Early Years Initial teacher Training - Apprentice Route (Bsc Degree Required)
PIPPINS PRESCHOOL LTD
FARNBOROUGH (GU14 6LF)
Closes in 25 days (Tuesday 1 September 2026 at 11:59pm)
Posted on 6 August 2026
Contents
Summary
This is an excellent opportunity for individuals who are passionate about working with young children and would like to develop their knowledge, skills, and confidence to become an Early Years Teacher. A Bachelors Degree and GCSE Maths, English and Science will be required.
- Wage
-
£12,480 to £19,827.60, depending on your age
National Minimum Wage
Minimum wage rates (opens in new tab)
Pay depends on how many hours worked - the original agreement will be 16.5 hours per week.
- Training course
- Early years lead practitioner (level 5)
- Hours
-
Term time only.
Working hours to be discussed, between 8.00am - 4.00pm.
30 hours a week
- Start date
-
Wednesday 2 September 2026
- Duration
-
1 year
- Positions available
-
2
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 EYITT Trainee, you will:
- Support children's learning, development, and wellbeing.
Plan and deliver engaging activities that promote children's progress - Observe, assess, and monitor children's development.
Build positive relationships with children, families, and colleagues.
Promote inclusive practice and support children with diverse needs - Ensure safeguarding, health, and safety requirements are followed at all times
- Reflect on and develop your professional practice throughout the programme
- Work closely with experienced practitioners and mentors to develop teaching skills
Where you'll work
QUEENS ROAD
FARNBOROUGH
GU14 6LF
Training
Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.
Training provider
BEST PRACTICE NETWORK LIMITED
Training course
Early years lead practitioner (level 5)
Understanding apprenticeship levels (opens in new tab)
What you'll learn
Course contents
- 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.
- Develop, model and implement strategies to support the emotional, social, psychological, physical and cultural needs of all children within the educational setting.
- Support and promote children’s diverse speech, language and communication development and determining and adapting appropriate responses and interventions to support verbal, nonverbal interactions and engagement with written communication.
- 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.
- Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
- 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.
- 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.
- 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.
- Plan, carry out and guide appropriate personal care routines for individual children.
- 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.
- Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
- Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
- Cultivate professional partnerships with parents, carers, colleagues 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.
- Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
- Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
- Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
- 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 including the safe use of digital technology to communicate effectively in both oral and written English.
- Promote equality of opportunity and anti-discriminatory practice.
- Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of educational settings, providing inspiration and motivation to engage others to develop their practice, supporting teams and guiding change.
- Identify, action and competently challenge issues and undertake difficult conversations where appropriate.
- Use reflection to develop themselves both professionally and personally to enhance their practice.
- Ensure the security and confidentiality of data, records and information in line with current legislation.
- 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.
- Apply the principles of sustainability and segregate used resources for reuse, recycling, and safe disposal .
- 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.
- Develop, model and implement strategies to support the emotional, social, psychological, physical and cultural needs of all children within the educational setting.
- Support and promote children’s diverse speech, language and communication development and determining and adapting appropriate responses and interventions to support verbal, nonverbal interactions and engagement with written communication.
- 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.
- Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
- 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.
- 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.
- 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.
- Plan, carry out and guide appropriate personal care routines for individual children.
- 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.
- Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
- Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
- Cultivate professional partnerships with parents, carers, colleagues 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.
- Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
- Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
- Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
- 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 including the safe use of digital technology to communicate effectively in both oral and written English.
- Promote equality of opportunity and anti-discriminatory practice.
- Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of educational settings, providing inspiration and motivation to engage others to develop their practice, supporting teams and guiding change.
- Identify, action and competently challenge issues and undertake difficult conversations where appropriate.
- Use reflection to develop themselves both professionally and personally to enhance their practice.
- Ensure the security and confidentiality of data, records and information in line with current legislation.
- 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.
- Apply the principles of sustainability and segregate used resources for reuse, recycling, and safe disposal .
Training schedule
How the EYITT Programme is Delivered.
The programme is delivered over 12 months through a combination of:
- Practical experience within an Early Years setting
- Regular support from an experienced tutor and mentor
- Online learning and professional development activities
- Workplace observations and assessments
- Development of teaching practice aligned with the Early Years Teachers' Standards
- Trainees will receive ongoing guidance and support throughout their learning journey to ensure they are equipped to achieve Early Years Teacher Status (EYTS)
- A mandatory 30-day school placement, giving you valuable experience of teaching and learning within a school environment and broadening your understanding of children's educational journeys
- Monthly training days to develop your professional knowledge and teaching practice
Requirements
Essential qualifications
GCSE in:
- English (grade 4)
- Maths (grade 4)
- Science (grade 4)
Degree in:
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
- Team working
- Creative
- Initiative
- Non judgemental
- Patience
About this employer
At Pippins, we pride ourselves on having a highly skilled and dedicated team. Our Manager
and Deputy Manager both hold Foundation Degrees in Early Years Childcare and
Education. We also have four qualified staff members, a member of staff who is currently
completing a Level 3 Apprenticeship, and one staff member who is working towards their
Level 2 qualification.
After this apprenticeship
Your earnings can increase over time with an apprenticeship. Find out about potential future pay (opens in new tab).
Successful completion of the programme leads to Early Years Teacher Status (EYTS).
This can open doors to a variety of career opportunities, including:
- Early Years Teacher
- Lead Practitioner
- Room Leader
- Deputy Nursery Manager
- Nursery Manager
- SEND or Inclusion Lead
- Early Years Curriculum Lead
- Further leadership and management qualifications
Ask a question
The contact for this apprenticeship is:
BEST PRACTICE NETWORK LIMITED
The reference code for this apprenticeship is VAC2000046771.
Apply now
Closes in 25 days (Tuesday 1 September 2026 at 11:59pm)