Level 3 Early Years Practitioner apprenticeship

Summary

Level 3 Early years apprentice required for a 25-place home-based nursery. We have a lovely team of qualified practitioners and are looking for the right candidate to join us for 25 hours a week based on a rota between 07:00-19:00. Work uniform provided.

Wage: £8,320 to £14,872 a year
Minimum wage rates (opens in new tab)
Training course: Early years educator (level 3)
Hours: Monday to Friday, shifts on a rota basis between the hours of 07:00 and 18:30. 28 days annual leave. Fixed holidays (2 weeks end of August, 2 weeks over Christmas. Bank holidays off).
25 hours a week
Possible start date: Saturday 1 March
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

Your responsibilities will include:

Assisting with and preparing food for children
Assisting with children’s toileting routines
Assisting with planning activities, observations and tracking children's development
Ensuring the nursery is cleaned after meal times and at the end of the day
Assisting with children's daily activities and using our online app to pass on information to parents
Safeguarding
Undertaking any tasks necessary to ensure the smooth running of the nursery

Where you’ll work

30 AVONDALE ROAD

WELLING

DA16 1NQ

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

WMC TRAINING LTD

Your training course

Early years educator (level 3)

Equal to A level

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.
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.

Your training plan

At the end of your apprenticeship you will be a qualified level 3 Early Years educator. You will also work towards Functional Skills qualifications if required.

The training will be mainly based in the setting, there may be occasional training sessions with the training provider.

The training will be completed during work hours, and you will also have course work to complete.

Requirements

Desirable qualifications

Other in:

English and Maths (grade through apprenticeship)

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
Team working
Creative
Initiative
Non judgemental
Patience

Other requirements

All posts are subject to an Enhanced DBS. The position contact with vulnerable groups. It is exempt from the Rehabilitation of Offenders Act 1974 and all subsequent amendments. You must not withhold information about police cautions/bind-overs/criminal convictions that would have been considered “spent” under the Act.

About this company

We are a small 25-place Early Years setting on Domestic premises.

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

After this apprenticeship

After completing the level 3, you have the possibility of continuing as a room leader

Ask a question

The contact for this apprenticeship is: