Sophie Grant

NVQ Children’s Care & Teaching Assistant Writer

Education: BA (Hons) Early Childhood Studies Level 3 Supporting Teaching and Learning in Schools (Manchester Metropolitan University)

Experience: 7 years, 1100 projects completed

Sophie splits her week between a local primary school and writing NVQ work. Three mornings a week, she is in a real classroom, supporting phonics groups, playground duty and small SEN interventions. The rest of the time she sits down with learners’ briefs and builds assignments around real routines like circle time, snack time, outdoor play, behaviour charts and home–school communication books.

When a student sends a task, Sophie does not start writing straight away. First, she checks which framework you follow (EYFS, Key Stage 1, school behaviour policy, safeguarding policy) and asks for a few details about your setting, such as age range, type of provision and any extra needs in your group. She then shapes the answer so it sounds like it comes from your environment, not from a generic example.

Her writing style is straightforward: short, clear paragraphs, correct terminology where needed (for example, safeguarding, designated lead, individual support plan) and no waffle. She makes sure each learning outcome is covered, but she keeps the tone close to how support staff actually speak and write in UK schools and nurseries.

If your assessor comes back asking for more depth on an observation, a reflection or a policy link, Sophie goes back to the same piece of work and adds what is missing without extra charge. Her aim is simple: your NVQ evidence should match your real job, read clearly, and be easy for your assessor to follow.

Specialized Subjects: NVQ Children and Young People’s Workforce and Early Years Educator