Level 2 Early Years Practitioner Apprentice at Cutcombe C of E First School, Minehead

Summary

Cutcombe C of E First School (working with the Moorland Federation of Schools) requires a L2 Early Years Practitioner Apprentice, working within the Dunkery Pre School setting. We are looking to welcome into our team an enthusiastic apprentice, with a passion for Early Years and a commitment to growing our provision.

Annual wage

£9,984 a year

Minimum wage rates (opens in new tab)

This role is term time only and therefore the advertised salary is pro-rata based on the term-time only nature of this role.

Training course

Early years practitioner (level 2)

Hours

30 hours per week, to be worked Monday to Friday between the hours of 8.30am and 3.00pm (actual hours tbc)

30 hours a week

Possible start date

Monday 9 December

Duration

1 year 3 months

Positions available

1

Work

As an apprentice, you’ll work at a company and get hands-on experience. You’ll gain new skills and work alongside experienced staff.

What you’ll do at work

Successful candidates will need to:

Be willing to work towards the L2 Early Years Practitioner qualification
Be enthusiastic, motivated and committed to raising standards
Be creative, innovative and forward thinking
Have a willingness to contribute to all aspects of school life
Be fully supportive of the values and ethos of our school and the wider federation
Uphold all the facets within our staff code of conduct, including working as a member of our school and federation wide team
Commit to our school and federation wide vision
Fully support our Christian distinctiveness, ethos, vision and values

As a school and federation, we offer:

A welcoming, caring and inclusive ethos
Supportive and dedicated school and federation colleagues and governors
A happy and successful learning environment
An opportunity to make a difference to our school community
Outstanding CPD opportunities
An idyllic village location

There is the opportunity to complete English or maths functional skills if required.

The Moorland federation schools have a commitment to safeguard children and have a culture of vigilance to support this. The post holder will be required to undergo a disclosure check with the Disclosure and Barring Service before taking up employment.

This role may be closed early if a sufficient number of applications are received.

Where you’ll work

Cutcombe C of E First School

Wheddon Cross

Minehead

Somerset

TA24 7DZ

Training

An apprenticeship includes regular training with a college or other training organisation. At least 20% of your working hours will be spent training or studying.

College or training organisation

SOMERSET SKILLS & LEARNING CIC

Your training course

Early years practitioner (level 2)

Equal to GCSE

Course contents

Support babies and young children through a range of transitions.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 work setting and during off site visits.relating to both children and staff
Demonstrate skills and understanding for the prevention and control of infection, including hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment.
Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’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 settings by encouraging babies and young children to consume healthy and balanced 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/complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair and rest and sleep provision.
Communicate with all children 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 communication methods to exchange information with children and adults.
Work with colleagues to identify and plan enabling environments, activities (both indoors and outdoors), play opportunities and educational programmes (both adult led and child initiated) 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, sharing results accurately and confidentially in line with expected statutory framework and setting’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 assessment, planning, implementation and reviewing (the graduated approach) 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, mentoring and/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 and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development.
Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development.
Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active.
Support babies and young children through a range of transitions.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 work setting and during off site visits.relating to both children and staff
Demonstrate skills and understanding for the prevention and control of infection, including hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment.
Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’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 settings by encouraging babies and young children to consume healthy and balanced 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/complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair and rest and sleep provision.
Communicate with all children 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 communication methods to exchange information with children and adults.
Work with colleagues to identify and plan enabling environments, activities (both indoors and outdoors), play opportunities and educational programmes (both adult led and child initiated) 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, sharing results accurately and confidentially in line with expected statutory framework and setting’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 assessment, planning, implementation and reviewing (the graduated approach) 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, mentoring and/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 and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development.
Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development.
Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active.

Your training plan

This training plan has not been finalised. Check with this employer if you’ll need to travel to a college or training location for this apprenticeship.

Requirements

Desirable qualifications

GCSE in:

English (grade 4)
maths (grade 4)

Let the company know about other relevant qualifications and industry experience you have. They can adjust the apprenticeship to reflect what you already know.

Skills

Communication skills
IT skills
Attention to detail
Organisation skills
Customer care skills
Problem solving skills
Presentation skills
Number skills
Team working
Creative
Initiative
Non judgemental
Patience
Physical fitness

Other requirements

Successful candidates will be subject to a DBS check. Please consider how you will travel to the place of work, particularly if you rely on public transport.

About this company

The Moorland Federation is a vibrant community of first, primary schools with nurseries and pre-schools, dedicated to providing an inclusive, aspirational and high quality learning environment that prioritises pupil well-being. By joining the Moorland Federation, you are not only becoming part of our team of professionals but you are also contributing to our collective pursuit of excellence in education

http://www.moorlandfed.co.uk (opens in new tab)

After this apprenticeship

We have a great history of working with apprentices within our federation, most have progressed on to a higher-level apprenticeship or into a full-time role.

For the right candidate, we hope to offer Level 3 Early Years Educator on completion of the L2 qualification.

Ask a question

The contact for this apprenticeship is:

SOMERSET SKILLS & LEARNING CIC

SS&L the training provider: Philippa Bancroft

pbancroft@sslcic.co.uk

07917 923622

The reference code for this apprenticeship is VAC1000282401.

Apply now

Closes in 10 days (Sunday 1 December at 11:59pm)

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