Early Years Teaching Assistant Apprentice at Ashford Oaks Community Primary School
Ashford Oaks Community Primary School
Ashford (TN23 4QR)
Closes on Monday 30 June 2025
Posted on 30 April 2025
Contents
Summary
Are you energetic, responsible but fun and love spending time with children? If so, why not apply to become an Apprentice and join our Ashford Oaks family!
- Wage
-
£11,778 for your first year, then could increase depending on your age
National Minimum Wage rate for apprentices
Check minimum wage rates (opens in new tab)
Please note that this is a term time only role so you will receive a pro-rata amount of the advertised annual salary
- Training course
- Early years educator (level 3)
- Hours
-
Monday to Friday, term time only, 39-weeks paid plus holiday (44.85 paid weeks), working hours TBC
30 hours a week
- Start date
-
Monday 1 September 2025
- Duration
-
1 year 6 months
- Positions available
-
1
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
We are looking for an Early Years Teaching Assistant who is energetic, fun and loves spending time with children. Our ethos is to love the children as if they were our own. As an Early Years setting, we provide a safe and welcoming environment for our children with staff who the children can form good relationships with.
Where you’ll work
Ashford Oaks Community Primary School
Oak Tree Road
Ashford
TN23 4QR
Training
Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.
College or training organisation
PROFILE DEVELOPMENT AND TRAINING LIMITED
Your training course
Early years educator (level 3)
Equal to A level
Course contents
- 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
- Paediatric First Aid
- Functional Skills in English and maths at level 2 if required
- Work based and tutor supported online training
- Preparation for End Point Assessment
- https://www.instituteforapprenticeships.org/apprenticeship-standards/st0135-v1-4
Requirements
Desirable qualifications
GCSE in:
- Maths and English (grade 9-4 or A* to C (or predicted))
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
- Team working
- Creative
- Initiative
- Patience
- Kind
- Caring
- Punctual
- Helping children learn
- Passionate
Other requirements
This post is for an Early Years setting which means you will need to be prepared for glitter, glue, puddle jumping, sand, reading stories and ‘tidy up time’. You may see tears, tantrums and runny noses but most of all you will get to spend your days having fun and laughing.
About this company
Community Primary School based in South Ashford, Kent with a Maintained Nursery and a Special Resource Provision.
After this apprenticeship
As an education provider we like to nurture our staff and help them to achieve their best. If you aspire to become a teacher but don’t know where to start, this could be an ideal opportunity for you. We have many staff who have started on the apprenticeship programme and have gone on to become TAs and then HLTAs. From HLTA there is nothing stopping you from applying to train as a teacher. While we can’t guarantee a full-time position at the end of your apprenticeship, we do urge our apprentices to apply for available posts.
Ask a question
The contact for this apprenticeship is:
PROFILE DEVELOPMENT AND TRAINING LIMITED
Vicky Davies
vicky.davies@profiledt.co.uk
The reference code for this apprenticeship is VAC1000317858.
Apply now
Closes on Monday 30 June 2025
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