Pre-School Room Leader Apprenticeship

ROLE PLAY ADVENTURES LTD

Bridgwater (TA6 7AS)

Closes in 15 days (Saturday 25 October 2025 at 11:59pm)

Posted on 10 October 2025


Summary

This Level 5 apprenticeship will develop the knowledge, skills and behaviours of early years practitioners to be proactive and influential. The learner will be working as a Pre-School Room Leader. Undertaking this apprenticeship will develop the practitioner’s ability to reflect and build on practice.

Training course
Early years lead practitioner (level 5)
Hours
Monday – Friday 40 hours per week. Varies between 4 or 5 days per week. Start time 7.30am – 6pm.

40 hours a week

Start date

Thursday 30 October 2025

Duration

2 years

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

The Pre-School Room Leader plays an integral role in ensuring that Family Adventures Nursery continues to provide a safe, stimulating, and nurturing environment for all children. You will be a proactive and reflective leader who embodies our core values of care, curiosity, and community.

Your leadership will ensure that every child has the opportunity to learn, explore, and thrive, every team member feels valued and supported, and every family trusts the outstanding care and education we provide.

Where you'll work

Victoria Park Drive
Bridgwater
TA6 7AS

Training

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

Training provider

THE CHILD CARE COMPANY (OLD WINDSOR) 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

The learner will be allocated a Development Coach who will have 121s with them on a monthly basis and these will be undertaken via Teams and face-to-face.

Requirements

Essential qualifications

GCSE in:

  • English (grade 4 - 9)
  • Maths (grade 4 - 9)

Other in:

Early Years (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
  • Problem solving skills
  • Presentation skills
  • Administrative skills
  • Number skills
  • Analytical skills
  • Logical
  • Team working
  • Initiative

Other requirements

Passing a Disclosure and Barring Service (DBS) check.

About this employer

Our Tiny Travellers room cares for babies aged 6 weeks-2 years. We provide a warm, nurturing environment that, not only promotes development in accordance with the EYFS framework, but more importantly, allows children to feel secure and comforted at all times, providing a home from home experience. Within the 0-2’s room, there are no rigid routines as we believe it is important to base the day around a child’s needs and interests. There are plenty of resources to enhance their development through singing, sensory play, stories and sand and water play. These encourage little ones to develop their fine motor skills and promote confidence and social skills. The development of the children is tracked by our experienced staff who carry out regular observations in accordance with the EYFS to identify any areas where support may be needed and work closely with the parents to ensure every child’s individual needs are being met. We are more than happy to accommodate parent’s wishes when it comes to their child’s routine and always have an open door policy.

https://littleadventuresnursery.com/nursery/victoria-park/ (opens in new tab)

Company benefits

Pension. Discounts on gym and health equipment. Option to buy or purchase holiday. Sickness Pay up to 4 weeks. 33 days holiday. Birthday day off. Free Holiday Club – children 4-10 years old. Free Uniform. Access to a private GP.

After this apprenticeship

Once completed the L5, you are able to look at Deputy or Nursery Manager at the other sites.

Ask a question

The contact for this apprenticeship is:

THE CHILD CARE COMPANY (OLD WINDSOR) LIMITED

Ali Franklin

ali.franklin@thechildcarecompany.com

01753 978514

The reference code for this apprenticeship is VAC1000345919.

Apply now

Closes in 15 days (Saturday 25 October 2025 at 11:59pm)

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