Job Title: EYFS Teacher
Location: British School of Tenerife (BST), Spain
Start Date: August 2026
Contract: Full-time, Permanent
Reporting to: Head of Primary / Academic Director
The Early Years teacher will plan, deliver and evaluate high-quality early years education in line with the EYFS statutory framework, the British School of Tenerife’s curriculum plans and the school’s vision and values. Working within an All Through School context, the post-holder will ensure that children in the Early Years receive a safe, inclusive and stimulating start to their education, with a strong emphasis on language development and social‑emotional foundations. The role contributes to the school’s wider aims of academic excellence, community engagement and the effective integration of a diverse pupil body, recognising the high proportion of English as an additional language (EAL) learners.
The teacher will:
- Be an outstanding practitioner, modelling exemplary classroom practice and high professional standards.
- Deliver carefully sequenced, evidence‑informed learning experiences that enable children to master foundational skills and knowledge.
- Create an environment that promotes curiosity, independence and positive dispositions to learning.
- Work collaboratively with colleagues across the school and with families to ensure coherent progression from early years into KS1 and beyond.
Key Responsibilities and Duties
Teaching and Learning (EYFS‑specific)
- Plan and teach well‑structured, engaging EYFS lessons and continuous provision that reflect the EYFS statutory framework and the school’s curriculum.
- Deliver learning that balances play‑based, adult‑led and child‑initiated activities, ensuring progression towards the Early Learning Goals.
- Use systematic approaches to early reading and phonics where appropriate and support development of early communication, language and literacy skills.
- Identify and explicitly teach high‑utility vocabulary and provide frequent opportunities for oral language development, particularly for EAL learners.
- Anticipate and address common misconceptions in early concepts (literacy, numeracy, personal and social development) and adapt teaching accordingly.
- Provide opportunities for repeated practice, retrieval and revisiting of core concepts to develop fluency and secure foundational knowledge.
Assessment, Monitoring and Reporting
- Assess, monitor and record pupils’ development and learning using school assessment systems and EYFS profile requirements.
- Use formative assessment to adapt lessons and provide targeted support or challenge.
- Report pupils’ progress to families and the school in line with school reporting cycles and statutory requirements.
- Contribute to transition documentation and handovers for pupils moving into KS1.
Inclusion and Support for EAL Learners
- Differentiate planning and teaching to meet the needs of all children, including those with SEND and those learning English as an additional language.
- Liaise with specialist staff (SENCo, EAL support, Speech & Language) to implement appropriate interventions and reasonable adjustments.
- Use visual supports, modelling, repetition and scaffolding to support language acquisition and access to the curriculum.
Behaviour, Health and Safety
- Establish and maintain a safe, inclusive and well‑managed classroom environment that promotes positive behaviour and wellbeing.
- Implement the school’s behaviour and pastoral policies consistently.
- Take responsibility for health, safety and welfare in the EYFS setting, including supervision during play, school routines and communal activities.
Whole‑school Contribution and Collaboration
- Collaborate with colleagues across phases to secure coherent curriculum sequencing and smooth pupil transitions across the All Through School.
- Contribute to the wider life and ethos of the school, including school events, parent meetings and community activities.
- Provide cover duties as needed and support colleagues in planning and resource sharing.
Communication with Families and Community
- Build positive, professional relationships with parents and carers; communicate effectively about children’s learning and welfare.
- Support parental engagement in early learning, offering guidance on how to support language and development at home (recognising the predominantly Spanish and international family background).
Professional Responsibilities and Conduct
- Carry out professional duties in line with the School Teachers’ Pay and Conditions Document and Teachers’ Standards.
- Maintain high standards of professional conduct, punctuality and attendance.
- Participate in appraisal and professional development activities, contributing to the professional development of others where appropriate.
Administration and Resource Management
- Maintain accurate records and manage resources delegated to the class or EYFS area efficiently.
- Support recruitment and induction of EYFS support staff and volunteers if required.
Skills and Competencies
- Demonstrable track record as an outstanding practitioner in early years settings.
- Strong understanding of the EYFS statutory framework and effective early years pedagogy.
- Excellent classroom management skills with a proven ability to create a calm, purposeful and nurturing learning environment.
- Highly developed oral language and communication skills, with experience supporting EAL learners.
- Good subject and curriculum knowledge in early literacy, early maths and personal, social and emotional development.
- Skill in planning a carefully sequenced curriculum that builds foundational knowledge and skills progressively.
- Ability to identify and address misconceptions; use assessment effectively to inform teaching.
- Competence in using a range of teaching strategies, including play‑based approaches, direct instruction and formative assessment techniques.
- Strong interpersonal skills; able to build effective relationships with children, colleagues and families from diverse cultural and linguistic backgrounds.
- Organisational skills appropriate to managing class records, resources and daily routines in an EYFS setting.
- Commitment to professional ethics and to the vision and values of the British School of Tenerife.
- Basic proficiency with school IT systems for planning, assessment and communication.
Professional Development
- Access to induction and continuing professional development aligned with the school’s curriculum priorities and the Initial Teacher Training and Early Career Framework.
- Opportunities to:
- Participate in EYFS‑focused training, including early literacy, systematic synthetic phonics, language development and inclusion strategies.
- Engage in school‑led professional learning communities and cross‑phase curriculum development.
- Receive targeted coaching and mentoring from experienced colleagues and senior leaders.
- Contribute to and lead training sessions for staff and parents on early years pedagogy and supporting EAL learners.
- Encouragement to undertake accredited professional qualifications relevant to early years and SEND/EAL specialism, subject to school policy and Spanish convenio arrangements.
Safeguarding
- The British School of Tenerife places child protection and safeguarding as a paramount responsibility. The Early years teacher must:
- Work in line with statutory safeguarding guidance, the school’s safeguarding and child protection policies and any relevant Spanish statutory guidance.
- Be familiar with the school’s designated safeguarding lead (DSL) arrangements and report any concerns about a child’s welfare promptly and in accordance with school procedures.
- Promote the safety and wellbeing of every pupil, maintaining professional boundaries and modelling appropriate behaviour.
- Ensure that the EYFS environment and routines meet safeguarding and health & safety standards, including safe supervision, safe storage of equipment and appropriate collection procedures.
- Contribute to risk assessments for EYFS activities, trips and off‑site visits and follow guidance for intimate care and medical needs.
- Participate in required safeguarding training and keep up to date with child protection procedures.
Contract, Pay and Conditions
- Employment under the Spanish convenio pay scale applicable to teachers in the region; exact grade and contractual details to be confirmed at offer stage.
- Role subject to the School Teachers’ Pay and Conditions Document, relevant Spanish employment legislation and the school’s policies.
- Post‑holder is expected to be an active member of the school community and the Association of the British School of Tenerife, working collaboratively with the Board of Directors, Academic Director and Business Manager.
Summary / Next steps
This job description defines the principal responsibilities and requirements for the Early years teacher at the British School of Tenerife. It is intended to be comprehensive but not exhaustive; the post‑holder may be required to undertake other duties appropriate to the role and to the needs of the school.