Early Years Initial Teacher Training (EYITT) – Alpha Day Nursery Apprentice

Early Years Initial Teacher Training (EYITT) is a 12-month training programme fully funded by the Department for Education (DfE), designed for graduates of any subject. Completion of the programme leads to achievement of the Early Years Teacher Status (EYTS) making trainees fully qualified early years teachers.

Wage: £8,320 to £13,218.40, depending on your age

National Minimum Wage

Training course: Teacher - Postgraduate (level 6)

Hours: Monday to Friday - Working between the hours 8 am - 6 pm. Minimum, 16.5 hour a week, 2 days a week - employer can offer more working hours if required. EYITT course will be starting in November.

20 hours a week

Start date: Wednesday 2 September 2026

Duration: 1 year

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

As an EYITT Trainee, you will:

• Support children's learning, development, and wellbeing
• Plan and deliver engaging activities that promote children's progress
• Observe, assess, and monitor children's development
• Build positive relationships with children, families, and colleagues
• Promote inclusive practice and support children with diverse needs
• Ensure safeguarding, health, and safety requirements are followed at all times
• Reflect on and develop your professional practice throughout the programme
• Work closely with experienced practitioners and mentors to develop teaching skills

Where you'll work

198 WOODSIDE GREEN
LONDON
SE25 5EW

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

Teacher - Postgraduate (level 6)

Understanding apprenticeship levels (opens in new tab)

What you'll learn

Course contents

• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
• Be accountable for pupils’ attainment, progress and outcomes
• Promote good progress and outcomes by pupils
• Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.
• Plan and teach well-structured lessons
• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children’s intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
• Make use of formative and summative assessment to secure pupils’ progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
• Deploy support staff effectively
• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
• Communicate effectively with parents with regard to pupils’ achievements and well-being.
• Adapt teaching to respond to the strengths and needs of all pupils
• Make accurate and productive use of assessment
• Manage behaviour effectively to ensure a good and safe learning environment
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Set high expectations which inspire, motivate and challenge pupils
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Make a positive contribution to the wider life and ethos of the school
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• Fulfil wider professional responsibilities