Delivery is flexible to suit the individual apprentice and their employer. The apprentice will have a minimum of one tutorial per month either in person in the workplace or remotely via an online meeting. Group sessions may be available on some programmes.

• Apprentices must successfully complete a Department for Education approved Level 3 Early Years Educator qualification.
• Level 2 Functional Skills must be achieved prior to end point assessment (this content will be blended into the apprentice's study programme if it is required). For those with an Education, Health and Care Plan (EHCP) or a legacy statement, the apprenticeships English and Maths minimum requirements are Entry Level 3, and the British Sign Language qualification is an alternative to English qualifications for apprentices for whom this is their primary language.
• Apprentices must successfully complete the Level 3 Award in Paediatric First Aid (RQF), Level 3 Award in Emergency Paediatric First Aid (RQF) or complete a first aid course delivered by one of the following types of organisations as per the EYFS requirements (this content can be blended into the apprentice's study programme if necessary):
  • Voluntary Aid Society.
  • Member of a trade body with an approval and monitoring system, or acknowledged by the Health and Safety Executive.

• Apprentices must be employed in order to study for this qualification. Please see our Apprenticeship vacancies.
• The apprentice must be at least 16 years of age.

• Child development and learning: 
  • Know the expected patterns of children’s development from birth to five years and have an understanding of further development from age five to seven.
  • Understand the significance of attachment and how to promote it effectively.
  • Be aware of a range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice.
  • Be aware of how a children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, the birth of a sibling, family breakdown and adoption and care.
  • Know the importance to children’s holistic development of speech, language and communication, physical development and personal, social and emotional development.
  • Understand systematic, synthetic phonics in the teaching of reading and a range of strategies for developing early literacy and mathematics.
  • Be aware of the potential effects of, and how to prepare and support children through transitions and significant events in their lives.
  • Know the current early education curriculum requirements such as the Early Years Foundation Stage.
  • Be aware of when a child requires additional support, such as where a child’s progress is less than expected.
  • Know 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.
• Diversity:
  • Understand the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.
• Self-development:
  • Understand the importance of undertaking continued professional development to improve own skills and early years practice.
• Health and safety:
  • Know the legal requirements and guidance on health and safety, security, the confidentiality of information, safeguarding and promoting the welfare of children.
  • Understand why health and wellbeing is important for babies and children.
  • Know how to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages.
  • Know how to respond to accidents, injuries and emergency situations.
• Safeguarding:
  • Know 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. 

• Child learning and development:
  • 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.
  • Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirement.
  • Ensure plans fully reflect the stage of development, individual needs and circumstances of children and provide consistent care and respond 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, while encouraging children’s participation.
  • Ensure a balance between adult-led and child-initiated activities and 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 and children’s group learning and socialisation.
  • Model and promote positive behaviours expected of children, such as turn-taking, and keep reactions and emotions proportionate and support children to manage their own behaviour with 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 the next stages in their learning with the key person, colleagues, parents and/or carers.
  • Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress and work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development.
  • Encourage parents and/or carers to take an active role in the child’s play, learning and development.
• Diversity: 
  • Promote equality of opportunity and anti-discriminatory practice.
• Communication:
  • 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.
• Self-development: 
  • 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.
• Health, safety and wellbeing: 
  • Plan and carry out physical care routines suitable to the age, stage and needs of the child and promote healthy lifestyles. For example, encourage 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.
  • 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 needs.
  • Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.

• Care and compassion: 
  • Provide the very best childcare to every child, every day, combined with the ability to professionally challenge poor practice.
• Team-focused:
  • Work effectively with colleagues and other professionals.
  • 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 common sense and professional attitude.
• Commitment:
  • Committed to improving the outcomes for children through inspiration and child-centred care and education.
• Non-discriminatory:
  • 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.
• 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.

This apprenticeship does not feature any external qualifications.

• Knowledge test.
• Professional discussion with portfolio.