Early Years Educator Level 3 Apprenticeship

Planning and delivering a curriculum through play and educational activities. Supervising and leading others in the early years setting.

Requirements

• GCSE in English (grade 4)
• GCSE in Maths (grade 4)
• Patients, Empathy and understanding
• Enhanced DBS check with no unspent convictions
• Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Responsibilities

• Ensure a safe, secure, and inclusive environment for children
• Support and guide children's learning and development
• Work with families to support the child's progress
• Supervise and lead others in the early years setting
• 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 (e.g., 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