top of page

Careers

At Watoto Pre-School we believe it is paramount that we support our staffs continuous professional development through various means - external/internal training, peer observations, coaching etc. This allows us to support staff career progression and help develop their skills and knowledge which also enhances the high quality we strive to maintain in Pre-School. 

Pre-School Positions - Vacancies

If you are interested in joining the Watoto Pre-School family, please look through our current vacancies below and fill out our online application form.

  • The Environment
    Children access different areas both indoors and outdoors, as they choose our practitioners support, extend and develop children’s learning with warmth, respect and empathy. ​ All our resources are developmentally appropriate and can be used in a range of ways. ​ The environment is safe and well organised into discrete areas of learning where continuous provision is well planned for children to select themselves to support independent learning and reflect the local community and world around us.
  • Personalised Learning
    The key person develops and maintains thorough knowledge of the children and their families. ​ Its so important we gain an understanding of their interests, experiences, skills, diversity and additional needs of all of our children. This understanding is key to informing how we plan each child’s personalised learning journey to support their all-round development and happiness while attending preschool.
  • Relations and Interactions
    Our Practitioners: are role models in their relationships with other practitioners, parent carers and children. are sensitive when they involve themselves in children’s play activity supporting their all-round development throughout our Early Years curriculum. operate a Key Person system, but our practitioners act as an anchor for children prioritising time for interactions with children as role-models, play partners, listeners and planners. understand that every child develops individually and therefore different levels of communication and interaction are necessary. always show a warm and loving attitude towards children in preschool and ensure their non-verbal communication (body language) is open and caring. in their interactions, practitioners aim not to think for children, but instead, using sensitive questions and comments, and modelling thinking out loud, help children to think for themselves. help children to develop resilience by encouraging them to persevere and by providing an environment in which children feel secure in facing challenge. when children push boundaries our practitioners respond in a calm and consistent way. feedback to children is action specific, concise, and positive.
  • Learning through play
    Children explore at their own pace, and are respected as autonomous, self-motivated individuals and given consistent boundaries. ​ Most of the play within preschool is child-led, with our practitioners following children’s interests, helping them to take initiatives and allowing them to make their own decisions to become active learners. ​ Our practitioners are always actively engaged with children and their learning, either by careful observation of children; listening and watching play, or by sensitively joining in children’s play to develop and extend the children’s learning. ​ Our practitioners work to support children’s reasoning while challenging them to re-examine and extend their understanding of the world. They will do this by using open ended questions, modelling and developing language for communication and thinking, or by modelling play itself. ​ Our practitioners will use children’s interests to move children on, by building on and extending children’s skills and knowledge.
  • Partnerships
    To capitalise on children’s preschool and home experience, we work closely with parent carers to share information which we can then build upon. ​ An ongoing dialogue between Practitioners and parent carers begins with home visits before the child starts preschool. This continues with regular formal and informal information sharing. ​ We provide support, information and workshops for parent carers that enrich and underpin the learning in our preschool. ​ We have strong partnerships with external professionals. These support children’s learning and development in preschool and at home.
  • The Environment
    Children access different areas both indoors and outdoors, as they choose our practitioners support, extend and develop children’s learning with warmth, respect and empathy. ​ All our resources are developmentally appropriate and can be used in a range of ways. ​ The environment is safe and well organised into discrete areas of learning where continuous provision is well planned for children to select themselves to support independent learning and reflect the local community and world around us.
  • Personalised Learning
    The key person develops and maintains thorough knowledge of the children and their families. ​ Its so important we gain an understanding of their interests, experiences, skills, diversity and additional needs of all of our children. This understanding is key to informing how we plan each child’s personalised learning journey to support their all-round development and happiness while attending preschool.
  • Relations and Interactions
    Our Practitioners: are role models in their relationships with other practitioners, parent carers and children. are sensitive when they involve themselves in children’s play activity supporting their all-round development throughout our Early Years curriculum. operate a Key Person system, but our practitioners act as an anchor for children prioritising time for interactions with children as role-models, play partners, listeners and planners. understand that every child develops individually and therefore different levels of communication and interaction are necessary. always show a warm and loving attitude towards children in preschool and ensure their non-verbal communication (body language) is open and caring. in their interactions, practitioners aim not to think for children, but instead, using sensitive questions and comments, and modelling thinking out loud, help children to think for themselves. help children to develop resilience by encouraging them to persevere and by providing an environment in which children feel secure in facing challenge. when children push boundaries our practitioners respond in a calm and consistent way. feedback to children is action specific, concise, and positive.
  • Learning through play
    Children explore at their own pace, and are respected as autonomous, self-motivated individuals and given consistent boundaries. ​ Most of the play within preschool is child-led, with our practitioners following children’s interests, helping them to take initiatives and allowing them to make their own decisions to become active learners. ​ Our practitioners are always actively engaged with children and their learning, either by careful observation of children; listening and watching play, or by sensitively joining in children’s play to develop and extend the children’s learning. ​ Our practitioners work to support children’s reasoning while challenging them to re-examine and extend their understanding of the world. They will do this by using open ended questions, modelling and developing language for communication and thinking, or by modelling play itself. ​ Our practitioners will use children’s interests to move children on, by building on and extending children’s skills and knowledge.
  • Partnerships
    To capitalise on children’s preschool and home experience, we work closely with parent carers to share information which we can then build upon. ​ An ongoing dialogue between Practitioners and parent carers begins with home visits before the child starts preschool. This continues with regular formal and informal information sharing. ​ We provide support, information and workshops for parent carers that enrich and underpin the learning in our preschool. ​ We have strong partnerships with external professionals. These support children’s learning and development in preschool and at home.
  • The Environment
    Children access different areas both indoors and outdoors, as they choose our practitioners support, extend and develop children’s learning with warmth, respect and empathy. ​ All our resources are developmentally appropriate and can be used in a range of ways. ​ The environment is safe and well organised into discrete areas of learning where continuous provision is well planned for children to select themselves to support independent learning and reflect the local community and world around us.
  • Personalised Learning
    The key person develops and maintains thorough knowledge of the children and their families. ​ Its so important we gain an understanding of their interests, experiences, skills, diversity and additional needs of all of our children. This understanding is key to informing how we plan each child’s personalised learning journey to support their all-round development and happiness while attending preschool.
  • Relations and Interactions
    Our Practitioners: are role models in their relationships with other practitioners, parent carers and children. are sensitive when they involve themselves in children’s play activity supporting their all-round development throughout our Early Years curriculum. operate a Key Person system, but our practitioners act as an anchor for children prioritising time for interactions with children as role-models, play partners, listeners and planners. understand that every child develops individually and therefore different levels of communication and interaction are necessary. always show a warm and loving attitude towards children in preschool and ensure their non-verbal communication (body language) is open and caring. in their interactions, practitioners aim not to think for children, but instead, using sensitive questions and comments, and modelling thinking out loud, help children to think for themselves. help children to develop resilience by encouraging them to persevere and by providing an environment in which children feel secure in facing challenge. when children push boundaries our practitioners respond in a calm and consistent way. feedback to children is action specific, concise, and positive.
  • Learning through play
    Children explore at their own pace, and are respected as autonomous, self-motivated individuals and given consistent boundaries. ​ Most of the play within preschool is child-led, with our practitioners following children’s interests, helping them to take initiatives and allowing them to make their own decisions to become active learners. ​ Our practitioners are always actively engaged with children and their learning, either by careful observation of children; listening and watching play, or by sensitively joining in children’s play to develop and extend the children’s learning. ​ Our practitioners work to support children’s reasoning while challenging them to re-examine and extend their understanding of the world. They will do this by using open ended questions, modelling and developing language for communication and thinking, or by modelling play itself. ​ Our practitioners will use children’s interests to move children on, by building on and extending children’s skills and knowledge.
  • Partnerships
    To capitalise on children’s preschool and home experience, we work closely with parent carers to share information which we can then build upon. ​ An ongoing dialogue between Practitioners and parent carers begins with home visits before the child starts preschool. This continues with regular formal and informal information sharing. ​ We provide support, information and workshops for parent carers that enrich and underpin the learning in our preschool. ​ We have strong partnerships with external professionals. These support children’s learning and development in preschool and at home.
bottom of page