Early Years Educator Level 3
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The Early Years Educator Level 3 Apprenticeship aligns with the criteria for Early Years Educators (EYE). Apprentices completing this program will attain an EYE qualification, authorised for inclusion in the EYFS Level 3 child-to-staff ratios.
We offer comprehensive support for both apprentices and employers, facilitating:
- The planning and delivery of effective care, teaching, and learning to foster children’s progress and readiness for school.
- A qualification that contributes to meeting EYFS Level 3 staff-to-child ratios.
- The development of proficient and well-informed practices.
- The safeguarding and promotion of children’s health, safety, and welfare.
- Access to levy or co-investment funding, with our assistance to navigate the process.
Early Years Educators nurture and support children from infancy through to age 5, playing a pivotal role in ensuring that children receive the best foundation for their educational journey.Â
The Early Years Educator Level 3 Apprenticeship is well-suited to individuals aspiring to establish a career as an Early Years Educator, Nursery Teaching Assistant, Nursery Nurse, Supervisor or Child Minder. Whether you are already employed in or seeking a career within early years childcare and education settings, this program is an excellent fit for your goals.
Entry Requirements & Ideal Candidate
Entry Requirements
The entry requirement for this apprenticeship will be decided by each employer but may typically be five GCSEs at Grade C or higher. English/Maths is not required however it will need to be completed by the end of the apprenticeship.
Ideal For
This apprenticeship is ideal for current or new employees who are working in an early years setting responsible for looking after children under 5.
This apprenticeship duration is 15 - 18 Months.
KSBs
The Knowledge, Skills and Behaviours covered during your apprenticeship training.
Delivery and EPA
How we deliver the apprenticeship and how it is assessed in your end-point assessment.
Overview
View the overview document below that explains the apprenticeship in more detail.
During your apprenticeship you will develop the following professional behaviours, knowledge and skills that as an EYE apprentice will enable you to:
- Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances such as the needs of children learning English as an additional language from a variety of cultures
- Promote equality of opportunity and anti-discriminatory practice.
- Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements.
- Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care and responding quickly to the needs of the child.
- Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children.
- Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities.
- Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
- Support and promote children’s speech, language and communication development.
- Support children’s group learning and socialisation
- Model and promote positive behaviours expected of children such as turn taking and keep reactions and emotions proportionate.
- Support children to manage their own behaviour in relation to others.
- Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate.
- Carry out and record observational assessment accurately.
- Identify the needs, interests and stages of development of individual children.
- Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities
- Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers.
- Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals.
- Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages).
- Plan and carry out physical care routines suitable to the age, stage and needs of the child
- Promote healthy lifestyles for example 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 through the day.
- Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment.
- Carry out risk assessment and risk management in line with policies and procedures.
- Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural.
- Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
- Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.
- Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress.
- Encourage parents and/or carers to take an active role in the child’s play, learning and development.
- The expected patterns of children’s development from birth to 5 years, and have an understanding of further development from age 5 to 7.
- The significance of attachment and how to promote it effectively.
- A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice.
- How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care
- The importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.
- The importance to children’s holistic development of: – speech, language and communication – personal, social and emotional development – physical development
- Systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics.
- The potential effects of, and how to prepare and support children through, transitions and significant events in their lives.
- The current early education curriculum requirements such as the Early Years Foundation Stage.
- when a child is in need of additional support such as where a child’s progress is less than expected. how to assess within the current early education curriculum framework using a range of assessment techniques such as practitioners observing children through their day to day interactions and observations shared by parents and/ or carers.
- the importance of undertaking continued professional development to improve own skills and early years practice.
- the legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.
- why health and well-being is important for babies and children
- how to respond to accidents, injuries and emergency situations.
- safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual.
- how to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely.
- Care and compassion – provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice
- Being team-focused – work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience.
- Honesty, trust and integrity – develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.
- Commitment to improving the outcomes for children through inspiration and child centred care and education
- Work in a non- discriminatory way, by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential.
You will be allocated a City Skills Tutor and coach who will support and guide you for the duration of your apprenticeship. The apprenticeship programme will be delivered in a blended learning format using a combination of live taught classes, 1-2-1 coaching and E-learning. You will need to have good internet access and a suitable device such as a smartphone, laptop, or tablet to work on using Microsoft Teams and ZOOM software for teaching and review sessions.Â
Our courses start at various points in the year. All enrolments must be completed two weeks before the 1st Digital classroom session.
Following successful completion of the Gateway, a meeting will determine if you’re ready to undertake EPA, you will proceed onto your end-point assessment (EPA).
The EPA is undertaken by an independent assessment organisation chosen by your employer. The End Point assessment components are:
- A 35 question multiple-choice knowledge test
- Professional Discussion underpinned by a Portfolio of Evidence
The overall grade of Fail, Pass or Distinction will be determined by the End Point Assessment organisation.
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