Quality Support Manager

Quality Support Manager (Childcare) – Fixed Term Join to apply for the Quality Support Manager (Childcare) – Fixed Term role at Tigers Childcare .
Contract : Full Time – 40 hours, Monday to Friday. Location : Travel between a dedicated hub of centres within Dublin and its commuter belt.
Requirements :
Full Irish Drivers Licence and access to a car.
Minimum third level qualification at Level 8 (or equivalent) on the National Framework of Qualifications in Early Childhood Education and Care.
Minimum 3 years’ experience of working in the early years sector, in a management/leadership position.
Salary Range : €19,000–€20,440 per annum (dependent on experience).
Role Description : This is an exciting role for the right person with passion and energy to support our Educators in providing rich learning experiences for children in Tigers Childcare. As part of the Quality, Compliance and Support team, you will be a leader in creating a culture of contemporary early childhood (ECEC) and school‑aged (SAC) practice and compliance across our early years and school‑aged centres.
Key Responsibilities Apply a detailed knowledge of early childhood and school‑aged curricular approaches and developments in line with national frameworks and guidelines.
Contribute to the formulation, implementation and continuous review of policies, procedures, curriculum and put forward changes as necessary.
Liaise with other professionals and institutions to inform and research the development of quality improvement strategies.
Contribute to the research and development of training materials and resources in relation to compliance and practice in line with organisational goals and objectives.
Deliver training to managers and colleagues.
Facilitate and promote enhanced communication, collaboration and communities of practice within rooms, centres, the organisation and externally in the sector.
Compliance Carry out internal compliance inspections in line with Tigers Internal Compliance policy.
Develop reports that contain action plans to identify improvement measures required and report outcomes.
Provide direction and guidance to colleagues and managers on compliance matters and on internal policies and procedures to ensure Tigers Childcare operates, at all times, within the Child Care Act 1991 (Early Years Services) Regulations 2016 and good practice standards outlined in the Quality Regulatory Framework (QRF).
Track and address any issues and/or patterns identified on inspections.
Continually monitor and review the internal inspection process and criteria to ensure that practice meets regulatory requirements and operates efficiently and effectively in line with organisational goals and objectives.
Support and Leadership Provide support to managers and colleagues to ensure that the rights of the child (United Nations Convention on the Rights) are upheld, and to ensure high‑quality practice that includes all key elements and principles of national and international quality guidelines.
Support managers and colleagues on Child safeguarding concerns.
Support managers and colleagues in addressing parent complaints.
Support managers to facilitate and respond to various inspections.
Support managers in carrying out risk assessments, root cause analysis and investigations.
Promote inclusive and democratic practice, including recognition of different children’s potential and the implementation of specific strategies in response to those individual requirements.
Carry out induction, coaching, mentoring and training for managers and colleagues.
Support managers and colleagues to participate in and contribute to quality improvement programmes and strategies (internal and external) and other organisational activities to meet organisational and national quality standards.
Additional Resource Carry out tasks (when required) to assist the HR and Operations teams.
Organisational Expectations Work and collaborate with colleagues in maintaining a professional approach to work, ensuring standards of performance that reflect the Tigers Childcare values.
Support and contribute to an integrated and collaborative approach across the company.
Contribute to an atmosphere of trust and professional respect through an attitude of openness, tolerance, constructive conflict resolution processes and maintenance of confidentiality.
Actively assess, manage and, where possible, mitigate workplace risk including work health and safety risk, risk to educators and children, reputational risk and personal risk.
Engage in regular continuous professional development (CPD) opportunities to review and improve knowledge and skills at a personal and professional level, including activities such as self‑reflection and evaluation.
Be flexible in relation to travel to centres and providing a range of supports and additional resource functions when required.
Attend out‑of‑working‑hours activities, including training, staff meetings, parents’ evenings and special events as required.
Communication, Leadership, Management and Administration Ability to maintain strong interpersonal, intrapersonal and self‑awareness and relationships in all interactions with managers, colleagues, children and parents.
Ability to work independently and co‑operatively in a team environment, with an innovative, supportive, and flexible approach to work.
Ability to reflect and critically evaluate self in relation to personal and professional development.
Ability to support, lead and mentor others, including role‑modelling.
Demonstrate strong organisational, problem‑solving and decision‑making skills.
High level of attention to detail and excellent follow‑up skills.
Possess a high level of written report‑writing skills and verbal communication skills.
Proven ability to independently manage workloads.
Experience and Knowledge Experience in leadership of pedagogical practices.
In‑depth knowledge of current early childhood education and school‑age legislation, regulation, and national frameworks, including inspection criteria.
In‑depth knowledge and understanding of a broad range of child development theories and the centrality of play, language, relationships and environments to children’s learning.

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