Childcare and Learning Support Apprentice at Brackenhill Primary School
Brackenhill Primary School
Bradford (BD7 4HA)
Closes in 19 days (Monday 8 December 2025)
Posted on 18 November 2025
Contents
Summary
We are looking for a Childcare and Learning Support Apprentice who will make an impact on the outcomes for our children. We are prepared to tailor the position to ensure we find the right candidate who will fit into our dedicated team.
- Wage
-
£12,955.80 for your first year, then could increase depending on your age
National Minimum Wage rate for apprentices
- Training course
- Early years practitioner (level 2)
- Hours
-
Monday to Friday within school hours, day release to Shipley College on a Tuesday. Please discuss required working hours at interview.
33 hours a week
- Start date
-
Monday 5 January 2026
- Duration
-
1 year 3 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
Prime Objectives:
The postholder will undertake work/care/support programmes to ensure pupil access to learning, both in and outside the classroom.
Supervision and Guidance:
- Work under the instruction and guidance of teaching/senior staff.
- Range of decision-making
Use initiative and good common sense within established procedures. This includes making decisions regarding:
- Pupil conduct and behaviour (individuals, groups, and classes).
- The proper use and care of materials.
- Pupil safety, mobility, hygiene, and well-being.
Responsibility for Assets and Confidentiality:
- Maintain the confidential nature of information relating to the school, pupils, parents, and carers.
- Manage the provision, use, and storage of equipment and materials used by pupils.
Range of Duties:
1. Support for Pupils
- Supervise and support pupils, including those with special needs, ensuring their safety and access to learning activities.
- Establish constructive relationships with pupils based on individual needs.
- Promote inclusion and acceptance of all pupils.
- Encourage interaction and engagement in teacher-led activities.
- Set challenging expectations and promote pupil self-esteem and independence.
- Provide feedback on progress and achievement as guided by the teacher.
- Assist with the development and implementation of the individual
- Education/Behaviour Plans and Personal Care programmes.
2. Support for the Teacher:
- Create and maintain a purposeful, orderly, and supportive learning environment.
- Provide detailed and regular feedback to teachers on pupil achievement, progress, and problems.
- Monitor pupil responses, accurately recording achievement/progress as directed.
- Promote good behaviour, dealing promptly with conflict in line with school policy, and encouraging pupil responsibility.
- Establish constructive relationships with parents/carers.
- Use strategies, in liaison with the teacher, to support pupils in achieving learning goals.
- Assist with the planning of learning activities.
- Administer routine tests, invigilate exams, and undertake routine marking.
- Deliver structured learning activities/teaching programmes, adjusting as necessary.
- Support the use of ICT in learning activities and develop pupil competence.
- Prepare, maintain, and use equipment/resources required for lesson plans.
3. Support for the School:
- Comply with all school policies and procedures, including child protection, health, safety, security, confidentiality, and data protection, reporting all concerns.
- Be aware of and support difference and equal access to learning opportunities for all pupils.
- Contribute positively to the overall ethos/work/aims of the school.
- Attend and participate in relevant meetings and training/performance development.
- Assist with the supervision of pupils out of lesson times (before/after school, lunchtime).
- Accompany staff and pupils on visits, trips, and out-of-school activities, taking responsibility for a group under teacher supervision.
- Uphold and contribute to the development of the Council’s Equal Rights policies in employment and service delivery.
Where you'll work
Brackenhill Primary School
Dracup Road
Bradford
BD7 4HA
Training
Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.
Training provider
SHIPLEY COLLEGE
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 and significant events. 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 provision and during off site visits relating to both children and staff and visitors and follow reporting procedures.
- Use prevention and control of infection techniques for hand washing and food preparation and hygiene, deal with spillages safely, safe disposal of waste, using correct personal protective equipment.
- Use equipment, furniture and materials safely and securely, following the manufacturers’ instructions and provision’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 the provision by encouraging babies and young children to consume healthy, balanced and nutritious 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 or complementary feeding), nappy changing procedures, potty or toilet training, care of skin, teeth and hair and rest and sleep provision.
- Communicate with all children, including those for whom English is an additional language and those with additional needs, in ways that will be understood. This includes 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 appropriate communication methods to share information with children, parents or carers and other professionals.
- Work with colleagues to identify and plan educational programmes 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, share results accurately and confidentially in line with expected statutory and the provision’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 graduated approach for the assessment, planning, implementation and reviewing 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 and mentoring 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 or carers and recognise their role in the baby or child’s health, well-being, learning and development.
- Encourage parents or carers to take an active role in the baby's or child’s care, play, learning and development.
- Demonstrate how to share information with parents or carers about the importance of healthy, balanced and nutritious diets for their child, looking after teeth and being physically active.
- Support babies and young children through a range of transitions and significant events. 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 provision and during off site visits relating to both children and staff and visitors and follow reporting procedures.
- Use prevention and control of infection techniques for hand washing and food preparation and hygiene, deal with spillages safely, safe disposal of waste, using correct personal protective equipment.
- Use equipment, furniture and materials safely and securely, following the manufacturers’ instructions and provision’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 the provision by encouraging babies and young children to consume healthy, balanced and nutritious 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 or complementary feeding), nappy changing procedures, potty or toilet training, care of skin, teeth and hair and rest and sleep provision.
- Communicate with all children, including those for whom English is an additional language and those with additional needs, in ways that will be understood. This includes 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 appropriate communication methods to share information with children, parents or carers and other professionals.
- Work with colleagues to identify and plan educational programmes 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, share results accurately and confidentially in line with expected statutory and the provision’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 graduated approach for the assessment, planning, implementation and reviewing 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 and mentoring 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 or carers and recognise their role in the baby or child’s health, well-being, learning and development.
- Encourage parents or carers to take an active role in the baby's or child’s care, play, learning and development.
- Demonstrate how to share information with parents or carers about the importance of healthy, balanced and nutritious diets for their child, looking after teeth and being physically active.
Training schedule
Training by day release at Shipley College on a Tuesday including regular assessor workplace visits to support the training.
Requirements
Desirable qualifications
GCSE in:
- English (grade 3+, A-D or L1 equivalent)
- Maths (grade 3+, A-D or L1 equivalent)
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
Other requirements
Please ensure you have: Researched the role, the location of the school and Shipley College. A DBS criminal record check and eligibility to work in the UK will be required. All applicants will be asked to submit a current CV and attend an information, advice and guidance session.
About this employer
At Brackenhill, we are passionate about sparking curiosity and igniting a lifelong love for learning. Through rich opportunities and inspiring experiences, we aim to water that natural thirst for knowledge so each child may flourish in their own unique way. Just as no two flowers bloom the same, we celebrate the individuality of every pupil — whether you’re a creative rose, a curious daffodil, a content sunflower or a cheeky dandelion, there’s a place for you in our vibrant and colourful garden.
After this apprenticeship
On a successful completion of this apprenticeship the apprentice can progress to Early years Educator. With additional experience, an Early Years Educator can become the manager of an early years setting.
Ask a question
The contact for this apprenticeship is:
SHIPLEY COLLEGE
The reference code for this apprenticeship is VAC2000001098.
Apply now
Closes in 19 days (Monday 8 December 2025)
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