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Advanced Nursery Practitioner Apprenticeship Chadwell Heath Nursery

To be a proactive member of a staff team who provides a safe, stimulating and inclusive environment in which babies and young children are supported and encouraged to achieve their full potential. To offer full and practical support in the day to day running of the nursery.

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Closing date: 20 Jun 2022

Apprenticeship summary

  • Weekly wage

    £187.59

    Wages explained

    Apprentices are paid for their normal working hours and training that's part of their apprenticeship (usually one day per week).

    Minimum Wage Rates

  • Working week

    32 hours in the nursery and 7 hours at college per week. Shifts TBC

    Total hours per week: 39.00

  • Expected duration

    18 months

  • Possible start date

    27 Jun 2022

  • Date posted

    11 Jan 2022

  • Apprenticeship level

    Advanced
    Level 3 (A level)

  • Reference number

    VAC001806702

  • Positions

    1 available

Key responsibilities:

Below is a list of core tasks and responsibilities that you are obliged to fulfill in your role as a Nursery Support Worker:

  • To understand and respect the need for consistency of care for the children – report for duty on time, maintain regular attendance, give appropriate notice of holiday requests and report nonattendance through sickness promptly and appropriately.
  • To assist in providing a safe, supportive and caring environment for young children in the care of Chadwell Heath Nursery and Pre-school; to ensure that all aspects of each individual child’s development are given full consideration.
  • To ensure that clean and hygienic standards are maintained at all times. This includes daily cleaning rotas, nappy changing and other nursery/housekeeping duties.
  • To maintain and follow all Health and Safety policies and procedures at all times.
  • To develop a thorough knowledge of all of the company’s operational policies and procedures; ensuring that they are followed and respected at all times.
  • To be fully up to date with the requirements of the “2012 Early Years Foundation Stage” and ensure that your practice meets and aims to exceed the requirements.
  • To be proactive in the process of activity planning, child observation and development records on a regular basis and as requested by your supervisor and Nursery Manager.
  • To follow all routines, duties, timetables, rotas, record keeping activities and any other reasonable duty as requested by your supervisor or Nursery Manager.
  • To ensure that communication with children, parents and the staff team is polite and courteous at all times.
  • To share relevant information and ensure that information passed between parents and staff is communicated to your supervisor/Nursery Manager as appropriate.
  • To be an effective key person to those children assigned to you and to take on other assigned responsibilities, as requested and advised by your supervisor in line with knowledge and experience.
  • To maintain confidentiality about all issues related to children and their families; your own and other staff members issues and any other management or operational issues.
  • Involvement and enrolment in company training courses to be undertaken and completed which may, at various times, be outside normal working hours.
  • To be involved in developing and delivering a stimulating and creative atmosphere within the group.
  • To familiarise yourself with the 2012 EYFS philosophy and materials in so as far as is possible.
  • To provide staff cover within the nursery group periodically, as requested by the Management team.
  • To attend all mandatory training sessions and workshops (as advised by your manager).
  • To attend staff meetings, professional development training and any other events as requested by your Nursery Manager.
  • To support and mentor colleagues who are studying for NVQ childcare qualifications.
  • To act as a role model for junior members of staff.
  • To carry out any other reasonable additional duties as requested by your supervisor and/or Nursery Manager from time to time.
  • To take responsibility for continued professional development by attending courses (in- house and external), receiving constructive feedback and reading relevant material.

Person specification

Profile:

Support Workers must be able to

Support the healthy growth and development of children from birth to the age of 5.

  1. Know and understand how children learn and develop and how this can be affected by individual circumstances.
  2. Support children through a range of transitions.
  3. Support the development of children’s communication, language, literacy and mathematics skills.
  4. Know when a child is in need of support and when to refer to other relevant services.

Work directly with children and in partnership with their families to facilitate learning and development.

  1. Understand the important influence of parents/carers and engage with them to support their child's well being, learning and development.
  2. Communicate effectively with children from birth to age five, listening and responding sensitively.
  3. Promote positive social and emotional behaviour, attitudes and independence.
  4. Know and understand the significance of attachment and how to effectively promote it.
  5. Encourage and support children’s learning in developmentally appropriate ways.
  6. Engage in sustained shared thinking with children.

Safeguard and promote the welfare of children.

  1. Know the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of children and the implications for early year’s settings.
  2. Know and understand child protection policies and procedures, recognize when a child is in danger or at risk of abuse, and know how to act to protect them.
  3. Establish a safe environment and employ practices that promote children’s health and safety.

Set high expectations which inspire, motivate and challenge every child.

  1. Establish and sustain a stimulating environment where children feel confident and are able to learn and develop.
  2. Give constructive feedback to help children evaluate their achievements and facilitate further learning.
  3. Demonstrate the positive values, attitudes and behaviours expected from children.

Make use of engagement, observation and assessment to meet the individual needs of every child.

  1. Observe, assess, record and report on progress in children’s development and learning, using this to plan next steps.
  2. Differentiate provision to meet the individual needs of the child and provide opportunities to extend their learning and development.

Plan provision taking account of the individual needs of every child.

  1. Provide balanced and flexible daily and weekly routines that meet children’s needs and interests and enable them to learn and develop.
  2. Plan and provide appropriate adult led and child initiated play and activities that enable children to learn and develop.
  3. Select, prepare and use a range of resources suitable for children’s ages, interests and abilities, taking account of diversity and promoting equality and inclusion.

Fulfill wider professional responsibilities by promoting positive partnership working to support the child.

  1. Understand and contribute to multi-agency team working.
  2. Take a lead in establishing and sustaining a culture of cooperative working between colleagues and across professional boundaries.
  3. Support colleagues to understand the part they play to enable every child to reach their full potential.

Requirements and prospects

Desired skills

Skills:

PERSON, KNOWLEDGE AND SKILL SPECIFICATION

All Chadwell Heath Nursery and Pre-school Support Workers must be able to demonstrate through their day to day practice that they meet all of the following Standards as stated below.

Knowledge and understanding

CHNPS Support Workers need to demonstrate through their practice that they possess a secure(sound) knowledge and understanding of the following and that it underpins their own practice:

S1 The principles and content of the 2012 Early Years Foundation Stage and how to put them in to practice.

S2 The individual and diverse ways in which children develop and learn from birth to the end of the Early Years Foundation Stage and thereafter.

S3 How children’s wellbeing, development, learning and behaviour can be affected by a range of influences and transitions from inside and outside the setting.

S4 The main provisions of the national and local statutory and non-statutory frameworks within which children’s services work and their implications for early years settings.

S5 The current legal requirements, national policies and guidance on health and safety, safeguarding and promoting the well being of children and their implications for early years settings.

S6 The contribution that other professionals within the setting and beyond can make to children’s physical and emotional wellbeing, development and learning.

Effective practice

CHNPS Support Workers need to demonstrate through their practice that they:

S7 Have high expectations of all children and commitment to ensuring that they can achieve their full potential.

S8 Establish and sustain a safe, welcoming, purposeful, stimulating and encouraging environment where children feel confident and secure and are able to develop and learn.

S9 Provide balanced and flexible daily and weekly routines that meet children’s needs and enable them to develop and learn.

S10 Use close, informed observation and other strategies to monitor children’s activity, development and progress systematically and carefully, and use this information to inform, plan and improve practice and provision.

S11 Plan and provide safe and appropriate child-led and adult initiated experiences, activities and play opportunities in indoor, outdoor and in out-of-setting contexts, which enable children to develop and learn.

S12 Select, prepare and use a range of resources suitable for children’s ages, interests and abilities, taking account of diversity and promoting equality and inclusion.

S13 Make effective personalised provision for the children they work with.

S14 Respond appropriately to children, informed by how children develop and learn and a clear understanding of possible next steps in their development and learning.

S15 Support the development of children’s language and communication skills.

S16 Engage in sustained shared thinking with children.

S17 Promote positive behaviour, self-control and independence through using effective behaviour management strategies and developing children’s social, emotional and behavioural skills.

S18 Promote children’s rights, equality, inclusion and anti-discriminatory practice in all aspects of their practice.

S19 Establish a safe environment and employ practices that promote children’s health, safety and physical, mental and emotional wellbeing.

S20 Recognise when a child is in danger or at risk of harm and know how to act to protect them.

S21 Assess, record and report on progress in children’s development and learning and use this as a basis for differentiating provision.

S22 Give constructive and sensitive feedback to help children understand what they have achieved and think about what they need to do next and, when appropriate, encourage children to think about, evaluate and improve on their own performance.

S23 Identify and support children whose progress, development or wellbeing is affected by changes or difficulties in their personal circumstances and know when to refer them to colleagues for specialist support.

S24 Be accountable for the delivery of high quality provision.

Relationships with children

CHNPS Support Workers need to demonstrate through their practice that they can:

S25 Establish fair, respectful, trusting, supportive and constructive relationships with children.

S26 Communicate sensitively and effectively with children from birth to the end of the Early Years Foundation Stage.

S27 Listen to children, pay attention to what they say and value and respect their views.

S28 Demonstrate the positive values, attitudes and behaviour they expect from children.

Communicating and working in partnership with families and carers

CHNPS Support Workers need to demonstrate through their practice that they can:

S29 Recognise and respect the influential and enduring contribution that families and parents/carers can make to children’s development, wellbeing and learning.

S30 Establish fair, respectful, trusting and constructive relationships with families and parents/carers, and communicate sensitively and effectively with them.

S31 Work in partnership with families and parents/carers, at home and in the setting, to nurture children, to help them develop and to improve outcomes for them.

S32 Provide formal and informal opportunities through which information about children’s wellbeing, development and learning can be shared between the setting and families and parents/carers.

Teamwork and collaboration

CHNPS Support Workers need to demonstrate through their practice that they can:

S33 Establish and sustain a culture of collaborative and cooperative working between colleagues.

S34 Ensure that colleagues working with them understand their role and are involved appropriately in helping children to meet planned objectives.

S35 Influence and shape the policies and practices of the setting and share in collective responsibility for their implementation.

S36 Contribute to the work of a multi-professional team and, where appropriate, coordinate and implement agreed programmes and interventions on a day-to-day basis.

Professional development

CHNPS Support Workers need to demonstrate through their practice that they can:

S37 Develop and use skills in literacy, numeracy and information and communication technology to support their work with children and wider professional activities.

S38 Reflect on and evaluate the impact of their practice, modifying approaches where necessary, and take responsibility for identifying and meeting their professional development needs.

S39 Take a creative and constructively critical approach towards innovation, and adapt practice if benefits and improvements are identified.

Personal qualities

See above 

Desired qualifications

Must have a level 2 in Early years or at least 6 months of working in a nursery, you will not be shortlisted if you can't demonstrate this.

GCSEs A*-C/9-4 in Maths and English/or equivalent.

Future prospects

Good for the right candidate.

Things to consider

Other requirements of the job

Ability to carry out the physical requirements of the role (i.e. manual handling) Ability to accommodate unsociable hours

Ability to accommodate shift patterns Ability to accommodate on-call working

You will undertake an enhanced police check for this role.

Apprentices are paid for their normal working hours and training that's part of their apprenticeship (usually one day per week). https://www.gov.uk/national-minimum-wage-rates


About the employer

Chadwell Heath Nursery and Pre-School provide childcare for children aged 0-5.

Employer

Chadwell Heath Nursery

Address

Rear Of 31-35

High Road

Romford

RM6 6QJ

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Training

Training provider

BARKING AND DAGENHAM COLLEGE

Applications for this apprenticeship are being processed by Barking and Dagenham College

Contact

lynn.parsonage@bdc.ac.uk

  • Level 3 qualification in Early Years (educator)
  • Level 3 Award in Paediatric First Aid (RQF) or Level 3 Award in Emergency Paediatric First Aid (RQF) 
  • Level 2 Functional Skills (if no GCSEs or equivalent)

Apprenticeship standard

Early years educator

Level 3 (A level)


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