Start your childcare career with Tiny Adventurers!

Join our nurturing, outdoor-focused setting where every day is an adventure. You’ll learn on the job, study online with Cambridge Regional College and receive full support as you grow into a confident Early Years professional.

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

What you'll do at work

No two days at Tiny Adventurers are the same!

You’ll become part of our small, nurturing team, learning alongside experienced childcare professionals while gaining hands-on experience with children aged 0-5.

Your typical week will include:

• Supporting children with child-led, outdoor learning and exploration
• Getting involved in nature activities, gardening, allotment visits, messy play, creative activities and adventures
• Sharing books, visiting the local library and encouraging a love of stories and learning
• Supporting children's play, development and individual interests
• Helping with meals, snacks and promoting healthy eating
• Supporting children with sleep and rest routines
• Helping maintain a clean, safe and welcoming environment
• Supporting children's personal care and developing independence
• Learning how we observe, record and support children's development
• Building warm, respectful relationships with children and their families
• Developing your understanding of safeguarding, the EYFS and child safety

Where you'll work

8 MONKS COTTAGES
HUNTS END
BUCKDEN
ST NEOTS
PE19 5ST

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

Training provider

CAMBRIDGE REGIONAL COLLEGE

Training course

Early years practitioner (level 2)

Understanding apprenticeship levels (opens in new tab)

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.