Chelmsford £130 - 255 per day Supply Teaching 311023949 Posted 2 hours ago
Chelmsford, Essex
Full-Time | Long-Term | Start Date: ASAP or September
Ready to shape little minds at the very start of their school journey?
We’re working with a welcoming, community-focused primary school in Chelmsford looking for a passionate and dedicated EYFS Teacher to join their Early Years team on a long-term basis. This is more than a classroom role. It’s a chance to make a real difference in a close-knit school where families, staff, and pupils genuinely know one another.
If you believe the early years lay the foundations for everything that follows, you’ll feel right at home here.
This is a nurturing, inclusive school at the heart of its local community. You’ll be joining a supportive SLT who understand the demands of Early Years and give teachers the space, trust, and backing to do what they do best.
Expect:
A well-resourced EYFS setting with engaging indoor and outdoor provision
A collaborative Early Years team who plan and reflect together
Strong relationships with parents and carers
A leadership team that values staff wellbeing and development
Children who are curious, energetic, and ready to learn
It’s the kind of place where your ideas are welcomed, your voice is heard, and your impact is visible every single day.
You’ll be leading an EYFS class, creating a warm, structured, and inspiring learning environment where every child feels safe, seen, and supported.
Your responsibilities will include:
Planning and delivering creative, play-based learning aligned with the EYFS framework
Building strong routines that help children feel secure and confident
Supporting early phonics, communication, and personal development
Working closely with support staff and parents
Tracking progress and celebrating those big and small milestones
This is a long-term position, offering stability and the opportunity to really embed yourself within the school community.
We’d love to hear from you if you:
Hold UK QTS
Have experience teaching in EYFS
Bring warmth, patience, and positive energy into the classroom
Understand how powerful early intervention can be
Want to grow your career in a school that invests in its people
Whether you’re an experienced Early Years teacher ready for a fresh start or someone looking to step into a long-term role where you can truly make your mark, this could be your next move.
We keep things simple, supportive, and human.
Here’s what you’ll get with us:
Weekly pay through PAYE, no umbrella companies
FREE access to our online CPD Academy
Personalised support from your own dedicated consultant
Opportunities across mainstream, SEND, and alternative settings
Streamlined registration and local bookings
Referral scheme, earn rewards for referring friends
More importantly, we listen. We take the time to understand what matters to you, whether that’s progression, work-life balance, leadership opportunities, or simply finding a school that feels right.
Your next step doesn’t have to be a leap in the dark. Let’s make it a confident one.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQs on the Protocol Education website for further details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Protocol Education is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with the DfE statutory guidance ‘Keeping Children Safe in Education’, this may also include an online search as part of our due diligence on shortlisted applicants.
We offer FREE online safeguarding and Prevent Duty training to all our workers. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check and subscribe to the DBS Update Service.
Full assistance provided. For details of our privacy policy, please see visit the Protocol Education website.
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