Early Years Level 3 Apprentice

We are looking for a passionate and motivated individual to join our team as an Early Years Level 3 Apprentice. This role provides a valuable opportunity for practical experience and professional growth in the field of childcare.

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.

What you'll do at work

• Assist with the development and implementation of procedures to monitor and record child development
• Provide a planned and stimulating environment that supports and extends the educational needs of the children
• Produce accurate and effective observations in order to track the children’s progress and the effectiveness of the learning environment
• Manage the children’s behaviour according to the policies and procedures
• Follow routines in line with the settings policies
• Offer stability and continuity for the children, safely supervising at all times
• Share tasks necessary as part of the general day-to-day keep of the setting such as cleaning which contributes to the general well-being of the team, children and parents that use the setting
• Undertake specific roles and responsibilities within the nursery and complete relevant training both internally and externally relevant to that role
• Participate in and contribute to regular staff meetings and training to improve skills and knowledge that enhances practice
• Work within the settings policies and procedures at all times
• Ensure that children have access to the EYFS through play and that the planned activities are based on children’s needs
• Keep records of development up to date on all key children
• Develop positive relationships with children and their families, particularly key children
• Give regular feedback to parents about their child’s development and progress and to offer support and advice in moving them forward together
• Be able to work independently, using own initiative and be flexible and adaptable
• Implement and adhere to the settings policies and procedures when dealing with the Health and Safety and Safeguarding of children
• Manage time effectively
• Work with other professionals, such as speech therapists when necessary and implement advice and procedures they recommend in order to support the children
• Help children with feeding, changing clothes, toileting, and maintaining hygienic standards at all times and working within the setting's policies and procedures

Where you'll work

63-65 WHITTINGTON ROAD
LONDON
N22 8YR

Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.

Training provider

FIRST RUNG LIMITED

Training course

Early years educator (level 3)

Understanding apprenticeship levels (opens in new tab)

What you'll learn

Course contents

• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.
• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.