Role profile library
Predefined role profile
Early years practitioners and nursery staff
The behaviours this profile measures, drawn from the great{with}talent job library and occupational research. Download the full competency-based interview guide to assess them.
The full interview guideCompetency-based questions, follow-up probes and a 1–5 rating form for each behaviour — ready to print or run on screen.
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Behaviours assessed — 5 priority competencies
1
Customer Focus
Builds effective customer relationships to ensure needs and expectations are understood. Understands the importance of the customer to the business, seeking regular feedback whilst being prepared to say no when needed.
Why this matters for Early years practitioners and nursery staff: The Level 3 EYE apprenticeship standard centres the child and family — supporting children's learning and development through the EYFS, advocating for individual children including those needing SEND or EAL support, the key person role. Customer Focus captures understanding each child as an individual and adapting practice to their needs.
2
Personal Leadership
Takes responsibility for their own actions. Proactively takes on additional responsibilities and drives their own performance. Lives their own values, actively acknowledges and seeks feedback from others.
Why this matters for Early years practitioners and nursery staff: The EYE standard explicitly lists care, compassion, honesty, trust, integrity, commitment, and non-discriminatory work as required behaviours. Safeguarding (Knowledge K2/K3) is foundational. Personal Leadership captures self-driven integrity and the visible modelling of values to very young children at a formative age.
3
Collaborative Working
Looks to understand others’ perspectives and objectives. Respects different styles/approaches, whilst adapting their own style to enable them to work effectively with others.
Why this matters for Early years practitioners and nursery staff: EYE Skills S5 and S6 require effective communication and collaborative relationships with other professionals and parents. Multi-agency working with health visitors, social workers and SENCOs is routine. Collaborative Working captures the ability to coordinate across these relationships effectively.
4
Technical Capability
Has the necessary knowledge, skills and proficiency to conduct their role. Demonstrates mastery in their area of technical capability. Stays up to date with advances in their field and commits to their continuous development.
Why this matters for Early years practitioners and nursery staff: EYE knowledge components cover pedagogy, the observation/assessment/planning cycle, the EYFS curriculum, child development theory, and attachment theory. Technical Capability captures the breadth of pedagogical and developmental knowledge that distinguishes an effective EYE from a willing childcare assistant.
5
Organisational Skills
Establishes clear priorities and builds plans to ensure delivery on time. Works in a systematic manner and manages resources efficiently. Quickly adapts plans as circumstances require. Sees things through to completion.
Why this matters for Early years practitioners and nursery staff: EYE practice is built on rhythm — daily routines, observation cycles, structured planning, group activities, individual interventions. Organisational Skills captures the systematic priority-setting and planning that holds the setting together while remaining responsive to children's individual needs.