Early Years Apprenticeship Level 3

Location: Bradford (BD9 4HH)

Closing Date: 23 days from now (Wednesday 28 October 2026 at 11:59pm)

Posted on: 2 September 2026

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Summary

An opportunity to continue your early years childcare path. We are looking for someone that ideally holds a full and relevant level 2 early years qualification or has some experience within the sector wants to take the next step into progressing into their level 3 qualification.

Wage: £15,808 for your first year, then could increase depending on your age

Training Course: Early years educator (level 3)

Hours: Monday to Friday, around 4 days out of 5 a week. 38hrs per week.

Start Date: Wednesday 4 November 2026

Duration: 1 year 6 months

Positions Available: 1

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Work

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience. You’ll gain new skills and work alongside experienced staff.

What you'll do at work:

• Assisting in delivering a high level of quality childcare maintaining a professional and positive outcome for both children and staff
• Building effective relationships with children, parents and team members
• Ensuring each child's individual needs are met
• Work towards the apprenticeship standards provided by Juniper Training with an expectation of completion within the agreed timeframe
• Completing a wide range of bespoke childcare courses and short training sessions to ensure that the highest-quality childcare practice is delivered

Where you'll work

51 Aireville Road Bradford BD9 4HH

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Training

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

Training Provider

JUNIPER TRAINING LIMITED

Training Course

Early years educator (level 3)

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.