Early Years Educators

Early Years Educators work with and care for children from birth to 5 years. They play an important role in supporting children to have the best start to their education. As an Early Years specialist, you will personally help to close the attainment gap and increase the life chances of the children in your care.

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

What you'll do at work

In their daily work, Early Years Educators interact with children aged from birth to five years and will also gain an understanding of further development from age 5 to 7

• The apprentice will be responsible for delivering the Early Years Foundation Stage (EYFS) requirements set by the government for the learning, development, and care of children from birth to 5 years old
• You will work as part of a team, planning and supervising child-initiated and adult-led activities which are based around the needs and interests of each individual child
• You will be supporting children to develop numeracy and language skills through games and play
• You will work collaboratively and build strong relationships with other colleagues, parents and/or carers or other professionals to meet the needs of each child
• You will be ensuring the safeguarding and welfare of the children in the room at all times

Where you'll work

You can select which locations you want to apply for in your application on Find an apprenticeship.

This apprenticeship is available in these locations:

• 12 Aberfeldy Square, London, E14 0XA
• FLAT 1/2 BUTLER HOUSE, BURDETT ROAD, LONDON, E14 7AB

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

Training provider

BEST PRACTICE NETWORK 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.