Early Years Educator Level 3 Apprenticeship

Summary

Early Years Educators work with and care for children from birth to 5 years. They play an important role in supporting children to have the best start to their education. As an Early Years specialist, you will personally help to close the attainment gap and increase the life chances of the children in your care.

Wage

£13,741 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

Training course

Early years educator (level 3)

Hours

Monday to Friday between 8:30am-4:30pm with an hour for lunch. Term time only.

35 hours a week

Start date

Monday 30 June 2025

Duration

1 year 6 months

Positions available

2

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

In their daily work, Early Years Educators interact with children aged birth to five years and will also gain an understanding of further development from age 5 to 7. The apprentice will be responsible for delivering the Early Years Foundation Stage (EYFS) requirements set by Government for the learning, development, and care of children from birth to 5 years old.

• You will work as part of a team, planning and supervising child-initiated and adult-led activities which are based around the needs and interests of each individual child.
• You will be supporting children to develop numeracy and language skills through games and play.
• You will work collaboratively and build strong relationships with other colleagues, parents and/or carers or other professionals to meet the needs of each child.
• You will be ensuring the safeguarding and welfare of the children in the room at all.

Where you'll work

51 BOW COMMON LANE
LONDON
E3 4AU

Training

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

College or training organisation

BEST PRACTICE NETWORK LIMITED

Your training course

Early years educator (level 3)

What you'll learn

• 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

• Level 3 Early Years Educator Apprenticeship Standard.
• NCFE Diploma for the Early Years Workforce (EYE).
• Level 3 Award in Paediatric First Aid OR Level 3 Award
  Emergency Paediatric First Aid.
• Apprentices will achieve an EYE qualification which has been approved to count towards the EYFS level 3 child: staff ratios.
• Level 2 Functional skills in Maths and English, if required.

Requirements

Desirable qualifications

GCSE or equivalent in:

• English (grade 4/C)
• Maths (grade 4/C)

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
• Organisation skills
• Team working
• Patience