Nursery Assistants – Flexible short-term and long-term roles available across Plymouth and surrounding areas
These flexible opportunities are ideal for individuals who enjoy working with young children and want to make a positive impact across different early years settings. You will support nursery staff in creating a safe, nurturing, and stimulating environment for children to learn and grow.
Duties as Nursery Assistant
- Assist in the day-to-day care and supervision of children in the nursery
- Support the planning and delivery of age-appropriate activities
- Help maintain a safe and clean environment in line with health and safety standards
- Encourage positive behaviour and social interaction among children
- Communicate effectively with staff and parents to support children’s development
- Uphold safeguarding standards and promote the welfare of all children
Ideal Nursery Assistant
- Previous experience working with children in an early years setting is desirable
- A relevant childcare qualification (Level 2 or Level 3) is advantageous but not essential
- Strong communication and interpersonal skills
- Ability to work as part of a team and follow instructions
- A caring, patient, and enthusiastic approach to supporting young children
- Commitment to safeguarding and promoting child welfare
Step Teachers is committed to safeguarding and promoting the welfare of children and young people. All candidates registering with Step Teachers are subject to safeguarding checks in line with the DfE’s statutory guidance Keeping Children Safe in Education, including reference checks and an Enhanced DBS check either registered on the Update Service or willingness to obtain one.
Your salary—dependent on experience—is paid weekly through PAYE. Additionally, you gain access to a range of exclusive deals, including discounted high street shopping, travel offers, gym memberships, and more. Our pay portal offers comprehensive physical and emotional well-being services as standard, ensuring your overall wellness is taken care of.
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