Level 2 Early Years Practitioner Apprenticeship

Summary

This is a great opportunity to join Woodlands Childcare in Thatcham. You will play a key role in ensuring young children learn and develop in a safe environment before they progress into a school setting. As part of the Woodlands Team, you will learn on the job while completing the Level 2 Early Years Practitioner Standard with Newbury College.

Annual wage

£13,312 to £23,795.20 a year

Minimum wage rates (opens in new tab)

The pay may be negotiated and may rise after a probation period has been successfully completed.

Training course

Early years practitioner (level 2)

Hours

Monday to Friday on a shift pattern/rota (TBC).

40 hours a week

Possible start date

Monday 14 October

Duration

1 Year 6 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

You will receive full training and support from Woodlands experienced staff in all areas of early years education
As well as on-the-job training working alongside members of the Woodlands team, the successful candidate will have monthly visits and will complete regular reviews with their development coach from Newbury College
On completion you will achieve the Level 2 Early Years Practitioner Apprenticeship Standard
If you have not achieved GCSE grade 2 or 3 in English and/or maths you will be required to take Level 1 Functional Skills as part of your Apprenticeship
You will need to pass Level 1 to complete your Apprenticeship

Where you’ll work

Woodlands Day Nursery

New Greenham Park

Greenham Common

RG19 6HW

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

NEWBURY 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.