Apprentice Early Years Practitioner

Summary

The apprentice will be working with a small team and responsible for ensuring the well- being and educational needs of preschool children are fulfilled. They will learn to plan activities for children following the Early Years Foundation Stage and record observations and assessments based on knowledge of child development.

Annual wage

£9,984 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 7.45am -6.00pm. Shifts TBC in the working week. Applicant will work 4 days a week.

30 hours a week

Possible start date

Monday 12 August

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

This is an Intermediate apprenticeship in Early Years Practitioner (Level 2). This will include NCFE CACHE Level 2 diploma in Childcare & Education.

It will involve a combination of on and off the job training in the workplace.

You will have monthly mentoring and guidance at work from a Craven College Learning & Development Advisor.

After 18 months you will be entered to undertake an End Point Assessment, to complete your Apprenticeship.

The End Point Assessment will comprise of a knowledge test and professional discussion with the assessor.

Functional skills if required.

More information on course content and assessment methods will be discussed at interview.

Where you’ll work

Little Rainbows

Stakesby Primary Academy

Whitby

YO21 1HY

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

CRAVEN 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.