Level 2 Early Years Practitioner in a Nursery – Apprentice Nursery Assistant

An exciting opportunity to begin your career in childcare with Parenta Training, working in an early years setting. Become an apprentice in one of our fun and friendly nurseries working with children aged from birth to five years, gaining experience while you learn.

Requirements

• Communication skills
• Attention to detail
• Organisation skills
• Customer care skills
• Problem solving skills
• Presentation skills
• Number skills
• Logical
• Team working
• Creative
• Initiative
• Non judgemental
• Patience
• Ability to reliably travel to and from the employer location daily.
• Willingness to undergo a police records check (DBS) and subscribe to the DBS Update Service.

Responsibilities

• Working with children between the ages of 0-5 years, organising activities, and being proactive with the help and care carried out within the early years teaching sector.
• Assisting and meeting the personal/emotional needs of individual children, changing nappies, feeding, caring and establishing a relationship with children.
• Working under supervision, providing all aspects of care/support to children, ensuring they take part in day-to-day learning and play activities.
• Ensuring that the setting is safe, clean and well-presented.
• Collaborating with colleagues, ensuring the highest standards of work are carried out and are provided throughout your role in a positive manner.
• Contributing to a high-quality caring environment for children by creating a warm, friendly and stimulating atmosphere in which the children can develop emotionally, socially and educationally through individual attention and group activities.
• Attending team meetings and contributing relevant ideas.
• Understanding and implementing the setting’s confidentiality policy.
• Contributing towards an effective and supportive team environment.
• 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, including types of abuse such as domestic, neglect, physical, emotional, and sexual abuse.
• Identify risks and hazards in the provision and during off-site visits relating to children, 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 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 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, including 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 outcomes, sharing 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.