Role Overview

The candidate would work in different base rooms, to experience different age ranges. But they would eventually be based in a room permanently with an age range they prefer. They would undertake their level 2 or 3 qualification, and we would support by providing mentoring, study time during work hours, and study at home.

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

What You'll Do at Work

The apprentice will complete a full induction and mandatory training and once deemed confident and competent will be expected:

• To follow the policies and procedures of the setting
• Complete nappy changes
• Support safe sleep
• Create a safe environment
• Check resources and environment
• Ensure the environment is clean
• Support the children to eat safely
• Develop understanding of the EYFS and development matters
• Have strong interactions with the children
• Work as a team
• Communicate effectively
• Observe, plan, assess and review using the family app
• Create inviting environments inside and outside

Where You'll Work

Pear Tree Farm
Back Lane
Smallwood
Sandbach
CW11 2UN

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

Training Provider

TOTAL PEOPLE 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.