Early Years Apprentice

Summary

Join the team as an Early Years Practitioner L2 apprentice! Gain hands-on experience in a nurturing Montessori environment while working towards your Level 2 qualification. We offer a supportive and welcoming setting where you can develop your skills, make a difference in children's lives, and build a rewarding career in early childhood education.

Wage

£14,526.20 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

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Training course

Early years practitioner (level 2)

Hours

• Monday to Thursday: 8:00 AM - 4:00 PM (8 hours per day), including the 30-minute lunch break. • Friday:08.00 - 1:00 PM (5 hours), including the 30-minute lunch break. 32 hours (Mon-Thu) + 5 hours (Friday) = 37 hours per week.

37 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

As an Early Years Practitioner L2 apprentice at West Acre Montessori, you will be actively involved in providing high-quality care and education to young children. Here’s what an average day might look like:

🕘 Morning Routine (8:30–11:30)

Welcoming Children: Greet children as they arrive, assist with hanging up coats, and ensure they change into indoor shoes
Circle Time: Participate in group activities such as registration, sharing news, singing, and dancing to foster a sense of community
Facilitate Work Cycles: Support children in selecting and engaging with Montessori materials, encouraging independent learning and exploration
Snack Preparation: Assist in setting up the snack table with healthy options like fruit, raw vegetables, and dips, promoting self-service and healthy eating habits
Outdoor Play: Supervise and engage with children during outdoor play, encouraging physical activity and exploration in the garden

🍽️ Midday Routine (11:30–13:00)

Lunchtime Preparation: Assist children in washing hands and preparing for lunch
Lunch Supervision: Sit with children during lunch, modelling good table manners and social skills
Clean-Up: Support children in clearing the table and washing up, fostering responsibility and independence

🌿 Afternoon Session (13:00–16:00)

Afternoon Work Cycle: Facilitate another period of independent or guided learning with Montessori materials
Outdoor Play: Encourage children to engage in outdoor activities, reinforcing the importance of fresh air and physical exercise
Circle Time: Conclude the day with a group gathering to reflect on the day's activities and experiences
Farewell Routine: Assist children in changing into their outdoor shoes and coats, and ensure they are safely handed over to their parents or guardians

📚 Additional Responsibilities

Observation & Documentation: Regularly observe children's progress and document their development, contributing to individual learning journeys
Health & Safety: Ensure a safe and clean environment by adhering to health and safety protocols.
Collaboration: Work closely with the Montessori team to plan and implement activities that support children's holistic development
Continuous Learning: Engage in ongoing professional development opportunities, including attending training sessions and meetings as required

Where you’ll work

Westacre Montessori School
Common Lane
East Walton
PE32 1PU

Training

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

College or training organisation

THE COLLEGE OF WEST ANGLIA

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.
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.

Your training plan

Early Years Practitioner Standard
TQUK Level 2 Diploma for the Early Years workforce
Functional skills in maths and English at level 2

You will build an e-portfolio of evidence towards the diploma and will be assessed in the workplace using a range of methods, for example, written assignments, case study work, reflective accounts and practical observation etc. An Assessor will visit you in the workplace on a regular basis in order to support you. Functional skills, if necessary, are assessed through examinations following taught sessions at a college location. During your apprenticeship, you will produce a portfolio of good practice to support the end-point assessment at the end of the apprenticeship. The end-point assessment is carried out by an independent and impartial assessor and includes:

Observation of practice
Competence interview (based on your portfolio)

Requirements

Essential qualifications

GCSE in:

English (grade A*- C/ Grade 4-9)

Desirable qualifications

GCSE in:

Maths (grade A*- C/ Grade 4-9)

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
Team working
Creative
Initiative
Patience
Empathy
Adaptability
Reliable and responsible
Passion for early education

Other requirements

Please note that West Acre Montessori is located in a rural area, so applicants should consider their ability to commute to and from the location. Access to reliable transport is essential due to the setting's location away from public transport links.

About this company

West Acre Montessori is a nurturing and supportive early years setting that follows the Montessori method of education, focused on promoting independence, creativity, and a love for learning in young children. Our team is dedicated to providing high-quality care and education in a safe, stimulating, and enriching environment. We believe in creating a calm and welcoming atmosphere where children can grow at their own pace, develop essential skills, and build a strong foundation for future learning. At West Acre Montessori, we value the importance of collaboration, respect, and personal development, ensuring our staff and apprentices have the opportunity to thrive and make a positive impact in children's lives.

After this apprenticeship

Upon completion of this apprenticeship, you will have the opportunity to pursue further qualifications, with the potential to complete a Montessori Early Childhood qualification. This will open doors to a range of career opportunities in early childhood education.

Ask a question

The contact for this apprenticeship is:

THE COLLEGE OF WEST ANGLIA

Rosie Reynolds

rosiemontessori@icloud.com

01760337316

The reference code for this apprenticeship is VAC1000318095.

Apply now

Closes in 15 days (Friday 16 May 2025 at 11:59pm)

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