Level 2 Early Years Apprenticeship

MERRY POPPETS NURSERY LTD

Henlow (SG16 6HE)

Closes on Sunday 5 April 2026

Posted on 19 February 2026

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Contents

Summary

The successful candidate will be required to join the team showing initiative and creativity to support an environment which encourages children’s development and learning with a high standard of care and attention to the individual children's needs.

Wage

£12,563.20 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

Check minimum wage rates (opens in new tab)

National wage – salary increase from April 2026

Training course
Early years practitioner (level 2)
Hours
Monday to Friday, 8.00am - 5.00pm (one study day per week 9.00am - 4.00pm).

32 hours a week

Start date

Wednesday 1 July 2026

Duration

1 year 3 months

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

  • Work as a member of the nursery team, observing children’s progress and report on their achievements looking for progress and continuity
  • Develop positive relationships with parents, staff and outside agencies. Assist with the supervision of children during playtime inside and outside, coordinating and planning activities
  • Create a stimulating and attractive classroom environment which encourages the children’s learning and development
  • Assisting with meal times
  • Undertake a shared responsibility for health, safety and cleanliness throughout the nursery

Where you'll work

Merry Poppets Nursery Ltd
Derwent Road
Henlow
SG16 6HE

Training

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

Training provider

CENTRAL BEDFORDSHIRE COUNCIL

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

  • Support to achieve knowledge, skills and behaviours as laid out in the apprenticeship standard
  • Support from an experienced assessor to assess work and practice
  • Individual learning programme tailored to own needs
  • E-learning, training and monthly tutorials specific to your apprenticeship
  • Mentor and support in the workplace
  • A minimum of 6 hours per week during paid time to be used for learning and development opportunities
  • English and maths Functional Skills at Level 2 (if required)
  • Support to achieve Apprenticeship Assessment

Requirements

Essential qualifications

GCSE in:

Maths and English (grade 4)

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
  • Presentation skills
  • Administrative skills
  • Number skills
  • Analytical skills
  • Logical
  • Team working
  • Creative
  • Initiative
  • Non judgemental
  • Patience
  • Physical fitness

Other requirements

All candidates are subject to a fully enhanced DBS check, satisfactory references and 3-month probationary period.

About this employer

At Merry Poppets we set ourselves high standards, we are committed to continually improving the day care support we deliver to our parents and their children.


Each child is different, and as they grow and develop our early years educators aim to be effective role models. They will promote and support self-esteem, individuality, equality, inclusion and respect.

https://www.merrypoppets.co.uk (opens in new tab)

Company benefits

  • 20% off childcare fees for staff parents
  • Private medical insurance
  • Bonuses and Incentives
  • Uniform provided

After this apprenticeship

Level 3 Early Years Educator apprenticeship.

Ask a question

The contact for this apprenticeship is:

CENTRAL BEDFORDSHIRE COUNCIL

The reference code for this apprenticeship is VAC2000016449.

Apply now

Closes on Sunday 5 April 2026