Early Years Apprentice

Woodhouse Primary Academy

Bishop Auckland (DL14 6QW)

Closes in 8 days (Wednesday 8 July 2026 at 11:59pm)

Posted on 30 June 2026

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Contents

Summary

As an apprentice, you would not only be a valued member of the Early Years team, but also a key contributor in ensuring that children receive the very best start to their education. You will be fully integrated into daily practice: attending training, working with children and helping prepare the learning environment and resources.

Wage

£15,392 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

Minimum wage rates (opens in new tab)

Training course
Early years educator (level 3)
Hours
Monday - Friday. Thursday to attend Bishop Auckland College. The role will be structured between the working hours of 8.00am - 5:30pm. The day at college will be between 9.00am and 4:15pm.37 hours a week. Role is term-time only

37 hours a week

Start date

Tuesday 1 September 2026

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

Specific Conditions of this post are:

  • The post-holder will be expected to undertake any appropriate training provided by the Trust to assist them in carrying out any of the above duties.
  • The post-holder will be expected to contribute to the protection of children and vulnerable adults, as appropriate, in accordance with any agreed policies and/or guidelines, reporting any issues or concerns to their immediate line manager.
  • The post-holder will be required to promote, monitor and maintain health, safety and security in the work place. To include ensuring that the requirements of Health & Safety at Work Act, COSHH, and all other mandatory regulations are adhered to.
  • To carry out duties with full regard to the Trust’s Equal Opportunities and Dignity at Work Policy. An Enhanced Disclosure with the Disclosure and Barring Service (DBS) will be undertaken before any appointment can be confirmed.

RESPONSIBILITIES OF THIS POST

EYFS Apprentice will:

  • Assist in planning and implementing educational activities that promote the children’s physical, social, emotional, and intellectual development. Support the development of extra-curricular activities such as lunch and after school clubs.
  • Be effective in time management to ensure that coursework is kept up to date and seek out support from colleagues where appropriate.
  • Encourage children to engage in both structured and unstructured play activities that enhance their creativity and problem-solving skills.
  • Recognise and support the individual needs of each child, including those with special educational needs and disabilities (SEND)
  • Develop positive relationships with parents and carers, providing them with regular updates on their child’s progress and development.
  • Work collaboratively with other team members, including other apprentices, practitioners, and teachers, to provide a cohesive learning environment.
  • Assist in preparing materials and resources for activities, as well as setting up and tidying the learning environment.
  • Overseeing children during outdoor play, ensuring they are safe and engaged in physical activities.
  • Helping children with creative projects, such as painting, drawing, or crafting, and ensuring materials are used safely.
  • Adhering to the policies and procedures of the setting, as well as the statutory framework of the EYFS.

The above list of duties and responsibilities is not an exhaustive definition of all tasks associated with the post.

Where you'll work

Walker Drive
Bishop Auckland
DL14 6QW

Training

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

Training provider

BISHOP AUCKLAND COLLEGE

Training course

Early years educator (level 3)

Understanding apprenticeship levels (opens in new tab)

What you'll learn

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.

Training schedule

You will be required to attend Bishop Auckland College for one day per week during term-time.

Requirements

Essential qualifications

GCSE in:

  • English (grade 9-4 / A*-C / Level 2)
  • Maths (grade 9-4 / A*-C / Level 2)

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
  • Organisation skills
  • Team working
  • Able to follow direction
  • Able to work in collaboration
  • Able to work flexibly
  • Enthusiasm and self-confidence

Other requirements

REFERENCES
References will be requested prior to interview, except for non-teaching roles where there are exceptional circumstances, and the applicant does not give consent to do so on the application form.

DBS
Advance Learning Partnership is committed to safeguarding and promoting the welfare of children and young people and expects all employees and volunteers to share this commitment.
An application for a DBS certificate will be submitted for all candidates once they have been offered the position. For posts in regulated activity, the DBS check will include a barred list check. During the recruitment process, any offences, or other matters relevant to the position will be considered on a case-by-case basis.

Any offer of employment will be subject to receipt of a satisfactory DBS Enhanced Disclosure.

DIGITAL CHECKS
Online searches may be conducted as part of the Trust’s due diligence checks.

About this employer

We are a welcoming, happy and caring school for children aged 2-11, centered between Bishop Auckland town centre and Tindale Retail Park. As part of the Advance Learning Partnership (ALP) family of schools we ensure that children are at the heart of all we do and uphold our trust philosophy of ‘Your Child is Our Child’.

At Woodhouse Primary Academy, we make full use of resources, visits and visitors to enhance our curriculum and learning for all. We aim to instill in our children our core values of kindness and respect equipping them to travel our “pathway to success”, to become individuals who can make a positive contribution to the community in which they live and to society as a whole.

Staff at Woodhouse Primary Academy are dedicated to providing an inclusive education where all children are supported to achieve their full potential. Parents are crucial to this and are valued members of our school community you are partners in your child’s journey. Our aim is for our children to be confident, resilient, inquisitive young people, with a desire to learn and achieve the best they can in all they do.

https://woodhouseprimary.org.uk/ (opens in new tab)

After this apprenticeship

Your earnings can increase over time with an apprenticeship. Find out about potential future pay (opens in new tab).

To be discussed at interview.

Ask a question

The contact for this apprenticeship is:

BISHOP AUCKLAND COLLEGE

David Brough

david.brough@bacoll.ac.uk

01388 743164

The reference code for this apprenticeship is VAC2000039877.

Apply now

Closes in 8 days (Wednesday 8 July 2026 at 11:59pm)