Job vacancy: Primary English Teaching and Learning Adviser

We’re delighted to launch a brand-new online training day packed with a treasure trove of helpful ideas and resources for every inclusive classroom.
On Thursday 25th September 2025, a day before National Teaching Assistant’s Day on the 26th, we will share our top tips for TAs and ideas on how to make classrooms more inclusive via 25-minute online sessions. Perfect bite-sized CPD for every teaching assistant and fully funded by HCC for primary, secondary and special schools in Hertfordshire.
Join us live or book a place then access recordings to watch at a time convenient to you and share as part of in-school CPD throughout the year.
Gain practical tips that align with Hertfordshire’s Ordinarily Available Provision guidance and implement them into the classroom immediately.
Plus, we’re inviting headteachers, SENCOs and senior leaders to join us online for a short introductory briefing at 9am on 25th September 2025 where we will launch the new Hertfordshire TA Training Directory – a collaboration between HFL Education, Hertfordshire County Council (HCC) and Delivering Special Provision Locally (DSPL) areas.
Find out more and book your place on our live online event via the HFL Hub and view the agenda for the day.
In addition, teachers interested in finding out more about the latest research from the EEF on how to maximise the impact of TAs in an inclusive classroom can join our final session.
A new best practice guide from SecEd written by our wellbeing advisor Tracey Harper highlights how RSHE (Relationships, Sex and Health Education) lessons can transform school culture by encouraging “upstander” behaviour. It urges teaching real-life scenarios, creating safe discussion spaces, using relatable media, and applying the “five Ds” of bystander intervention to help students confidently challenge sexist jokes, online abuse, and exclusionary comments. The Department for Education backs this approach, stating that bystander-intervention education is vital to preventing harm.
Read the article: SecEd: How to support students to challenge misogyny and bullying
We are excited to share that Penny Slater, our Development and Partnership Lead, will be a keynote speaker at the Norfolk and Suffolk ‘Leading for Impact’ conference organised by Sapientia Education Trust.
Penny is working with Norfolk and Suffolk County Councils, the Norfolk Learning Collaborative and speaking alongside some of the country’s new RISE advisers Tim Coulson, CEO of Unity Schools Partnership and Jonathan Taylor, CEO of the Sapientia Education Trust.
The topic of Penny’s keynote is the “why of reading” focusing on what secondary schools can expect from a pupil transitioning from primary to secondary, including what every leader needs to know about how best to spot and support struggling readers at this crucial juncture in their education.
Developed in partnership with and aimed at headteachers and senior leaders, this system led best practice conference, hosted at Wymondham College, Norfolk is a great platform to share Penny’s knowledge, and for educators to reap the benefits of organisations working collaboratively to improve outcomes for children.
Building independence in young children is one of the most powerful things we can do as early years practitioners. Independence doesn't ‘happen’ overnight. It’s a skill we nurture carefully through the experiences we provide and the behaviours we model every day.
When children are given the tools, time, and trust to do things for themselves, they grow in confidence, developing their resilience, and problem-solving skills - all vital foundations for lifelong learning and success. These experiences support not just academic achievement, but also social, emotional, and physical development.
Encouraging independence from an early age helps children feel capable and valued. It shows them that their ideas, choices, and efforts matter. Over time, independent children develop stronger self-esteem, better concentration, and an increased willingness to try new things, even when they are challenging! Importantly, for children with SEND, independence may look different – and that’s okay. Flexibility, choice, and responsive support are essential to ensure all children feel empowered to develop independence in a way that suits them best.
Independence isn't just about ‘doing things alone.’ It’s about developing critical skills like decision-making, persistence, and self-regulation. These are essential for life-long learning and for life beyond school. When we support independence thoughtfully, we help children become confident, capable learners who believe in their own ability to make a difference.
Children thrive when they can access what they need without having to ask an adult every time. Use low-level shelves, clear labels with pictures and words, and include open-ended resources. Make sure there are clear spaces and routines for children to return items when they have finished. Including a photo of ‘what tidy looks like’ helps children to be able to put things back independently. When children can choose and use resources freely, they develop responsibility for, and pride in, their environment.
Developing true independence takes time – and that often means slower routines and lots of modelling and gentle reminding. It can be tempting to jump in and ‘rescue’ children when they struggle, but stepping back gives them the chance to work things out. Offer encouragement and acknowledge their effort, even if the task isn’t completed perfectly. Remember, the process is more important than the outcome.
Children learn so much by watching adults. Show them how to do tasks step-by-step, describing your actions as you go (“First, I fix the bottom of the zip in place then zip the coat up at the bottom... then I pull it up to the top."). This supports understanding and language development at the same time. Regular modelling helps children feel more confident when they try it for themselves.
Giving meaningful choices shows children that their voice matters. This could be as simple as choosing between two activities, selecting a snack, or deciding which book to read. Offering choices also supports communication skills and emotional regulation, helping children feel respected and empowered.
Praising effort encourages a growth mindset, where children learn that perseverance can lead to success. Instead of focusing only on end results ("You did it!"), recognise the process ("You kept trying even when it was tricky – that's amazing!"). This builds resilience and helps children develop a positive attitude towards challenges.
Set up a simple snack area where children can pour their own drinks and choose from a small selection of healthy snacks. Use child-sized jugs, cups, and tongs to support fine motor skill development and hygiene. Visual prompts like "one scoop" or "two pieces", can help guide choices without constant adult direction, giving children ownership of the routine. *Remember, whilst eating, children must be within sight and hearing of a member of staff.
Outdoor play offers a brilliant opportunity for independence. Teach children simple techniques like the ‘Montessori coat flip’ method for putting on coats (Tag to the toes, hands in the holes and flip). You could even introduce fun dressing challenges or songs to encourage children to put on their shoes, wellies, and waterproofs by themselves. Celebrate small successes to build their confidence.
Assign groups of children areas of learning for tidy up time such as the book area, or home corner to develop responsibility for looking after shared spaces. Have photographs to show children what tidy ‘looks like’ that they can copy and be successful in their role. Rotating these jobs regularly gives children a chance to help in different areas of the classroom as well as reinforcing the idea that we all help take care of our learning environment.
Create simple boards with photos, symbols, or words showing activity choices. Children can select from activities like painting, construction, or quiet reading, supporting decision-making and independence. Choice boards are especially powerful for children with SEND or emerging language skills, offering a clear and accessible way to communicate preferences.
Use visual timetables, first/then boards, and simple checklists to help children anticipate what’s coming next and manage transitions independently. For example, a visual 'getting ready for home' list (coat, bag, book) can prompt children to organise themselves without needing reminders from an adult.
Rather than stepping in immediately when a child faces a challenge (like a puzzle piece that won’t fit or a toy out of reach), encourage problem-solving. Use prompts like "What could you try next?" or "Who could help you?" This builds resilience and critical thinking, showing children that things being challenging sometimes is a normal part of learning.
Supporting independence isn't about expecting children to do everything on their own — it’s about creating a safe, encouraging environment where they can have a go, make choices, and feel proud of their efforts.
When we offer trust, time, and patience, we help children build the confidence to try, the resilience to keep going, and the belief that they are capable learners. Independence grows one small ‘moment’ at a time; tying a shoe, pouring a drink, solving a problem, and each success, no matter how small, lays a foundation for future learning.
As early years practitioners, we have a powerful role to play. By standing alongside children, guiding when needed, stepping back when possible, we show them they are trusted, valued, and ready to take on the world.
What’s one small opportunity you could offer today to nurture independence in your setting?
Take a look at the latest edition of Headteacher Update and you’ll find an article by our very own Charlotte Jackson, Teaching and Learning Adviser for science in our primary team.
In her article “Prioritising foundational knowledge and creating challenge in the science classroom" Charlotte considers why this can undermine understanding and looks at prioritising foundational knowledge.
HFL Education’s science advisers offer a one stop shop for your school’s science curriculum development, subject leadership, teacher development and student support.
We have an enviable reputation within the UK for providing exceptional support to schools in developing and improving the delivery of science learning. Working with local and national partners we are the UK’s leading provider of expert science support.
If you’d like to know more about how our science advisers can help you, please email info@hfleducation.org or take a look at our primary science page.
Take a look at the blogs our science team write regularly on the latest developments and good practice in science and sign up to our newsletters.
We are passionate about developing both children and teachers’ knowledge, motivation and confidence in the craft of writing.
The ESSENTIALWRITING curriculum is an ambitious and progressive writing scheme, hooked in with high-quality literature, designed to give teachers subject knowledge, pedagogical tools and strategies to teach children how to write for specific purposes and authentic audiences. As a result, children feel inspired and ready to write high-quality outcomes.
The following NEW resources will be available soon and if you’re a current subscriber they will be added at no extra cost.
We will also be releasing new unit plans for Y1 – Y6 for the 2025-26 academic year.
Schools will receive one new plan, per year group, per term and current subscribers will have already received notification of the updates from the ESSENTIALWRITING team.
Schools can subscribe to the ESSENTIALWRITING online resource and give all their staff access to the complete suite of resources 24/7. There is a wide range of subscription packages to suit each school’s needs.
If you have any questions, please don’t hesitate to contact us at essential.writing@hfleducation.org