Level 5 Lead Practitioner Apprenticeship - First Steps Froebelian - Horsforth

First Steps Froebelian Horsforth

Horsforth (LS18 4DR)

Closes in 18 days (Sunday 10 August 2025 at 11:59pm)

Posted on 22 July 2025

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Contents

Summary

First Steps Nursery is an independent, private day nursery who are seeking a fantastic level 5 apprentice to join their team. The position is full time, EARN AS YOU LEARN, completing your apprenticeship at nursery with face-to-face early years tutors, no need for college. It is essential you have your level 3 Early Years Educator.

Wage

Competitive

Competitive wage offered

Check minimum wage rates (opens in new tab)

Training course
Early years lead practitioner (level 5)
Hours
Monday to Friday Full time hours (hours depend on apprentice age). Shifts TBC.

43 hours a week

Start date

Monday 1 September 2025

Duration

1 year 8 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

  • Create awe and inspiration for the children you care for through creating exciting activities and teaching them new skills.
  • Gain new knowledge, skills and behaviours throughout your apprenticeship to become a qualified practitioner.
  • Support all their daily needs from helping them at meal times, supporting their sleep needs and their well-being too.
  • Teach them through a range of play types both indoors and outdoors as well as taking them on outings to enhance their cultural experiences. 

Where you'll work

First Steps Froebelian
173 179 New Road Side
Horsforth
LS18 4DR

Training

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

Training provider

CLIFFE HOUSE DAY NURSERIES LIMITED

Training course

Early years lead practitioner (level 5)

Understanding apprenticeship levels (opens in new tab)

What you'll learn

Course contents
  • Analyse and articulate how all children’s individual learning can be affected by their current developmental capabilities, characteristics and individual circumstances taking into account all factors contributing to typical and atypical development.
  • Promote equality of opportunity and anti-discriminatory practice.
  • Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
  • Ensure plans fully reflect the individual development needs and circumstances of children and actively participate in the provision of consistent care, responding quickly to the needs of the individual child.
  • Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
  • Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
  • Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
  • Support and promote children’s speech, language and communication development and determining and adapting appropriate responses and interventions.
  • Support children to engage in a range of learning contexts such as individual, small groups and larger groups as appropriate for their play and support confidence within social experiences.
  • Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
  • Advocate for the child, cultivating professional partnerships with parents/carers and other professionals, presenting their understanding of the child’s journey within multidisciplinary teams to holistically support the child’s individual needs.
  • Demonstrate the importance of the home learning environment, developing an effective and collaborative partnership to enhance opportunities for the child.
  • Make use of formative and summative assessment, tracking children’s progress to plan for future learning possibilities including early interventions based on individual developmental needs.
  • Take responsibility for supporting the key person in articulating children's progress and planning future learning possibilities.
  • Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
  • Use reflection to develop themselves both professionally and personally to enhance their practice.
  • Plan, carry out and guide appropriate physical care routines for individual children.
  • Promote, model and support children and families to develop a healthy approach to making choices relating to personal care including eating, sleeping and physical activity.
  • Develop, model and implement strategies to support the emotional, psychological, physical and cultural needs of all children within the setting.
  • Identify and act upon own responsibilities in relation to health and safety, prevention and control of infection, carrying out risk assessments and risk management processes in line with policies and procedures.
  • Ensure the security and confidentiality of data, records and information in line with current legislation.
  • Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of settings, providing inspiration and motivation to engage others to develop their practice.
  • Be confident to identify, action and competently challenge issues and undertake difficult conversations where appropriate.
  • Advocate for children through their child centred approach, listening to the voice of the child; ensuring children’s rights, views and wishes are heard, respected and acted upon at all times. Offer appropriate support and influence decisions in the best interests of the child.
  • Competently action and carry out safeguarding procedures, using their professional curiosity, knowledge, insight and understanding.
  • Explore and understand, challenge and question; knowing when to act to safeguard and protect children.
  • Analyse and articulate how all children’s individual learning can be affected by their current developmental capabilities, characteristics and individual circumstances taking into account all factors contributing to typical and atypical development.
  • Promote equality of opportunity and anti-discriminatory practice.
  • Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
  • Ensure plans fully reflect the individual development needs and circumstances of children and actively participate in the provision of consistent care, responding quickly to the needs of the individual child.
  • Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
  • Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
  • Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
  • Support and promote children’s speech, language and communication development and determining and adapting appropriate responses and interventions.
  • Support children to engage in a range of learning contexts such as individual, small groups and larger groups as appropriate for their play and support confidence within social experiences.
  • Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
  • Advocate for the child, cultivating professional partnerships with parents/carers and other professionals, presenting their understanding of the child’s journey within multidisciplinary teams to holistically support the child’s individual needs.
  • Demonstrate the importance of the home learning environment, developing an effective and collaborative partnership to enhance opportunities for the child.
  • Make use of formative and summative assessment, tracking children’s progress to plan for future learning possibilities including early interventions based on individual developmental needs.
  • Take responsibility for supporting the key person in articulating children's progress and planning future learning possibilities.
  • Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
  • Use reflection to develop themselves both professionally and personally to enhance their practice.
  • Plan, carry out and guide appropriate physical care routines for individual children.
  • Promote, model and support children and families to develop a healthy approach to making choices relating to personal care including eating, sleeping and physical activity.
  • Develop, model and implement strategies to support the emotional, psychological, physical and cultural needs of all children within the setting.
  • Identify and act upon own responsibilities in relation to health and safety, prevention and control of infection, carrying out risk assessments and risk management processes in line with policies and procedures.
  • Ensure the security and confidentiality of data, records and information in line with current legislation.
  • Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of settings, providing inspiration and motivation to engage others to develop their practice.
  • Be confident to identify, action and competently challenge issues and undertake difficult conversations where appropriate.
  • Advocate for children through their child centred approach, listening to the voice of the child; ensuring children’s rights, views and wishes are heard, respected and acted upon at all times. Offer appropriate support and influence decisions in the best interests of the child.
  • Competently action and carry out safeguarding procedures, using their professional curiosity, knowledge, insight and understanding.
  • Explore and understand, challenge and question; knowing when to act to safeguard and protect children.

Training schedule

  • All training will take place at the nursery, at your place of work.
  • This will be delivered to you face-to-face, with your own dedicated tutor, whether one-to-one or in small groups with other students. Group sizes are max of 6 students.
  • Your coaching sessions happen once a month or more often if needed, the training is unique and tailored to your learning needs, we come to you!
  • Training schedule is unique to each student to meet your individual needs.
  • Support is always here, this is something we pride ourselves on and the consistency of the same tutor throughout your course. 

More training information

  • Cliffe House Training are a unique training provider who has developed their academy to ensure that support is always there for its learners.
  • They value their delivery of face-to-face learning sessions, unique to you as the student.
  • You will receive your own online learning platform to submit and receive your work and everything is developed in a manageable way, all learning is completed in your contracted hours. 

Requirements

Essential qualifications

Other in:

Early Years Educator Level 3 (grade Pass)

Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Skills

  • Communication skills
  • IT skills
  • Attention to detail
  • Organisation skills
  • Customer care skills
  • Problem solving skills
  • Presentation skills
  • Administrative skills
  • Number skills
  • Analytical skills
  • Logical
  • Team working
  • Creative
  • Initiative
  • Non judgemental
  • Patience
  • Physical fitness

About this employer

First Steps Nursery is a small, independent, private day nursery owned by the Froebelian School.

https://www.firststepsfroebelian.co.uk/ (opens in new tab)

Company benefits

Free training all year round, ‘Employee of the Month’ awarded each month. Extra holidays for long serving staff. Employee Assist Programme. Discounted childcare if required. Nursery branded fleece. Regular treats!

After this apprenticeship

This could lead to a career as a head of room/senior practitioner, deputy or nursery manager as well as many other early years roles. 

Ask a question

The contact for this apprenticeship is:

CLIFFE HOUSE DAY NURSERIES LIMITED

Tori Doherty

tori@cliffehousetrainingacademy.co.uk

The reference code for this apprenticeship is VAC1000333086.

Apply now

Closes in 18 days (Sunday 10 August 2025 at 11:59pm)

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