Early Years Teaching Assistant

Queen Elizabeth’s Global Schools are an equal opportunities employer and is deeply committed to safeguarding our students, ensuring their safety and wellbeing. We expect all staff and members of our community to share this commitment and to promptly report any concerns about a student’s or community member’s safety or wellbeing. Applicants must be willing to undergo rigorous child protection screening, including checks with past employers and providing Police Clearance Certificates from all countries that the applicant has resided in. The Opportunity Queen Elizabeth’s School, Gurugram is seeking a warm, dedicated, and enthusiastic Early Years Teaching Assistant to join the founding team of our Early Years Foundation Stage (EYFS), supporting children in Nursery, FS1, and FS2 during the most formative years of their learning journey. This is a unique opportunity to help shape a nurturing, inclusive, and inspiring early learning environment in a new, world-class school from its inception. Working closely with class teachers, you will play a vital role in creating a safe, stimulating, and joyful setting where young children feel secure, valued, and confident to explore the world around them. You will support play-based, child-centred learning experiences that foster curiosity, independence, communication, and social development, while helping children build strong foundations for lifelong learning. From facilitating learning through structured activities and imaginative play to supporting personal care, routines, and emotional wellbeing, your contribution will be central to each child’s growth and happiness. If you are a caring and committed Early Years professional who believes in the power of early childhood education and is excited to be part of an ambitious international school community, we would be delighted to hear from you. The Role Supporting Teaching and Learning • Support the class teacher in delivering engaging, age-appropriate, and play-based learning experiences aligned with the Early Years Foundation Stage (EYFS) and the National Curriculum for England, as applicable. • Assist in implementing planned activities that promote student’s curiosity, creativity, and early learning skills through structured and child-initiated play. • Provide targeted support to individuals and small groups to reinforce learning, support language development, and encourage active participation. • Help prepare learning environments, resources, and displays that are stimulating, inclusive, and developmentally appropriate. • Support the use of educational technology and learning tools in ways that enhance engagement and early digital awareness. • Support inclusive practices by adapting activities and providing additional assistance to student with varying learning needs, including those requiring learning support or enrichment. • Work closely with the class teacher and support teams to implement individual learning strategies and care plans where required. • Ensure every child is supported to access learning and participate fully, regardless of ability or background. Student Wellbeing, Safeguarding, and Development • Foster a classroom culture rooted in respect, empathy, and high expectations, where every student feels safe, empowered, and known. • Promote students’ holistic development by nurturing their emotional wellbeing, resilience, social skills, and character alongside their academic growth. • Model professionalism, emotional intelligence, and ethical conduct, serving as a daily role model for students. • Uphold the highest standards of safeguarding and child protection, ensuring all responsibilities are carried out in accordance with school policies, local requirements, and international best practice. Parent and Community Partnership • Support in maintaining open, proactive communication with parents to build strong partnerships and support each child’s learning journey. • Assist in sharing insights on progress, behaviour, and achievement through regular updates, parent meetings, and formal reporting. • Participate fully in parent-facing events, including conferences, workshops, and celebration days, to foster a welcoming and engaged school community. • Approach all family interactions with cultural awareness, ensuring that communication is respectful, inclusive, and sensitive to diverse backgrounds. Professional Growth and Collaboration • Take an active role in your own professional learning, engaging with school-led training and external development opportunities to remain at the forefront of pedagogical excellence. • Share best practice and collaborate with colleagues to refine approaches, co-plan, and elevate teaching and learning across the school. • Contribute to staff meetings, planning teams, and teaching and learning communities, demonstrating leadership in thought and practice Whole School Contribution • Lead or support high-quality extracurricular opportunities, including clubs, competitions, and enrichment activities that enhance student experience. • Play an active role in school-wide initiatives and events, including assemblies, theme weeks, festivals, and performances. • Uphold all school policies, including those related to safeguarding, health and safety, and inclusion, maintaining the highest levels of professionalism at all times. Curriculum Enrichment and Innovation • Contribute to the ongoing development and contextualisation of the school’s curriculum, ensuring breadth, depth, and relevance to both international and regional contexts. • Design interdisciplinary projects and inquiry-based experiences that cultivate critical thinking, global awareness, and cross-curricular connections. • Ensure cultural responsiveness is embedded in all planning and delivery, celebrating diversity and reflecting the values of the school’s global community. Qualifications and Experience • Bachelor’s Degree in Education or a related field / Diploma or Certificate in Early Childhood Education, Child Development, or a related field (preferred). • A recognised teaching qualification (e.g., PGCE, QTS, or equivalent). • A minimum of 2-3 years of teaching experience, preferably in a Cambridge International Curriculum school. • Prior experience working with young student in a nursery or early years setting is highly desirable. • Understanding of EYFS principles and child-centred, play-based learning approaches. Personal Qualities • A genuine passion for working with young student and supporting their early development. • Patient, caring, and empathetic, with strong interpersonal skills. • Enthusiastic, flexible, and proactive, with a willingness to learn and grow professionally. • Committed to inclusion, child wellbeing, and maintaining high standards of care and education. Kindly visit the TES job posting for more details: tes.com/jobs/preview/schrole_ccdece07-cbf2-4b52-bac4-b64dd4fcf6d7