Early Years Apprentice

The Playhouse Day Nursery

NOTTINGHAM (NG8 2AN)

Closes in 16 days (Friday 9 October 2026 at 11:59pm)

Posted on 22 September 2026

Summary

At The Playhouse, every child is helped to reach their potential no matter what their starting point and abilities. Our apprenticeships are mentored to a high standard with support throughout learning. They'll learn the curriculum, how to set up exciting activities to spark curiosity and the day to day running of a early childcare setting.

Wage

• £16,640 for your first year, then could increase depending on your age
• National Minimum Wage rate for apprentices

[Minimum wage rates](opens in new tab)

Training course

• Early years educator (level 3)

Hours

• Monday to Friday. Rota basis shifts each week. Opening hours: 7.00pm -6.00pm
• 40 hours a week

Start date

• Monday 2 November 2026

Duration

• 1 year 6 months

Positions available

• 1

Work

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

What you'll do at work

A nursery apprentice is expected to be:

• Enthusiastic, reliable, and eager to learn, supporting the team in providing high-quality care and education for young children.
• Follow guidance from senior staff, help create a safe and nurturing environment, and engage positively with children through play, routines, and early learning activities.
• Uphold nursery policies, maintain professionalism, contribute to daily tasks such as setting up activities and keeping the environment tidy, and show a genuine commitment to developing their skills and knowledge within the Early Years sector.

Where you'll work

741 WOLLATON ROAD
NOTTINGHAM
NG8 2AN

Training

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

Training provider

• ACCESS TRAINING (EAST MIDLANDS) LTD

Training course

• Early years educator (level 3)

[Understanding apprenticeship levels](opens in new tab)

What you'll learn

• 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.