Early Years Apprentice

Summary

Do you love the idea of working with children? Are you passionate about learning? Could you make a difference to the lives of the children in our Early Years provision? This is a great opportunity for an enthusiastic, keen apprentice to join our friendly and supportive team and train with us.

Wage

£14,526.20 a year

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Training course

Early years practitioner (level 2)

Hours

37.5 hours per week, Monday - Friday, term time only, plus teacher training days with 30 minutes for lunch.

37 hours a week

Start date

Monday 1 September 2025

Duration

1 year

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

Do you love the idea of working with children? Are you passionate about learning? Could you make a difference to the lives of the children in our Early Years provision? This is a great opportunity for an enthusiastic, keen apprentice to join our friendly and supportive team and train with us.

Duties may involve:

To provide a stimulating and happy environment where children can grow and learn
To actively encourage children’s learning and progress in all areas of development by interaction and extension of play activities
To work in partnership with the parents
To actively supervise children during their lunch break
To know and adhere to the settings operational and safety policies and procedures
To assist the teacher with the short, medium and long term planning of the EYFS curriculum
To carry out and record children’s observations in accordance with the requirements of the EYFS framework and as instructed by the Service Manager
To participate in continuous professional development and training as required
To ensure that any information received concerning the children is kept confidential
To assist with the daily setting up and clearing away of all activities and equipment
Desired personal skills: Confident in building and maintaining relationships with young children
Works well with other people
Ability to follow instructions and complete tasks set
Able to work using own initiative
Able to communicate effectively in spoken or written form
Well organised
Able to use ICT – word processing, emails, internet
Aware of Safeguarding when working with young people
Basic knowledge of First Aid if possible
Awareness of Health and Safety issues
Desired personal qualities: Positive ‘can do’ attitude
Enthusiasm
Enjoy working with children
Reliable
Committed
High expectations
Team player

Where you'll work

Coventry Warwickshire CV8 3HH
CV8 3HH

Training

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

College or training organisation

SCCU LTD

Your training course

Early years practitioner (level 2)

Understanding apprenticeship levels (opens in new tab)

What you'll learn

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

Training for this qualification will be provided by ourselves at SCCU Group, an Ofsted good training provider. Our tuition is all delivered in the workplace and bespoke to your particular role. Early Years Teaching Assistant Level 2 Apprenticeship Standard, 12 months practical with an additional 2 months End Point Assessment period. Functional Skills in Maths, and English (if required).

Requirements

Desirable qualifications

GCSE in:

MATHS + ENGLISH (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

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

About this company

https://www.wolstonprimary.org.uk/

Disability Confident

A fair proportion of interviews for this apprenticeship will be offered to applicants with a disability or long-term health condition. This includes non-visible disabilities and conditions.

You can choose to be considered for an interview under the Disability Confident scheme. You’ll need to meet the essential requirements to be considered for an interview.

After this apprenticeship

Potential for future permanent position.

Ask a question

The contact for this apprenticeship is: