours per week, term-time only plus 15 additional working days
Terms: Fixed-term contract for the 2026/27 academic year, subject to a four-month probationary period
Reports to: Reception Class Teacher (Senior Learning Associate), with overall accountability to the Head of School

Key Responsibilities

Supporting Teaching and Learning

• Support the Class Teacher in delivering a balanced EYFS curriculum through child-initiated play, adult-led learning and high-quality continuous provision, in line with the EYFS statutory framework and the Liberty Woodland School curriculum.

• Interact skilfully with children during play, using conversation, modelling, questioning and sustained shared thinking to extend language, curiosity and learning.

• Lead individuals and small groups in developmentally appropriate activities, including early communication and language, phonics, literacy and mathematical learning, under the direction of the Class Teacher.

• Support cross-curricular projects inspired by children’s interests and rooted in authentic, purposeful experiences.

• Help prepare, organise and adapt engaging indoor and outdoor provision that promotes independence, creativity, problem-solving and sustained engagement.

• Support children’s physical development, including gross and fine motor skills, confidence in movement and safe participation in outdoor learning.

• Set warm, consistent and appropriately high expectations that inspire, motivate and challenge every child.

Observation, Assessment and Inclusion

• Observe children closely and share concise, meaningful observations with the Class Teacher to help identify interests, progress, needs and possible next steps.

• Contribute to learning records and other agreed assessment processes under the guidance of the Class Teacher and in line with school procedures.

• Notice and respond to children’s individual cues, strengths and needs, adapting resources, interactions and support as directed.

• Provide targeted support for children with additional needs, including SEND, English as an additional language, or social and emotional needs, following agreed plans and professional guidance.

• Promote equality, inclusion and belonging, ensuring that all children can participate fully in the life and learning of the Early Years setting.

Care, Wellbeing and Independence

• Build secure, responsive and respectful relationships with children, supporting their wellbeing, self-regulation, confidence and sense of belonging.

• Support children’s personal care needs sensitively and respectfully, including toileting, changing, dressing, eating and first aid where trained, while promoting growing independence.

• Support transitions throughout the day and help children manage separation, routines, friendships and changes calmly and confidently.

• Model kind and respectful behaviour and use the school’s agreed approaches to help children understand boundaries, resolve difficulties and develop positive relationships.

• Maintain high standards of safety, hygiene, cleanliness and organisation across indoor and outdoor spaces.

Safeguarding

• Promote and safeguard the welfare of every child, recognising that safeguarding is everyone’s responsibility.

• Remain vigilant to signs of harm, abuse, neglect or changes in a child’s presentation and report concerns promptly through the school’s safeguarding procedures.

• Work with the Designated Safeguarding Lead and other colleagues to promote children’s best interests, sharing relevant information on a need-to-know basis.

• Read, understand and follow all policies and procedures relevant to the role, including Keeping Children Safe in Education, safeguarding, online safety, health and safety, equality, data protection and confidentiality.

• Maintain appropriate professional boundaries and keep confidential all information acquired through the role, except where disclosure is required to safeguard a child.

• Help maintain good order and supervise children effectively so that the learning environment remains positive, safe and appropriate to their age and stage of development.

Communication and Teamwork

• Work collaboratively with the Class Teacher, other colleagues and relevant professionals, contributing constructively to planning, reflection and the consistent care of children.

• Share day-to-day information with parents and carers warmly and professionally within agreed responsibilities, referring significant concerns or detailed progress discussions to the Class Teacher.

• Develop positive professional relationships and contribute to staff morale, community wellbeing and the wider ethos of the school.

• Communicate with children in a calm, respectful and developmentally appropriate way, valuing their ideas, feelings and perspectives.

Whole-School Contribution

• Contribute to the implementation and evaluation of school policies, practices and procedures in support of the school’s vision and values.

• Make a positive contribution to the wider life and ethos of the school and advocate appropriately for the value of Liberty Woodland School’s education and outdoor learning approach.

• Help maintain equipment and resources and contribute to attractive, purposeful and well-organised learning environments.

• Support colleagues and provide reasonable cover or assistance across the school when requested by the Head of School and when appropriate to the role.

Personal and Professional Conduct

• Uphold public trust in the profession and maintain high standards of ethics, conduct and professional boundaries within and outside school.

• Have proper and professional regard for the school’s ethos, policies and practices, maintaining high standards of attendance, punctuality, reliability and discretion.

• Follow the LWS Staff Code of Conduct and act within the statutory and professional frameworks relevant to the role.

• Take part in induction, supervision, appraisal and relevant training and development, including safeguarding, paediatric first aid and EYFS practice as required.

• Attend staff meetings, INSET days, training, exhibitions, open events and other important school activities as reasonably required, including some activities outside normal working hours.

Physical and Outdoor Nature of the Role

This is a practical and physically active role. Much of the work takes place outdoors throughout the year and involves walking and working on uneven ground and in changeable weather.

The role also includes bending, sitting at children’s level, supporting children’s physical care and participation, and lifting or handling play equipment, learning resources and other items within safe working practices.

The postholder must follow the school’s health and safety procedures and model safe, positive participation for children and colleagues. Reasonable adjustments will be considered in line with the Equality Act 2010.

Qualifications and Experience

Essential

• Experience of caring for, supporting or working with children in the Early Years age range, particularly children aged four to six.

• A sound understanding of how young children learn and develop through play, relationships and first-hand experiences.

• Good spoken and written English and the communication skills needed to work effectively with children, families and colleagues.

• A commitment to safeguarding, inclusion and the welfare of children.

Desirable

• A relevant Level 2 or Level 3 Early Years or childcare qualification.

• Experience of the EYFS statutory framework, continuous provision, early phonics and outdoor learning.

• A paediatric first-aid qualification, or willingness to complete training.

• A Forest School qualification or experience in an outdoor education setting.

• Experience of supporting children with SEND or other additional needs.

Personal Attributes and Skills

• Warm, nurturing and emotionally attuned, with the ability to build secure relationships with young children.

• Observant, reflective and responsive to individual children’s interests, communication and needs.

• Passionate about play-based, experiential and outdoor learning.

• Creative, curious and willing to contribute ideas while working under the direction of the Class Teacher.

• Flexible, adaptable, active and resilient, with a positive approach to change and innovation.

• A dependable team player who communicates clearly and treats children, families, colleagues and the wider community with kindness and respect.

• Organised, proactive and able to use initiative appropriately while recognising when to seek guidance.

• Approachable, caring and reliable.

• A genuine love of the outdoors.

About Liberty Woodland School

OUR VISION:
To develop young people who will be most likely to succeed in the 21st century.

OUR MISSION:
Through our unique outdoor environment, we develop inquiring, independent and kind global citizens who are emotionally intelligent, innovative problem-solvers, empowered, inclusive and socially responsible.

OUR AIMS:

• To provide a rich, diverse and challenging education through excellent and innovative teaching and learning immersed in the natural world.

• To celebrate success, promote a “can do” attitude and inspire each other to achieve our best.

• To support personal development, social responsibility and a sense of self-worth.

Equality and Safer Recruitment

Liberty Woodland School is an equal opportunities employer and welcomes applications from suitably qualified people regardless of age, disability, gender reassignment, marriage or civil partnership, pregnancy or maternity, race, religion or belief, sex or sexual orientation.

Liberty Woodland School is committed to safeguarding and promoting the welfare of children. The successful applicant will be subject to the school’s safer recruitment procedures, including satisfactory references, identity and right-to-work checks, an enhanced DBS check with children’s barred-list information where legally applicable, and any other checks required for the role.

This job description describes the principal duties of the post. It is not an exhaustive list and may be reviewed in consultation with the postholder to reflect the needs of the school, provided that any changes remain commensurate with the role.