Vice Principal (Early Years)

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Vice Principal (Early Years)

JOB SUMMARY

N/A

Education MBA / Master&... Experience 10 years Job Expires Jun 10, 2026 Contact

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Job Description

Job Purpose: To provide visionary and nurturing leadership across the entire Early Years Department by championing developmentally appropriate, play-based, and inquiry-led learning experiences that build strong cognitive, social, emotional, physical, and linguistic foundations from the very first days of school. The Vice Principal – Early Years will safeguard children's wellbeing, model warm, attachment-based care for our youngest learners, mentor early childhood educators and caregivers, and ensure the faithful implementation of the Cambridge Early Years Programme alongside best practice in infant and toddler care, empowering each child to begin their learning journey with confidence, curiosity, and joy.

Early Years Pedagogical Leadership:

Lead the planning, delivery, and continuous improvement of learning and care across the full Early Years range, ensuring developmentally appropriate practice at every stage.

Champion play-based, inquiry-led, and child-centred pedagogy across the department, including attachment-based caregiving and a key person approach for infants and toddlers in the creche.

Ensure faithful delivery of the Cambridge Early Years Programme in Creche, EY1, EY2, and EY3/Reception across the six areas of early learning: communication and language, physical development, personal/social/emotional development, literacy, numeracy, and understanding the world.

Champion sensory exploration, treasure-basket and heuristic play, gross-motor movement, and emerging language for infants and toddlers; and rich indoor and outdoor learning environments with continuous provision and well-planned learning centres for older children.

Embed observation-based assessment and learning journeys to track each child's progress from creche through EY3 and inform next steps.

Lead smooth, well-supported transitions, home into creche, creche into Nursery, between Early Years stages, and from Reception into the Primary Department, with strong continuity of relationships and routines.

Child Wellbeing, Safeguarding & Development

Serve as a designated safeguarding lead for the Early Years, ensuring 100% compliance with child protection policies and statutory duties from infancy onwards.

Foster a warm, secure, and inclusive environment where every child – from Creche to Reception – feels seen, safe, and valued.

Oversee health, hygiene, nutrition, supervision, sleep, and safety routines appropriate to each age band, with intensified standards for infants and toddlers.

Ensure all Early Years staff are trained in paediatric and infant first aid, safe sleep, allergen management, and emergency response.

Champion social-emotional learning, attachment-based care, positive behaviour guidance, and age-appropriate self-regulation strategies.

Identify children who may benefit from additional support – including early developmental concerns flagged in the creche – and coordinate timely, sensitive interventions with teachers, parents, and specialists.

Staff Leadership & Professional Development

Recruit, induct, mentor, and retain high-calibre Early Years teachers, teaching assistants, and creche caregivers.

Lead regular learning walks, lesson observations, and reflective coaching conversations grounded in early childhood and infant-care best practice.

Plan and deliver targeted professional development on infant/toddler care, early childhood pedagogy, safeguarding, inclusive practice, and curriculum design.

Build a collaborative, learning-focused team culture in which staff feel supported, challenged, and inspired.

Parent & Family Partnership

Build strong, trusting partnerships with parents as a child's first and most important educators.

Lead clear, warm, and timely communication with families on children's progress, well-being, and daily life at school.

Plan parent workshops, open days, conferences, and family engagement events to strengthen school learning, including a new-parent orientation for families of toddler/creche classes.

Respond to parent concerns with empathy, professionalism, and a solutions-focused mindset. 

Operations and Compliance 

Oversee day-to-day operations of the Early Years Department, including timetabling, staffing rotas, supervision ratios, and resource allocation.

Ensure all classrooms, sleep areas, outdoor spaces, and equipment meet safety, hygiene, and quality standards for infants, toddlers, and young children.

Maintain accurate records of attendance, assessments, incidents, and safeguarding concerns in line with policy.

Support the Principal in budgeting, procurement, and strategic planning for the Early Years Department.

School Vision, Mission & Culture

Embody and champion the school's vision, mission, and core values in every interaction with children, staff, and families.

Cultivate a joyful, respectful, and high-trust Early Years culture that reflects the Cambridge learner attributes – confident, responsible, reflective, innovative, and engaged, at an age-appropriate level.

Build a strong sense of community within the Early Years team and across the wider school.

ICT Integration & Innovation 

Champion the thoughtful, age-appropriate use of digital tools to enrich, never replace, hands-on early learning.

Support staff proficiency in digital platforms used for planning, observation, assessment, and parent communication.

Encourage innovation in early literacy, numeracy, STEAM exploration, and creative expression.

 

KEY PERFORMANCE INDICATORS

Consistent, high-quality care and delivery of the Cambridge Early Years Programme across Creche to Reception.

100% safeguarding and child-protection compliance – including infant-specific standards, with zero unresolved welfare concerns.

Demonstrable developmental progress for every child against age-appropriate milestones and Cambridge Early Years learning goals.

Strong retention and satisfaction across teachers, teaching assistants, and caregivers, with measurable growth in practice quality.

High parent satisfaction and engagement, evidenced by survey results and participation rates.

Smooth and confident transitions of children into Primary Year 1.

A vibrant, well-resourced, and developmentally rich learning environment.

Effective integration of age-appropriate technology and innovative practice.

Required Skills or Experience

Education

Master's degree in Early Childhood Education, Education, Educational Leadership, or a closely related field. (A Bachelor's degree with substantial Early Years leadership experience may be considered.)

Recognised teaching qualification or licence.

Specialist training or certification in Early Childhood Education, Cambridge Early Years, Montessori, Reggio Emilia, or equivalent is highly desirable.

Training or experience in infant and toddler care is highly desirable.

Current safeguarding/child protection training (or willingness to complete on appointment).

Paediatric and infant first aid certification (or willingness to obtain on appointment).

Experience

Minimum of 10 years' experience in early childhood education, with significant time across the full Early Years range (infants and toddlers through age 6).

At least 5 years in a leadership role within an Early Years or primary setting, ideally including oversight of an infant/toddler programme.

Proven experience implementing the Cambridge Early Years Programme or a comparable internationally benchmarked early childhood curriculum.

Demonstrated success in safeguarding, infant/toddler welfare, child wellbeing, and parent partnership.

Track record of coaching and developing early childhood teachers and caregivers.

Skills & Competencies

Deep knowledge of child development from infancy through age 6, and of play-based, inquiry-led pedagogy.

Warm, child-centred leadership style combined with strong strategic thinking.

Excellent verbal and written communication, especially with young children and their families.

Strong skills in observation-based assessment and using evidence to drive learning.

Calm, empathetic approach to behaviour guidance and conflict resolution.

Highly organised, with sound judgement on safety, supervision, and operational detail.

Confident, age-appropriate use of ICT for teaching, assessment, and communication.

Inclusive mindset that celebrates diversity and supports every child's unique needs.

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