Early years Lead Practitioner Apprenticeship – Level 5 – Brambles Outdoor Nursery Group, Wilton – Find an apprenticeship

Summary

Aspire Training Team are looking for an enthusiastic and hardworking individual to complete their Level 5 Early years Lead Practitioner Apprenticeship at Brambles, Wilton. Within this role you will be required to support the children’s learning and development and ensure that safeguarding procedures are being followed at all times.

Annual wage: £14,144 to £25,282.40 a year
Minimum wage rates (opens in new tab)
Training course: Early years lead practitioner (level 5)
Hours: Brambles Outdoor Nursery Group is open from 8.00am - 18:00pm, Monday to Friday. The successful candidate will be required to work 42.5 hours per week with shift patterns to be discussed.
42 hours a week
Possible start date: Wednesday 5 February
Duration: 2 years
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

Duties include:

To help plan the curriculum
Help to set up the daily programme
Tidy away at the end of sessions
Be a Key Person to a small group of children
Build professional relationship with carers
Safeguarding of children is to be paramount
Support with nappy changing and toileting
Preparing food
Ability to get wet and muddy
To be an outdoors person in all weather

Where you’ll work

South Street

Wilton

Salisbury

SP2 0JS

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

ASPIRE TRAINING TEAM LIMITED

Your training course

Early years lead practitioner (level 5)

Equal to higher national diploma (HND)

Course contents

Analyse and articulate how all children’s individual learning can be affected by their current developmental capabilities, characteristics and individual circumstances taking into account all factors contributing to typical and atypical development.
Promote equality of opportunity and anti-discriminatory practice.
Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
Ensure plans fully reflect the individual development needs and circumstances of children and actively participate in the provision of consistent care, responding quickly to the needs of the individual child.
Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
Support and promote children’s speech, language and communication development and determining and adapting appropriate responses and interventions.
Support children to engage in a range of learning contexts such as individual, small groups and larger groups as appropriate for their play and support confidence within social experiences.
Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
Advocate for the child, cultivating professional partnerships with parents/carers and other professionals, presenting their understanding of the child’s journey within multidisciplinary teams to holistically support the child’s individual needs.
Demonstrate the importance of the home learning environment, developing an effective and collaborative partnership to enhance opportunities for the child.
Make use of formative and summative assessment, tracking children’s progress to plan for future learning possibilities including early interventions based on individual developmental needs.
Take responsibility for supporting the key person in articulating children's progress and planning future learning possibilities.
Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
Use reflection to develop themselves both professionally and personally to enhance their practice.
Plan, carry out and guide appropriate physical care routines for individual children.
Promote, model and support children and families to develop a healthy approach to making choices relating to personal care including eating, sleeping and physical activity.
Develop, model and implement strategies to support the emotional, psychological, physical and cultural needs of all children within the setting.
Identify and act upon own responsibilities in relation to health and safety, prevention and control of infection, carrying out risk assessments and risk management processes in line with policies and procedures.
Ensure the security and confidentiality of data, records and information in line with current legislation.
Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of settings, providing inspiration and motivation to engage others to develop their practice.
Be confident to identify, action and competently challenge issues and undertake difficult conversations where appropriate.
Advocate for children through their child centred approach, listening to the voice of the child; ensuring children’s rights, views and wishes are heard, respected and acted upon at all times. Offer appropriate support and influence decisions in the best interests of the child.
Competently action and carry out safeguarding procedures, using their professional curiosity, knowledge, insight and understanding.
Explore and understand, challenge and question; knowing when to act to safeguard and protect children.
Analyse and articulate how all children’s individual learning can be affected by their current developmental capabilities, characteristics and individual circumstances taking into account all factors contributing to typical and atypical development.
Promote equality of opportunity and anti-discriminatory practice.
Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
Ensure plans fully reflect the individual development needs and circumstances of children and actively participate in the provision of consistent care, responding quickly to the needs of the individual child.
Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
Support and promote children’s speech, language and communication development and determining and adapting appropriate responses and interventions.
Support children to engage in a range of learning contexts such as individual, small groups and larger groups as appropriate for their play and support confidence within social experiences.
Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
Advocate for the child, cultivating professional partnerships with parents/carers and other professionals, presenting their understanding of the child’s journey within multidisciplinary teams to holistically support the child’s individual needs.
Demonstrate the importance of the home learning environment, developing an effective and collaborative partnership to enhance opportunities for the child.
Make use of formative and summative assessment, tracking children’s progress to plan for future learning possibilities including early interventions based on individual developmental needs.
Take responsibility for supporting the key person in articulating children's progress and planning future learning possibilities.
Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
Use reflection to develop themselves both professionally and personally to enhance their practice.
Plan, carry out and guide appropriate physical care routines for individual children.
Promote, model and support children and families to develop a healthy approach to making choices relating to personal care including eating, sleeping and physical activity.
Develop, model and implement strategies to support the emotional, psychological, physical and cultural needs of all children within the setting.
Identify and act upon own responsibilities in relation to health and safety, prevention and control of infection, carrying out risk assessments and risk management processes in line with policies and procedures.
Ensure the security and confidentiality of data, records and information in line with current legislation.
Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of settings, providing inspiration and motivation to engage others to develop their practice.
Be confident to identify, action and competently challenge issues and undertake difficult conversations where appropriate.
Advocate for children through their child centred approach, listening to the voice of the child; ensuring children’s rights, views and wishes are heard, respected and acted upon at all times. Offer appropriate support and influence decisions in the best interests of the child.
Competently action and carry out safeguarding procedures, using their professional curiosity, knowledge, insight and understanding.
Explore and understand, challenge and question; knowing when to act to safeguard and protect children.

Your training plan

Early years lead practitioner, Level 5 (Higher national diploma)
Paediatric First Aid qualification

Requirements

Essential qualifications

GCSE or equivalent in:

English (grade C/4 or Functional skills L2)
Maths (grade C/4 or Functional skills L2)
Childcare (grade Level 3)

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
Logical
Team working
Creative
Initiative
Non judgemental
Patience

About this company

Brambles Wilton opened in January 2021. Based in the picturesque town of Wilton just a short 3 miles from the Salisbury, our Bramblers enjoy a beautiful slice of countryside in our wonderful garden surrounded by fields and a stream as well as our four-legged neighbour, Robby the Horse. At Brambles the practitioners and children work side by side; Practitioners value the child’s thinking and include their interests, improvisations and invitations to play. Practitioners engage and extend children’s learning by modelling, encouraging and exploring children's interests.

http://www.bramblespreschool.org/ (opens in new tab)

After this apprenticeship

Potential to gain permanent employment within the setting.

Ask a question

The contact for this apprenticeship is:

ASPIRE TRAINING TEAM LIMITED

Michelle

sendmycv@aspiretrainingteam.co.uk

07886196766

The reference code for this apprenticeship is VAC1000285799.

Apply now

Closes on Sunday 5 January

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After signing in, you’ll apply for this apprenticeship on the company's website.

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Early years Lead Practitioner Apprenticeship – Level 5 – Brambles Outdoor Nursery Group, Wilton

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