JOB DESCRIPTION
Informal Enquiry: Judy Thompson
Tel 0114 2506762
CHILDREN AND YOUNG PEOPLE’S SERVICE /
This authority / school / service is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment
SERVICE / INCLUSION AND LEARNING SERVICESPOST TITLE / COMMUNITY BASED CHILDCARE NETWORK CO-ORDINATOR
SALARY RANGE / Grade 6
RESPONSIBLE TO / COMMUNITY BASED CHILDCARE SERVICE MANAGER (Quality Improvement)
RESPONSIBLE FOR / NIL STAFF
HOLIDAY AND SICKNESS RELIEF / FOR: OTHER MEMBERS OF THE COMMUNITY BASED CHILDCARE TEAM
BY: COMMUNITY BASED CHILDCARE SERVICE CO-ORDINATOR
PURPOSE OF JOB / · To support, challenge, improve and report on the development of quality practice to newly registering and established childminders on the Pathways to Registration route and within Sheffield ‘Children Come First’ Childminding and Home Based Childcare Network
· To develop high quality childcare practice with newly registering childminders and established childminders, working to Sheffield Early Years Quality Improvement Strategy
· To support the recruitment of Childminders on the Pathways to Registration route
· To deliver and support a continuous professional development programme to Childminders and Home Based Childcarers
JOB DESCRIPTION FOR POST OF:- COMMUNITY BASED CHILDCARE NETWORK CO-ORDINATOR
SPECIFIC DUTIES AND RESPONSIBILITIES
The postholder must at all times carry out his/her responsibilities within the spirit of the City Council’s Policies and Procedures, in particular the Council Policies on Equal Opportunities and Health and Safety and also, within the framework of the Education Act 1996.
1. To work closely with relevant officers and other early years colleagues supporting key Learning and Achievement Service Strategies in relation to Community Based Childcare provision. E.g. Early Years Quality Improvement Strategy and Children’s Centre Implementation.
2. To support and deliver Continuous Professional Development/training programme to Community Based Childcarers.
3. To support and challenge practitioners towards effective identification of continuous professional development needs and reflective, high quality childminding practice.
4. To compile and collate data and records as required, provide current and reliable information regarding quality and sufficiency of places to the Manager of Community Based Childcare.
5. Produce accurate reports to support the monitoring of individual Childminders practice, reporting on the progress of the SCCF Network and make recommendations for future developments.
6. Develop and maintain an information resource for Community Based Childcare towards the development of a high quality, inclusive and diverse workforce.
7. Identify opportunities to support the development of Sheffield ‘Children Come First’ Home Based Childcare Network.
8. To undertake training identified as relevant to the post.
9. To contribute to team meetings, and organisational priorities, be flexible within the broad remit of the post and take direction on projects and priorities from your line manager.
10. The post holder will participate in the Council’s objectives in providing a safe and healthy working environment.
11. To ensure the confidentiality of all information under Sheffield City Council’s Code of Conduct and in accordance with the Data Protection Act 1998 and other legislation such as the Human Rights Act.
12. To undertake any other duties as appropriate to the grade and purpose of the post as may be required after negotiation between management, the post holder and the appropriate Trades Unions
ISSUE DATE: January 2010CITY OF SHEFFIELD
CHILDREN AND YOUNG PEOPLE’S SERVICE
PERSON SPECIFICATION FOR THE POST OF
COMMUNITY BASED CHILDCARE NETWORK CO-ORDINATORR
Minimum Essential Requirements / Method of AssessmentSkills/Knowledge
Good communication skills both oral and written / Application form / Interview
Ability to create working partnerships with service colleagues and outside agencies / Application form / Interview
Ability to work independently and as part of a team / Application form / Interview
Planning, prioritising and managing own workload / Application form / Interview
Knowledge of new developments in government policy in relation to early years sector / Application form / Interview
Ability to promote and create learning environments including delivery of training when required / Application form/ Interview
Knowledge of Early Years Foundation Stage Framework and Ofsted Regulatory Frameworks in relation to Childminding and Home Based Childcare / Interview
Knowledge of Childminding and the role of NCMA Childminding Networks / Interview
Knowledge of administrative, business and organisational needs / Interview
Experience/Qualifications/Training etc.
(if any)
Prior significant experience in Early Years Sector / Application form / Interview
Currently hold a minimum of a level three early years qualification, and ideally hold an Early Years Degree or equivalent level of relevant qualification /EYPS or be currently working towards this level of qualification / Application form / Interview
Work Related Circumstances
(including Working Conditions)
Ability to develop co-operative working relationships quickly / Interview
Ability to work under pressure to deadlines / Interview
Ability to work under own initiative and co-operatively as part of a team / Application form / Interview
Plan, set priorities and meet deadlines / Application form / Interview
Communicate effectively with a wide range of people / Interview
Collaborate with others in problem solving, seeking solutions and making recommendations / Interview
Produce reports / Application form / Interview
Work in a wide variety of social economic settings / Application form / Interview
Use own initiative / Application form / Interview
Motivate others to improve approaches and practices / Application form / Interview
Adapt to differing working situations / Application form / Interview
February 2010
Role Profile Description
Date / October 2007Family / Learning and Development
Role profile Level Number / L&D4
Purpose
To undertake a full range of specialised learning and development activity
Role Accountability / End Result
Planning
Plan prepare and deliver lesson/session and programme plans using specialist knowledge of subject/learners / · Learning plans tailored to meet curriculum and learner needs
Implementation and Delivery
Oversee and control the implementation of programmes/activities/qualifications or learning outcomes. / · Programmes are delivered to the required standards and timescale.
· Programmes/Activities meet internal or external standards
People Management
Co-ordinate delivery and implementation of the programmes / · Team work and joint understanding to assure effectiveness and efficiency of programme delivery
Supervise and/or develop the skills and capacity of others involved in delivering activities and programmes. / · The capacity to deliver the scheduled programmes and activities is obtained
Monitoring
Assess, monitor and review individual learners and programmes to identify and improve their effectiveness / · Standards are maintained and improved
· Actions are taken to implement improvements and correct deficiencies
· Learners progress may be accredited (internally and/or externally)
Relationships
Liaise and co-ordinate with internal/external partners to ensure that delivery fits with other existing provisions
Facilitate and manage the learning environment / · The optimum benefit and efficiencies are achieved from the available resources
· Expert delivery used when required.
Consultancy
Provide consultancy services to learners and clients/groups to formulate and design development programmes that reflect their needs / · The requirements of individual communities or groups are met in the available programmes.
Resource Management
Identify, access and deploy resources to meet learning and development needs / · The optimum benefit and efficiencies are achieved from the available resources
Policy Development
Undertake research to inform policy development / · Policy development informed by latest thinking
Advice and Guidance
Provide specialised training and advice to other practitioners and managers. / · Awareness of the topics is raised
· Corporate outcomes are influenced
Nature of contacts and relationship (who and the nature of the communications)
Learners to provide learning, assess, monitor and evaluate learning and provide feedback.
Carers and stakeholders to provide feedback on learners’ progress.
Colleagues to co-ordinate work and develop programmes and support and mentor
Working Environment Context (physical, disagreeable, health and safety aspects)
Inside and outside in all weathers and in all learning environments
May involve dealing with challenging behaviour and provide intimate and personal care.
May involve moving and handling equipment and travelling to external venues.
Procedural Context (Creativity; discretion; impact: concentration)
Degrees of autonomy in designing programmes which best meet the needs of individuals or groups.
Operating within Council rules and procedures.
Making decisions in a sometimes difficult and complex environment.
Direction Received
Provided with learning objectives and managerial direction but able to determine how objectives might be delivered to best suit client group.
Key facts and figure ranges (include likely size of any team managed)
No management responsibility
May be co-ordinating the work of assisting Colleagues and provide advice guidance to others in area of specialist knowledge.
Skills, knowledge and qualifications (Formal qualifications typically required. Essential and generally preferred. Work knowledge acquired.)
Qualified (NVQ 3/4) and experienced in the relevant work area.
Work Knowledge
Good knowledge of relevant procedures and policies and organisation and context of learning
Detailed knowledge of relevant curriculum
Knowledge of user group
Work Skills and Equipment Operated
Ability to use the equipment required in the learning setting – IT and presentation aids.
SM1 / SM2 / SMD / CRE / CON / DDIS / DCON / RES / WWD / KS / TOTAL
1 / 1 / 0 / 3 / 3 / 3 / 2 / 1 / 1 / 4 / 382