Develop your skills in supporting children’s learning, development and wellbeing.

The Level 3 Early Years Educator apprenticeship combines workplace experience with training, preparing you for a rewarding career in nurseries, pre-schools and other early years settings.

Wage

• £12,480 for your first year, then could increase depending on your age
• National Minimum Wage rate for apprentices
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Training Course

• Early years educator (level 3)

Hours

• Monday - Friday. Minimum of 30 hours per week.
• 30 hours a week

Start Date

• Monday 5 October 2026

Duration

• 1 year 6 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

• Supporting children’s learning, development and well-being
• Planning and delivering engaging activities and experiences
• Observing children and recording their progress
• Supporting children’s communication, language and social skills
• Helping with routines such as meals, toileting, dressing and sleep
• Creating a safe, stimulating and inclusive environment
• Building positive relationships with children, parents and carers
• Supporting children with additional needs where required
• Following safeguarding, health and safety procedures
• Working as part of the wider nursery/pre-school team
• Keeping learning records and contributing to assessments
• Supporting outdoor play and physical development
• Encouraging children’s independence and confidence
• Maintaining a clean, organised and welcoming environment.

Where you'll work

835A HAGLEY ROAD WEST
QUINTON
BIRMINGHAM
B32 1AD

Training

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

Training Provider

• HALESOWEN COLLEGE

Training Course

• Early years educator (level 3)

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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.