Level 2 Early Years Practitioner Apprenticeship

Farm Friends Nursery in Condover near Shrewsbury is recruiting for a Level 2 Early Years Practitioner apprentice. A fantastic opportunity to join an Ofsted outstanding nursery that supports apprentices in developing the skills, knowledge, and behaviors needed to progress in an Early Years setting.

Wage

• £16,640 for your first year, then could increase depending on your age
• National Minimum Wage rate for apprentices

Training course

• Early years practitioner (level 2)

Hours

• Monday to Friday. Shifts to be agreed in advance between: 7.30am and 6.00pm.
• 40 hours a week

Start date

• Monday 5 October 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

• Providing care and education for children from birth to 4 years in a nursery setting under supervision of others.

A full job description will be provided at a later date, but will consist of:

• Work in partnership with other colleagues, parents and/or carers or other professionals to meet the individual needs of each child in line with company policies and procedures
• Use play to support children to understand and encourage healthy life choices
• Undertake specific tasks related to the safety and hygiene of the children and the cleanliness of the setting

Farm Friends is a children's day nursery located in a rural location near Shrewsbury. We have extensive outdoor space, including a sensory room and walks around the farm. Enhanced DBS required.

Where you'll work

• HOME FARM
• CONDOVER
• SHREWSBURY
• SY5 7BT

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

Training provider

• JUNIPER TRAINING LIMITED

Training course

• Early years practitioner (level 2)

What you'll learn

Course contents:

• Support babies and young children through a range of transitions and significant events. e.g. moving onto school, moving house, or the birth of a sibling.
• Recognise when a child is in danger, at risk of serious harm or abuse, and explain the procedures to be followed to protect them. Types of abuse including: domestic, neglect, physical, emotional, and sexual abuse.
• Identify risks and hazards in the provision and during off-site visits relating to both children and staff and visitors, and follow reporting procedures.
• Use prevention and control of infection techniques for hand washing and food preparation and hygiene, deal with spillages safely, safe disposal of waste, using correct personal protective equipment.
• Use equipment, furniture, and materials safely and securely, following the manufacturers’ instructions and provision’s requirements.
• Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene).
• Promote health and wellbeing in the provision by encouraging babies and young children to consume healthy, balanced, and nutritious meals, snacks, and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors.
• Carry out respectful care routines appropriate to the development, stage, dignity, and needs of the child, including eating (feeding and weaning or complementary feeding), nappy changing procedures, potty or toilet training, care of skin, teeth, and hair, and rest and sleep provision.
• Communicate with all children, including those for whom English is an additional language and those with additional needs, in ways that will be understood. This includes verbal and non-verbal communication.
• Extend children’s development and learning through verbal and non-verbal communication.
• Encourage babies and young children to use a range of communication methods.
• Use a range of appropriate communication methods to share information with children, parents or carers, and other professionals.
• Work with colleagues to identify and plan educational programmes to support children’s holistic development through a range of play, creativity, social development, and learning.
• Implement and review activities to support children’s play, creativity, social development, and learning and clear up after activities.
• Observe children, assess, plan, and record the outcomes, share results accurately and confidentially in line with expected statutory and the provision’s requirements.
• Use learning activities to support early language development.
• Support children’s early interest and development in mark making, writing, reading, and being read to.
• Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting, and matching.
• Support the graduated approach for the assessment, planning, implementation, and reviewing of each baby’s and young child's individual plan for their care and participation.
• Work in ways that value and respect the developmental needs and stages of babies and children.
• Use feedback and mentoring or supervision to identify and support areas for development, goals, and career opportunities.
• Work co-operatively with colleagues, other professionals, and agencies to meet the needs of babies and young children and enable them to progress.
• Work alongside parents or carers and recognise their role in the baby or child’s health, well-being, learning, and development.
• Encourage parents or carers to take an active role in the baby's or child’s care, play, learning, and development.
• Demonstrate how to share information with parents or carers about the importance of healthy, balanced, and nutritious diets for their child, looking after teeth, and being physically active.