Early Years Educator Apprenticeship

Summary

We are currently looking for someone who has a passion to work with children spending time, watching and playing with them. To contribute a high standard of physical, emotional, social and intellectual care for all children in the nursery. To give support to other team members throughout the nursery. To work as part of a growing team.

Wage

£15,704 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

Training course

Early years educator (level 3)

Hours

Monday to Friday minimum 35 hours a week. Shifts to be confirmed.

40 hours a week

Start date

Thursday 5 February 2026

Duration

1 year 6 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

• To care for children in a high standard making sure to follow health and safety and safeguarding measurements
• To follow children's development and welfare requirements make sure they are on track
• To support and encourage children to learn new things and gain new skills daily
• To ensure children are in an equal, diverse and inclusive environment
• You will be learning while working and gaining knowledge in your studies to achieve the qualifications

Where you'll work

2 LAWRENCE ROAD
LONDON
N18 2HN

Training

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

Training provider

SWIFT ACI

Training course

Early years educator (level 3)

What you'll learn

• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.
• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.

Training schedule

• Apprentices must successfully complete a Level 3 Early Years Educator qualification
• Apprentices without Level 2 English and maths will need to achieve this level prior to taking their end point assessment
• Apprentices must successfully complete a first aid qualification in line with the requirements of the EYFS Framework
• You will be doing other training like food hygiene/safety, fire safety, online safety in early years, safeguarding/child protection, first aid and much more. You will be then a qualified Early Years Educator Level 3
• The training will be while you are at work and during your weekly time out. This could change depending on the ratios
• Blended on/off the job training and location to be confirmed

Requirements

Desirable qualifications

GCSE in:

English (grade D)

Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Skills

• Communication skills
• Attention to detail
• Customer care skills
• Problem solving skills
• Team working
• Creative
• Non judgemental
• Patience