Early Years Practitioner Apprentice

Summary

A fantastic opportunity has arisen at Castle House School Nursery as an Apprentice Early Years Practitioner. This would ideally suit someone looking to move into the Early Years environment. You will plan, prepare and deliver activities to meet children’s individual needs.

Wage

£14,526.20 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

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Training course

Early years practitioner (level 2)

Hours

Shifts and days yet to be confirmed.

37 hours a week

Start date

Monday 12 May 2025

Duration

1 year

Positions available

1

Work

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

What you’ll do at work

Care and supervision of children assisting with their physical, emotional and development needs
Plan, prepare and deliver activities to meet children’s individual needs
Observe and record observations of children's learning and development
Establish good relationships with children, acting as a role model and being aware of and responding appropriately by being a key person
Gather evidence of children’s learning and produce learning journals
Promote the inclusion and acceptance of all children
Encourage children to interact with others and engage in activities
Work as part of a team
Follow and adhere to nursery policies and procedures including child protection policies

Where you’ll work

CHETWYND END
NEWPORT
SHROPSHIRE
TF10 7JE

Training

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

College or training organisation

TELFORD COLLEGE

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

Early Years Practitioner Level 2 qualification
A mix of day release and assessor visits
Mandatory training which covers Paediatric first aid

Requirements

Desirable qualifications

GCSE or equivalent in:

English (grade 4)
Mathematics (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
Attention to detail
Organisation skills
Customer care skills
Problem solving skills
Number skills
Logical
Team working
Creative
Initiative
Non judgemental
Patience

About this company

Castle House is a special place where all children are nurtured to learn and inspired to succeed. It is also a school where creativity and sport are highly valued. Our team of highly talented teachers and support staff strive to bring out the very best in every child within the context of a safe, happy and nurturing environment. A love of discovery, the ability to face a challenge and an appreciation of non-material experiences permeate all aspects of our work. As Headteacher I aim to ensure that every child who leaves Castle House at eleven looks back on their time with us as special and as an experience to be cherished. The ages of 2 to 11 are fundamental in building the foundations of all future learning. At Castle House we embrace the very best of the modern world whilst keeping a weather eye on the past. We believe that a book is as important as the iPad. We have small class groups within which we support and stretch each and every pupil. We expect and achieve the highest standards of which every child is capable, not only in English and Mathematics, which form the backbone of our curriculum, but across all other areas of experience be they academic, physical, social, moral, or cultural. We seek to nurture talent. If your child is a gymnast, a swimmer, a rugby player, a singer, an actor or anything else that makes him/her unique we will embrace and seek to develop that talent further. The children of Castle House are our best ambassadors and as such are proud to show off their school to visitors; be they prospective parents, representatives of outside agencies or visiting dignitaries, they offer a warm welcome to all.

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

After this apprenticeship

Potential future progression.

Ask a question

The contact for this apprenticeship is:

TELFORD COLLEGE

Elliot Evlyn-Bufton

elliot.evlyn-bufton@telfordcollege.ac.uk

The reference code for this apprenticeship is VAC1000315199.

Apply now

Closes in 21 days (Sunday 11 May 2025 at 11:59pm)

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