OVERVIEW OF THE ROLE
- The Reprographic Officer is responsible for producing and managing printed and digital resources that support both academic and administrative functions across Broadoaks British School and Teenee Todds Day Nursery. The officer ensures confidentiality, accuracy, and efficiency while maintaining reprographic equipment and supplies.
RELATIONSHIPS
- The Reprographic Officer is selected by the Director of Academics in consultation with the Head of School and HR.
- The Reprographic Officer will report directly to the IT support officer, and in their absence to the IT Coordinator. The officer will work closely with teachers, non-teaching staff, and external service providers when equipment servicing is required.
RESPONSIBILITIES
Resource Production
- Provide high-quality photocopying, printing, scanning, laminating, and binding services for staff and pupils.
- Ensure timely preparation of lesson handouts, exam papers, reports, newsletters, and event materials.
Confidentiality & Accuracy
- Handle sensitive materials (e.g., exam papers, student records) with discretion and professionalism.
- Review documents before release to ensure clarity, formatting, and accuracy.
Equipment Management
- Operate reprographic machines efficiently and ensure their proper maintenance.
- Monitor stock levels of consumables (toner, paper, binding covers, laminating pouches) and request replenishments.
- Report breakdowns promptly and liaise with technicians for servicing and repairs.
Administrative Support
- Assist staff in formatting and preparing teaching or event resources for duplication.
- Support school events and community outreach with printed and digital materials (e.g., certificates, programs, banners).
Record Keeping
- Maintain accurate logs of reprographic requests and completed jobs.
- Monitor usage patterns and contribute to cost-effective resource management.
Contribution to School Values
- Ensure all outputs reflect the school’s culture of excellence and professionalism.
- Support colleagues with a positive and service-oriented approach.
KEY PERFORMANCE INDICATORS
- Timeliness of Services: At least 90% of requested materials produced and delivered within agreed deadlines.
- Quality Standards: Maintain an error-free rate of at least 95% in reproduced materials.
- Equipment Uptime: Ensure reprographic equipment is operational at least 95% of the school term through proactive maintenance.
- Confidentiality Compliance: Zero breaches of confidentiality in handling sensitive materials.
- Resource Availability: Maintain adequate stock levels with no more than 2% downtime due to lack of consumables.Stakeholder Satisfaction: Achieve at least 90% positive feedback from staff and leadership on reprographic services.
SAFEGUARDING
Broadoaks British School and Teenee Todds Day Nursery are committed to the safeguarding and promotion of the welfare of all children and young people in our care. All staff share in this responsibility and are expected to uphold safeguarding policies and practices at all times.
QUALIFICATION & EXPERIENCE
- Minimum of Bachelor’s or currently serving NYSC member.
- Basic knowledge of office/reprographic equipment (photocopiers, printers, laminators, binders).
- Computer literacy (Microsoft Office, Google Docs).
- Attention to detail and willingness to learn.
- Good organizational and time management skills.
- Ability to maintain confidentiality.
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OVERVIEW OF THE ROLE
This job description should be read in conjunction with the Teaching Assistant’s contract. TAs are the essence of the work of the school. Each TA with the Class Teacher is responsible for the education of the pupils in his/her class. In addition, it is the role of each teacher to be sure that all children are safe, secure and properly supervised at all times.
RELATIONSHIPS
The Early Years Foundation Stage Teaching Assistant is selected by the Director of Schools in consultation with the HOS/DHOS and HR.
The EYFS Teaching Assistant will report directly to the Class Teacher and Early Years Coordinator, however, in the absence of an Early Years Coordinator, he/she will report to the HOS/DHOS who will also provide strategic leadership and day to day oversight of the EYFS Teaching Assistant.
OVERALL RESPONSIBILITIES AND FUNCTIONS
Teaching and Learning Support
- Assist in planning and implementing lessons using the EYFS framework.
- Work with groups of children under teacher supervision.
- Supervise and support pupils, including those with special needs.
- Give feedback on children's development to the class teacher.
- Support the development of children’s personal, social, and physical abilities.
- Deliver learning activities to help children meet learning objectives.
- Model good language use and social skills.
- Encourage learning through stories, games, songs, and imaginative play.
- Help children develop curiosity and knowledge.
Classroom Management and Environment
- Provide a safe, stimulating, and secure environment for learning.
- Maintain classroom cleanliness and safety.
- Display children’s work clearly and meaningfully.
- Ensure all pupils are aware of and adhere to classroom policies.
- Manage classroom resources and maintain inventory records.
Assessment and Progress Tracking
- Keep accurate developmental records and conduct daily observations.
- Track children's progress and update learning journals (e.g., Tapestry).
- Complete EYFS profiles and contribute to reporting requirements.
- Identify learning outcomes achieved and plan next steps.
Health, Safety, and Pastoral Care
- Attend to pupils' personal needs including hygiene and first aid.
- Supervise students during activities, inside and outside the classroom.
- Promote good attendance and wellbeing.
- Ensure compliance with all health and safety policies.
Professional Conduct and Teamwork
- Attend meetings, trainings, and school events.
- Participate in lesson planning and team discussions.
- Reflect on and improve own practice.
- Support the school ethos and policies.
- Supervise classroom assistants and contribute to team success
KEY SKILLS
- Patience and compassion suitable for working with young children.
- Proficient active listening skills to understand and adapt to the various needs of children and parents.
- A commitment to the theory and practice of equal opportunities.
- A knowledge of health and safety issues relating to the provision of day-care.
- The ability to work on own initiative and supervise other staff members.
- The ability to communicate effectively and build a relationship of trust.
- To possess a high standard of literacy and the ability to write reports as appropriate.
- The ability to work as part of and contribute positively to the staff team.
- The ability to support the Nursery Management in creating a happy, organised and efficient nursery setting.
SAFEGUARDING
Teenee Todds Day Nursery is committed to the safeguarding and promotion of the welfare of all children and young people in our care. All staff have a key role and responsibility in this area.
QUALIFICATION & EXPERIENCE
- Bachelor’s Degree in Education or Early Childhood related subject from a reputable institution or any related discipline with a Teaching certificate if educational background is not in the field of Education.
- Professional certification in Education such as PGDE, CACHE, NVQ etc.
- MSc or MBA or professional certificates in Education or any related discipline will be an added advantage.
- Experience: Minimum 3 years’ relevant experience
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JOB PURPOSE
To enable young children to make good progress in their learning by building upon the skills they have; to assist all pupils to develop emotional security, self-belief and mature social skills, ensuring that all nursery school pupils attain to their potential through the effective delivery of a high quality program of teaching and learning from early years to reception.
OVERVIEW OF THE ROLE
This job description should be read in conjunction with the teacher’s contract. The teachers are the essence of the work of the school. Each teacher is responsible for the education of the pupils in his/her class. In addition, it is the role of each teacher to be sure that all children are safe, secure and properly supervised at all times.
RELATIONSHIPS
The Early Years Foundation Stage Teacher is selected by the Director of Schools in consultation with the HOS/DHOS and HR.
The EYFS Teacher will report directly to the Early Years Coordinator. However, in the absence of an Early Years Coordinator, he/she will report to the HOS/DHOS who will also provide strategic leadership and day to day oversight of the EYFS Teacher.
OVERALL RESPONSIBILITIES AND FUNCTIONS
Teaching and classroom management
- Developing and implementing lessons and work schemes, using the Early Years Foundation Stage as a framework.
- Identify clear learning objectives and specify how they will be taught and assessed.
- Motivate and stimulate a child’s learning abilities, often encouraging learning through experience
- Assist with the development of a child’s personal, social, language and physical coordination abilities
- Provide pastoral care and support to children within a secure learning environment
- Develop and produce visual aids and teaching resources
- Teach an inspiring and appropriate Early Years Curriculum following the EYFS guidance
- Ensure children are settled in well when they first join the school/class
- Be accountable for the attainment, progress and outcome of pupils you teach and monitor every child’s progress against the Early Learning goals, whilst following the EYFS curriculum
- Be aware of pupils’ capabilities, their prior knowledge and plan teaching and differentiation appropriately to build on these, demonstrating knowledge and understanding of how pupils learn
- Have a clear understanding of the needs of pupils, including those with special educational needs; gifted and talented; EAL (English as an additional language); and/or disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them all
- Demonstrate an understanding of, and take responsibility for, promoting high standards of literacy including the use if standard spoken English and the teaching of early reading and phonics
- Encourage mathematical and creative development through stories, songs, games, drawing and imaginative play
- Help children develop curiosity and knowledge
- Facilitate learning by establishing a relationship with children
- Work with others, including teaching assistants and classroom assistants, as well as volunteers, to plan and coordinate work both indoors and outdoors
- Share knowledge gained with other practitioners and build and maintain relationships with parents
- Observe, assess and record each child’s progress
- Ensure the health and safety of children and staff is maintained during all activities, both inside and outside of the nursery or school
- Keep up to date with changes in the curriculum and developments in best practice.
- Establish and maintain a purposeful learning atmosphere
- Set high expectations for pupils’ behaviour establishing and maintain a good standard of discipline through well focused, engaging teaching and through positive and productive relationships
- Ensure effective teaching of the whole class and of groups and individuals within the whole class setting, so that learning objectives are met and pupils’ learning time is used efficiently
- Establish a safe, clean and secure learning environment which promotes pupils’ confidence
- Use teaching methods which capture pupils’ interest and maintain their engagement through:
- Offering rich, captivating learning activities
- Setting the highest expectations for all pupils
- Clearly establishing a purpose for learning, placing it within a context
- Effective questioning that includes open and closed questions, together with the use of probing, supplementary questions
- Providing frequent opportunities for pupils to learn through talk and interaction
- Stimulating intellectual curiosity and communicating enthusiasm for learning
- Matching the teaching approaches used to the learning and development area of the curriculum and the age of the pupils being taught
- Modelling good language use of children
- Modelling good social skills to children
- Clear instruction, effective modelling and accurate explanation
- Listening carefully to pupils, analysing their responses and responding constructively in order to take their learning forward
- Selecting and making good use of ICT and other learning resources which enable objectives to be met
- Providing opportunities to develop pupils’ wider understanding by relating their learning to real life
Monitoring, Assessment, Recording, Reporting and Accountability
- Assess how well learning objectives have been achieved and use this information to improve specific aspects of teaching
- Identify when knowledge, skills, understanding and attitudes have been achieved by individuals or groups of children, and to plan next steps in children’s learning.
- Maintain good organisation and accurate assessments so that they offer a clear record of pupils’ progress and complete an EYFS profile for each child
- Be familiar with the statutory assessment and reporting requirements and know how to prepare and present informative reports to parents
- Understand the expected demands of pupils in relation to the expectations of the Framework for the Early Years Foundation Stage
Pastoral Work
- Attend assemblies and actively assist in the supervision of pupils
- Promote good attendance and monitor in accordance with the School’s attendance policy.
- Be available for all parent-teacher conferences.
- Attend all relevant meetings, including planning and training meetings.
Professional Standards
- Support the aims of the School to promote a “learning community”
- Treat all colleagues and children with respect and consideration
- Treat all children fairly, consistently and without prejudice.
- Promote the aims of the School by attendance at and participation in events
- Support the ethos of the School by upholding the behaviour policy etc.
- Take responsibility for own professional development and participate in staff training when provided.
- To be familiar with new developments and methods in the teaching of his/her field.
- Reflect on own practice as well as the practices of the School with the aim of improving all that we do.
- Participate in the management of the School by effective participation in various team and staff meetings.
- Undertake professional duties that may be reasonably assigned by the Headmaster or Headmistress.
- Undertake duties as prescribed within the Schools’ policies
- Be proactive and take responsibility for matters relating to health and safety.
- Work with others to plan and coordinate work
- Keep up to date with changes and developments in the structure of the curriculum.
KEY SKILLS
- Must be resourceful
- Patience and compassion suitable for working with young children
- Proficient active listening skills to understand and adapt to the various needs of children and parents
- Possess a commitment to the theory and practice of equal opportunities.
- Demonstrate knowledge of health and safety issues relating to the provision of the School
- Have the ability to take initiative and supervise other staff members.
- Communicate effectively and build a relationship of trust.
- Possess a high standard of literacy and the ability to write reports as appropriate.
- Ability to work as part of and contribute positively to the staff team.
- Ability to provide an excellent role model of good practice to all other members of staff
- Ability to support the Nursery Management in creating a happy, organised and efficient nursery setting.
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