Early Years Level 5 Apprenticeship - Daisychain Clifton Nursery

DAISYCHAIN BRISTOL LTD

Bristol (BS8 3BS)

Closes in 31 days (Monday 9 November 2026)

Posted on 8 October 2026

Summary

Daisychain Nursery Clifton have a unique opportunity for a level 5 apprentice to join their brand new nursery. This is a fantastic opportunity for someone level 3 qualified to develop further in early years and progress into management, delivering a high standard of learning, development and care for children aged from birth to 5 years.

Wage

£27,040 a year

Training course

Early years lead practitioner (level 5)

Hours

Monday - Friday. Hours to be determined. 40 hours a week

Start date

Monday 16 November 2026

Duration

1 year 9 months

Positions available

1

Work

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

What you'll do at work

• To provide a safe, caring, stimulating educational environment, both indoors and outdoors, at all times
• To deliver an appropriate play based Early Years Foundation Stage (EYFS) curriculum that enables children to make individual progress
• To undertake designated roles as directed
• To work with parents and other professionals for the benefit of children and parents in the room
• Work as part of a team and communicate effectively at all levels
• Support members of staff and other staff within the nursery
• Overview of the daily routine in all particular rooms
• Provide the highest level of care and work under the guidance of the Early Years Educators in planning and implementation of work programmes with individuals or groups of children to promote effective teaching and learning
• Support the Nursery Manager / Assistant Manager in creating and maintaining and supportive learning environment
• Actively support and promote the safeguarding of children and young people in the setting ensuring that all staff and volunteers observe the settings' Policies and Procedures to keep children safe from harm
• Take active role in the delivery and guidance of the Early Years Foundation Stage curriculum including Literacy and Numeracy programmes as appropriate
• Sharing in the responsibility for safeguarding and promoting the welfare of all children in the nursery
• Ensuring daily domestic routines are completed in the nursery, maintaining high standards to ensure the environment is safe, secure and clean at all times
• Planning and implementation of appropriate programmes of activities for the children, helping children with their learning, play, educational and social development
• Ensuring all record keeping on the child’s development is in-line with the Nursery policies, and to respect the confidentiality of information received
• Liaising with parents and encouraging their involvement in the aims of the nursery and in all aspects of their child/children’s care. Promoting the nursery to new parents

Training

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

Training provider

ASPIRATION TRAINING LIMITED

Training course

Early years lead practitioner (level 5)

What you'll learn

• Advocate for children through their child centred approach, listening to the voice of the child; ensuring children’s rights, views and wishes are heard, respected and acted upon at all times.
• Offer appropriate support and influence decisions in the best interests of the child.
• Develop, model and implement strategies to support the emotional, social, psychological, physical and cultural needs of all children within the educational setting.
• Support and promote children’s diverse speech, language and communication development and determining and adapting appropriate responses and interventions to support verbal, nonverbal interactions and engagement with written communication.
• Support children to engage in a range of learning contexts such as individual, small groups and larger groups as appropriate for their play and support confidence within social experiences.
• Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
• Promote, model and support children and families to develop a healthy approach to making choices relating to personal care including eating, sleeping and physical activity.
• Analyse and articulate how all children’s individual learning can be affected by their current developmental capabilities, characteristics and individual circumstances taking into account all factors contributing to typical and atypical development.
• Ensure plans fully reflect the individual development needs and circumstances of children and actively participate in the provision of consistent care, responding quickly to the needs of the individual child.
• Plan, carry out and guide appropriate personal care routines for individual children.
• Competently action and carry out safeguarding procedures, using their professional curiosity, knowledge, insight and understanding.
• Explore and understand, challenge and question; knowing when to act to safeguard and protect children.
• Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
• Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
• Cultivate professional partnerships with parents, carers, colleagues and other professionals, presenting their understanding of the child’s journey within multidisciplinary teams to holistically support the child’s individual needs.
• Demonstrate the importance of the home learning environment, developing an effective and collaborative partnership to enhance opportunities for the child.
• Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
• Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
• Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
• Make use of formative and summative assessment, tracking children’s progress to plan for future learning possibilities including early interventions based on individual developmental needs.
• Take responsibility for supporting the key person in articulating children's progress and planning future learning possibilities including the safe use of digital technology to communicate effectively in both oral and written English.
• Promote equality of opportunity and anti-discriminatory practice.
• Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of educational settings, providing inspiration and motivation to engage others to develop their practice, supporting teams and guiding change.
• Identify, action and competently challenge issues and undertake difficult conversations where appropriate.
• Use reflection to develop themselves both professionally and personally to enhance their practice.
• Ensure the security and confidentiality of data, records and information in line with current legislation.
• Identify and act upon own responsibilities in relation to health and safety, prevention and control of infection, carrying out risk assessments and risk management processes in line with policies and procedures.
• Apply the principles of sustainability and segregate used resources for reuse, recycling, and safe disposal.