Early Years Adviser ESF Centre

The Adviser Early Years Education champions ESFs Vision 2030 by advancing Belonging Engagement and Personalisation across all ESF kindergartens and early years settings in Primary Schools.

Working within the Education team the Adviser provides strategic leadership and pedagogical guidance to ensure high-quality early years provision grounded in play-based learning inclusive practice and developmentally appropriate environments.

The role strengthens pedagogical coherence across ESF kindergartens and primary schools and supports alignment between early years pedagogy inclusive education principles and holistic transition pathways into primary school with a focus on curriculum learning and teaching.

The Adviser works in close partnership with school leaders early years teams and ESFC colleagues to build capacity and ensure excellence in early childhood education across the Foundation.

Key Responsibilities

System Leadership and Strategy:

• Contribute to the strategic development implementation and review of ESF early years curriculum frameworks guidance and policy.
• Ensure alignment between early years pedagogy Vision 2030 priorities and ESF inclusion principles.
• Support coherence between early years provision assessment approaches and transition expectations into Year 1.
• Prepare reports briefings and strategic communications for senior leadership as required.

Pedagogy Play Inclusion and Learning Environments

• Provide expert guidance on play-based pedagogy inquiry-led learning and developmentally appropriate practice that enables all children to access participate and thrive.
• Support schools in designing high-quality early years environments that promote agency curiosity wellbeing belonging and engagement for diverse learners.
• Advise on curriculum design documentation of learning and assessment practices aligned with best practice in early childhood education and responsive to individual developmental pathways.
• Promote inclusive neuro-affirming early years practice within play-based environments ensuring that diversity of development communication and learning profiles is recognised and supported within universal classroom provision.
• Support schools in embedding tiered support approaches within everyday teaching and learning.
• Contribute to guidance related to early identification responsive planning and personalised pathways in partnership with Student Support Services colleagues where appropriate.
• Promote reflective practice and professional dialogue within and across early years teams to strengthen coherence inclusion and quality.

Transition and Continuity of Learning

• Strengthen holistic transition processes from K2 to Year 1 to ensure continuity of curriculum learning and teaching leveraging the strength of both phases.
• Support shared understanding between kindergarten and primary leaders regarding curriculum expectations and inclusive practice.
• Contribute to the development of Enhanced Transition guidance where relevant.

Professional Learning and Network Leadership:

• Lead and facilitate system-wide professional learning in early years pedagogy and practice.
• Develop and support professional networks for early years leaders and teachers.
• Lead or contribute to cross-foundation initiatives related to early childhood education.
  

Collaboration and Communication:

• Build strong partnerships with kindergarten leadership teams early years leaders and teaching teams.
• Work collaboratively with other phase advisors Student Support Services and other central teams to ensure aligned and coherent support for schools.
• Communicate pedagogical developments and strategic priorities clearly and effectively.
  

Requirements

• Recognised teaching qualification with substantial experience in early childhood education.
• Postgraduate qualification in early childhood education or related fields is highly desirable.
• Significant leadership experience in early years education within an international or comparable context.
• Demonstrated expertise in play-based pedagogy curriculum design and early childhood environments.
• Experience in leading professional learning and system-level initiatives is desirable.

• Contemporary early childhood education research and practice
• Play-based and inquiry-led pedagogy
• Developmentally appropriate assessment and documentation
• Inclusive early years practice and tiered support approaches
• Transition and continuity frameworks

• Strategic thinking and curriculum development
• Facilitation of professional learning
• Designing and evaluating learning environments
• Building system coherence across multiple schools and phases
• Leading change within complex educational settings

Demonstrates the ability to:

• Advance high-quality early childhood education with clarity and moral purpose.
• Build collaborative trust-based relationships across schools.
• Listen influence and support reflective professional dialogue.
• Balance pedagogical expertise with partnership and humility.
• Navigate complexity with sensitivity and confidence.
  

Applications will be reviewed on a rolling basis and offers may be extended prior to the job closing date.

By applying for this position your application may be considered for other opportunities (senior-level roles head of department etc.) within ESF.

ESF is an Equal Opportunities Employer

The English Schools Foundation (ESF) is fully committed to providing equal employment opportunities. ESF will not discriminate on the basis of age race colour gender marital status sexual orientation gender identity pregnancy national origin religion veteran status physical or mental disability genetic information creed citizenship or any other status protected by local laws or regulations.

Personal data provided by job applicants will be used strictly in accordance with the ESFs Personal Data Policy a copy of which will be provided upon request.

ESF is dedicated to ensuring the safety and well-being of all students in our care and expects all applicants to uphold this commitment. We adhere to rigorous recruitment practices with all appointments contingent upon an interview identity verification criminal background checks (including ICPC SCRC and other international background checks as appropriate) assessment of social media presence and positive references.

In accordance with the Keeping Children Safe in Education (KCSIE) 2025 guidelines ESF may perform online checks for all shortlisted candidates prior to the interview.