Early Years Apprentice

Summary

To assist and support children in the Early Years Setting. You will be based in the nursery classroom with a highly experience teacher and EYFS leader. You will support with setting up the classroom learning environment, making and providing healthy snacks, and supporting the language development of our youngest children.

Annual wage: £11,648 a year
Minimum wage rates (opens in new tab)
Training course: Early years practitioner (level 2)
Hours: Monday to Friday, 8.30am - 3.30pm.
35 hours a week
Possible start date: Monday 3 February
Duration: 1 year
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

To assist the manager teacher and teaching assistant in the classroom. As the candidate will be working with children on a daily basis a DBS will be required, duties to include:

Consistent approach to learning and behavior and a willingness to work to school guidelines and policies
Ability to encourage pupils to interact with others and engage in activities led by adults and independently
Organise and prepare creative and appropriate play opportunities · Keep up to date on OFSTED guidelines
Apply and adhere to policies in line with school and national standards
An understanding of Health and Safety
Ability to listen and reflect on feedback
Communicate effectively with children
Flexible approach to work

Where you’ll work

Chester Road, Tattenhall

Chester

CH3 9AH

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

CHESHIRE COLLEGE SOUTH AND WEST

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

The candidate will follow a Level 2 Apprenticeship programme and study towards a full Early Years Practitioner standard for level 2.
This training will be structured and delivered by Cheshire College - South & West.
If the candidate does not hold GCSE grades A-C (9-4) or equivalent, they will be required to complete a Level 1 Functional Skill in the relevant subject.

Requirements

Desirable qualifications

GCSE in:

English (grade C/4)
Maths (grade C/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
Attention to detail
Organisation skills
Team working
Creative
Patience

Other requirements

You will need to consider how you will travel to work.

About this company

We are a Sycol school- firmly focused on seeking solutions. We have developed systems within our setting to ensure that we are warm and welcoming both in the way we greet children, families and visitors and also in the environments we create. There are safe spaces throughout school which children choose to go to if they are distressed. The library is a popular place. Teachers welcome the children as they enter school. Each class has their own entrance. We do not publically shame pupils but instead take a child aside to provide support and understand what is happening to them. 1-1 chats are calm & timely which supports the child in moving forward and not dwelling. Staff do not shout in school. Calm voices are used at all times, modelling the behaviour code to the children and to ensure we do not add further to their trauma. We have set up a Foodbank to serve our families who are experiencing food poverty. We have issued food vouchers throughout the pandemic to all our families on FSM.

After this apprenticeship

Possible role in the setting.

Ask a question

The contact for this apprenticeship is:

CHESHIRE COLLEGE SOUTH AND WEST

Sophie Cain

sophie.cain@ccsw.ac.uk

The reference code for this apprenticeship is VAC1000293330.

Apply now

Closes in 29 days (Monday 20 January at 11:59pm)

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