Apprenticeships provide the opportunity to earn money, gain job-specific skills and gain an industry recognised qualification. You will work alongside experienced members of staff and be supported by your assessor for the duration of your apprenticeship.
While working as an apprentice you are entitled to the National Minimum Wage, £3.70 per hour for apprentices. Apprentices aged 19 and over, and not in their first year of their apprenticeship are entitled to the National Minimum Wage for their age group.
Find out more about the Qualifications below:
Early Years Practitioner Level 2
Work and interact directly with children on a day to day basis supporting the planning of and delivery of activities
This occupation is found in a range of private and public settings including; full day care, children’s centres, pre-schools, reception classes, playgroups, nursery schools, home based provision, hospitals, social care settings, out of school environments and local authority provision to deliver the Early Years Foundation Stage (EYFS) requirements set by government for the learning, development and care of children from birth to 5 in both indoor and outdoor environments.
The broad purpose of the occupation is to work and interact directly with children on a day to day basis supporting the planning of and delivery of activities, purposeful play opportunities and educational programmes within the ethos of the setting. An EYP works as part of a professional team ensuring the welfare and care for children under the guidance and supervision of an Early Years Educator, teacher or other suitably qualified professional the Early Years Workforce.
In their daily work, an employee in this occupation interacts with parents, children, colleagues and wider multi agency professionals and partners such as health visitors, social workers and speech and language therapists. Individuals will undergo all checks as per the EYFS requirements to ensure suitability to work with children. Due to the nature and level of responsibility it is not anticipated that the role would have any budgetary or leadership responsibilities.
They will be responsible for supporting child initiated and adult led activities based around the needs and interests of each individual child, supporting children’s learning through planned, purposeful play opportunities and educational programmes and working as part of a team to ensure each child feels safe and secure. An EYP will also support the observation and assessment of each child and contribute to their learning experiences and assist with the care needs of the individual child such as teeth, skin, hair, feeding, changing nappies and toileting under direction of a more senior member of the team. They will also work in partnerships with other colleagues, parents and/or carers or other professionals, with support from a more senior member of the team, to meet the individual needs of each child. They will also have a responsibility for ensuring that they recognise when a child is in danger and/or at risk of serious harm or abuse and contributing to the health and safety of the children, staff and others on the premises.
Typical Job Titles
Nursery Assistant, Early Years Practitioner, Nursery Practitioner, Nursery Nurse, Assistant Childminder, Nanny and Early Years Worker
Duty 1 Work in partnership with other colleagues, parents and/or carers or other professionals to meet the individual needs of each child in line with company policies and procedures.
Duty 2 Use play to support children to understand and encourage healthy life choices.
Duty 3 Identify issues of safeguarding and child protection, ensuring that the welfare and safety of children is promoted and safeguarded and to report any child protection concerns to the person in charge.
Duty 4 Carryout self-reflection and use continuous professional development opportunities to improve practice.
Duty 5 Undertake specific tasks related to the safety and hygiene of the children and the cleanliness of the setting.
Duty 6 Use their knowledge of child development to work with parents and carers to improve children outcomes and wellbeing, including those with disabilities and additional needs.
Duty 7 Contribute to the planning and organise activities and children’s individual experiences which will support and extend the children’s learning in line with the Early Years Foundation Stage.
Duty 8 Communicate and engage with children to support their learning and development.
Duty 9 Support the collection of accurate and up-to-date records which identify children’s individual needs, abilities and progress and use these as a basis for future planning.
Duty 10 Support the wellbeing of all children including those with additional needs and disabilities.
K1: How children learn and the expected pattern of babies and children’s development from birth to 5 years and their further development from ages 5 to 7. Areas of development include: cognitive, speech, language and communication, physical, emotional, social, brain development and literacy and numeracy.
K2: The importance to children’s holistic development of, speech, language and communication, personal, social and emotional development, physical development and literacy and numeracy.
K3: How babies’ and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances.
K4: The significance of attachment, the key person’s role and how transitions and other significant events impact children.
K5: The legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children.
K6: Safeguarding policies and procedures, including child protection and online safety.
K7: Own role and responsibilities in relation to safeguarding and security, including child protection, reporting and confidentiality of information.
K8: The legal requirements and guidance for, Health and safety and Security
K9: Risks and hazards in the work setting and during off site visits.
K10: Own role and responsibilities, including reporting, in the event of a baby or young child requiring medical/ dental attention, a non-medical incident or emergency and identifying risks and hazards
K11: The work settings procedures for receiving, storing, recording, administration and the safe disposal of medicines.
K12: The signs and symptoms which may indicate that a child is injured, unwell (including common childhood illnesses and allergies) or in need of urgent medical/ dental attention.
K13: The impact of health and wellbeing on children’s development.
K14: The current dietary guidance for early years and why it is important for babies and young children to have a healthy balanced diet and be physically active.
K15: Ways to communicate with all children appropriate for all their stages of development, including those whom English is an additional language (EAL) or who have delayed speech.
K16: The statutory framework, including the learning and development requirements for babies and young children that must be implemented by your setting.
K17: The terms adult led activities, child initiated activities and spontaneous experiences.
K18: The key stages in the observation, assessment and planning cycle and the value of observation for the child, the parents/ carers and the early years setting in planning the next steps.
K19: How to refer concerns about a baby’s or child’s development.
K20: The statutory guidance in relation to the care and education of children with special educational needs and disabilities.
K21: Partnership working (including parents/carers) in relation to working effectively with children with special educational needs and disabilities.
K22: What specialist aids, resources and equipment are available for the children you work with and how to use these safely.
K23: Own role and expected behaviours and the roles of colleagues and the team.
K24: How to access work place policies and procedures and your own responsibilities and accountabilities relating to these.
K25: How behaviour can impact on babies and children and influence them.
K26: Own responsibilities when following procedures in the work setting for reporting, whistleblowing, protecting and promoting the welfare of children, safeguarding, confidentiality, information sharing and use of technology.
K27: The importance of reflective practice and continued professional development to improve own skills and early years practice.
K28: The roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory.
K29: The importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning.
S1: Support babies and young children through a range of transitions.e.g moving onto school, moving house or the birth of a sibling
S2: Recognise when a child is in danger, at risk of serious harm or abuse and explain the procedures to be followed to protect them. Types of abuse including: domestic, neglect , physical, emotional, and sexual abuse.
S3: Identify risks and hazards in the work setting and during off site visits.relating to both children and staff
S4: Demonstrate skills and understanding for the prevention and control of infection, including hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment.
S5: Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements.
S6: Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene).
S7: Promote health and wellbeing in settings by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors.
S8: Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning/complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair and rest and sleep provision.
S9: Communicate with all children in ways that will be understood, including verbal and non-verbal communication.
S10: Extend children’s development and learning through verbal and non-verbal communication.
S11: Encourage babies and young children to use a range of communication methods.
S12: Use a range of communication methods to exchange information with children and adults.
S13: Work with colleagues to identify and plan enabling environments, activities (both indoors and outdoors), play opportunities and educational programmes (both adult led and child initiated) to support children’s holistic development through a range of play, creativity, social development and learning.
S14: Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities.
S15: Observe children, assess, plan and record the outcomes, sharing results accurately and confidentially in line with expected statutory framework and setting’s requirements.
S16: Use learning activities to support early language development.
S17: Support children’s early interest and development in mark making, writing, reading and being read to.
S18: Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.
S19: Support the assessment, planning, implementation and reviewing (the graduated approach) of each baby’s and young child’s individual plan for their care and participation.
S20: Work in ways that value and respect the developmental needs and stages of babies and children.
S21: Use feedback, mentoring and/or supervision to identify and support areas for development, goals and career opportunities.
S22: Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress.
S23: Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development.
S24: Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development.
S25: Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active.
B1: Care and compassion – provide the very best childcare to every child every day combined with the ability to identify opportunities for development.
B2: Honesty, trust and integrity – develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.
B3: Positive work ethic – maintains professional standards within the work environment providing a positive role model for children.
B4: Being team-focused – work effectively with colleagues and other professionals.
B5: Commitment – to improving the outcomes for children through inspiration and child centred care and education.
B6: Work in a non- discriminatory way – by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential. Work in ways which consider fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
B7: Professional Practice – be a reflective practitioner with a commitment to continued professional development adhering to legislation, policy and procedure with a positive disposition to work.
English & Maths
Apprentices without level 1 English and maths will need to achieve this level and apprentices without level 2 English and maths will need to take the tests for this level prior to taking the end-point assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Other mandatory qualifications
Early Years Practitioner Qualification
Early Years Educator Level 3
Highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe
Early Years Educators, and other job roles such as nursery nurse and childminders, are highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe. They work in a range of settings including full day care, children’s centres, pre schools, reception classes and as childminders. They may either be working on their own or supervising others to deliver the Early Years Foundation Stage (EYFS) requirements set by Government for the learning, development and care of children from birth to 5 years old.
An Early Years Educator:
- Plans and supervises child initiated and adult led activities which are based around the needs and interests of each individual child
- Supports children to develop numeracy and language skills through games and play
- Has key person responsibility to help ensure each child feels safe and secure
- Observes each child and shapes their learning experience to reflect their observations
- Meets the care needs of the individual child such as feeding, changing nappies and administration of medicine
- Works in partnership with other colleagues, parents and/or carers or other professionals to meet the individual needs of each child
With additional experience, an Early Years Educator can become the manager of an early years setting
Individuals will undergo all the checks as per the EYFS requirements to ensure suitability to work with children.
Knows and understands:
- the expected patterns of children’s development from birth to 5 years, and have an understanding of further development from age 5 to 7.
- the significance of attachment and how to promote it effectively.
- a range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice.
- how children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care
- the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.
- the importance to children’s holistic development of: – speech, language and communication – personal, social and emotional development – physical development
- systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics.
- the potential effects of, and how to prepare and support children through, transitions and significant events in their lives.
- the current early education curriculum requirements such as the Early Years Foundation Stage.
- when a child is in need of additional support such as where a child’s progress is less than expected. how to assess within the current early education curriculum framework using a range of assessment techniques such as practitioners observing children through their day to day interactions and observations shared by parents and/ or carers.
- the importance of undertaking continued professional development to improve own skills and early years practice.
- the legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.
- why health and well-being is important for babies and children
- how to respond to accidents, injuries and emergency situations.
- safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual.
- how to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely.
- analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances such as the needs of children learning English as an additional language from a variety of cultures
- promote equality of opportunity and anti-discriminatory practice.
- plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements.
- ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care and responding quickly to the needs of the child.
- provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children.
- encourage children’s participation, ensuring a balance between adult-led and child-initiated activities.
- engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
- support and promote children’s speech, language and communication development.
- support children’s group learning and socialisation.
- model and promote positive behaviours expected of children such as turn taking and keep reactions and emotions proportionate.
- support children to manage their own behaviour in relation to others.
- plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate.
- carry out and record observational assessment accurately.
- identify the needs, interests and stages of development of individual children.
- make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities.
- discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers.
- communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals.
- engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages).
- plan and carry out physical care routines suitable to the age, stage and needs of the child.
- promote healthy lifestyles for example by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity through the day.
- undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment.
- carry out risk assessment and risk management in line with policies and procedures.
- maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural.
- identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.
- work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress.
- work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development.
- encourage parents and/or carers to take an active role in the child’s play, learning and development.
These are the behaviours expected of all Early Years Educators carrying out their role:
- Care and compassion – provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice
- Being team-focused – work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience.
- Honesty, trust and integrity – develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.
- Commitment to improving the outcomes for children through inspiration and child centred care and education
- Work in a non- discriminatory way, by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential.
- Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
English & Maths
Apprentices without Level 2 English and maths will need to achieve this level prior to taking their end point assessment. For those with an education, health and care plan or a legacy statement, the apprenticeships English and maths minimum requirements are Entry Level 3, and the British Sign Language qualification is an alternative to English qualifications for apprentices for whom this is their primary language.
Other mandatory qualifications
Apprentices must successfully complete a Level 3 Early Years Educator qualification. Please refer to the DfE list of approved EYE qualifications: https://www.gov.uk/government/publications/eyfs-staffchild-ratios-dfe-approved-qualifications
Apprentices must successfully complete the Level 3 Award in Paediatric First Aid. (RQF) or Level 3 Award in Emergency Paediatric First Aid (RQF) to meet the EYFS requirements