Butterflies Day Nursery

Butterflies are looking for a level 2 qualified or an individual with transferable experience to join their team, you will be working within a busy nursery setting to develop your early years practice, to enable you to support young children as they learn and prepare for school.

Wage

£12,480 for your first year, then could increase depending on your age
National Minimum Wage rate for apprentices
Minimum wage rates (opens in new tab)
Wage will increase inline with any additional hours worked by the apprentice up to a maximum of 40.
£16,640 FTE at 40 hours

Training course

Early years educator (level 3)

Hours

Monday to Friday; shifts to be confirmed.
30 hours a week

Start date

Sunday 16 August 2026

Duration

1 year 6 months

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

• Plans and supervises child initiated and adult led activities which are based around the needs and interests of each individual child
• Supports children to develop numeracy and language skills through games and play
• Has key person responsibility to help ensure each child feels safe and secure
• Observes each child and shapes their learning experience to reflect their observations
• Meets the care needs of the individual child such as feeding, changing nappies and administration of medicine
• Works in partnership with other colleagues, parents and/or carers or other professionals to meet the individual needs of each child

Where you'll work

61 Union Street
Cannock
WS11 0BS

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 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.