We are looking for an enthusiastic, motivated person to join our outstanding team.

The position entails learning childcare and development in a practice environment, being supported by qualified, experienced childcare practitioners. You will receive a Level 3 Early Years Educator Apprenticeship Qualification.

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. Shifts to be confirmed during interview.
• 40 hours a week

Start date

• Monday 12 October 2026

Duration

• 1 year 6 months

Positions available

• 1

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

What you'll do at work

Duties include:

• Assisting with the full care of children i.e. ensuring that their physical needs (food and personal hygiene) are met
• Assisting with safe, creative, appropriate play opportunities, preparing activities through / within a stimulating environment
• To be aware of responsibilities in respect of promoting and safeguarding the welfare of children, and work alongside others to ensure that this is achieved
• Assisting with the provision of healthy / nutritional snacks and meals
• Assisting the Room Supervisor with daily record keeping
• Undertaking domestic tasks including cleaning equipment, tidying, etc
• Administering first aid, as appropriate
• Attend/undertake training, as appropriate
• To be coherent with the EYFS and work with supervisors, management and others to ensure full adherence

Where you'll work

53 PEPPER STREET
LYMM
WA13 0JG

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

Training provider

CHESHIRE COLLEGE SOUTH AND WEST

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.