Childcare & Education Apprenticeships

Entry requirements

Individual employers will set the selection criteria for their Apprenticeships. Most candidates will have Level 1 Maths and English, ideally as part of 5 GCSE A-C grades. Other relevant or prior experience may also be considered as an alternative. Those without Maths and English will need to complete these alongside their course and attempt the level 2 exams also.

Qualification outcomes

Early Years Practitioner Level 2

Progression

Level 3 Early Years Educator

Job Role

Assistant Childminder, Early Years Practitioner, Nanny and early years worker, Nursery Assistant, Nursery Nurse, Nursery Practitioner

Overview of role

his occupation is found in a range of private and public settings including; full day care, children’s centres, pre-schools, reception classes, playgroups, nursery schools, home based provision, hospitals, social care settings, out of school environments and local authority provision to deliver the Early Years Foundation Stage (EYFS) requirements set by government for the learning, development and care of children from birth to 5 in both indoor and outdoor environments.

The broad purpose of the occupation is to work and interact directly with children on a day to day basis supporting the planning of and delivery of activities, purposeful play opportunities and educational programmes within the ethos of the setting. An EYP works as part of a professional team ensuring the welfare and care for children under the guidance and supervision of an Early Years Educator, teacher or other suitably qualified professional the Early Years Workforce.

In their daily work, an employee in this occupation interacts with parents, children, colleagues and wider multi agency professionals and partners such as health visitors, social workers and speech and language therapists. Individuals will undergo all checks as per the EYFS

requirements to ensure suitability to work with children. Due to the nature and level of responsibility it is not anticipated that the role would have any budgetary or leadership responsibilities.

They will be responsible for supporting child initiated and adult led activities based around the needs and interests of each individual child, supporting children’s learning through planned, purposeful play opportunities and educational programmes and working as part of a team to ensure each child feels safe and secure. An EYP will also support the observation and assessment of each child and contribute to their learning experiences and assist with the care needs of the individual child such as teeth, skin, hair, feeding, changing nappies and toileting under direction of a more senior member of the team. They will also work in partnerships with other colleagues, parents and/or carers or other professionals, with support from a more senior member of the team, to meet the individual needs of each child. They will also have a responsibility for ensuring that they recognise when a child is in danger and/or at risk of serious harm or abuse and contributing to the health and safety of the children, staff and others on the premises.

Entry requirements

Individual employers will set the selection criteria for their Apprenticeships. Most candidates will have Level 2 Maths and English, ideally as part of 5 GCSE A-C grades. Other relevant or prior experience may also be considered as an alternative.

Qualification outcomes

Early years Educator Level 3

Progression

Early Year Educators can progress on to various further education relating to children or train to be a Manager in the sector.

Job Role

Early Years Educators, Nursery Nurse and Childminders

Overview of role

Highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe. They work in a range of settings including full day care, children’s centres, pre-schools, reception classes and as childminders. They may either be working on their own or supervising others to deliver the Early Years Foundation Stage (EYFS) requirements set by Government for the learning, development and care of children from birth to 5 years old

Entry requirements

Whilst any entry requirements will be a matter for individual employers, typically an apprentice might be expected to have already achieved 5 GCSEs, including Maths and English, Grade C or above or 4/5 (new grading). Some employers will accept other relevant qualifications and experience, including a relevant Level 2 qualification.

Qualification outcomes

Teaching Assistant Level 3

Progression

As well as ensuring full competency as a Teaching Assistant, this standard provides a foundation for potential progression into a number of career paths in the Educational sector including Higher Level Teaching Assistant, Assistant Teacher and Teacher

Overview of role

Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities.

The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress.

Promoting self-belief, social inclusion and a high self-esteem play an integral part to pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum.

They are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities.

Promoting Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.

Entry requirements

· Competence in vocational and/or specialist subject at an appropriate level

· Confirmation of current vocational/specialist subject knowledge

· Up to date knowledge of workplace practice

· A willingness to continue to develop personal ICT skills to a level in-line with the LST role

· Reference to the Education and Training Foundation’s (2016) Minimum Core Guidance, and any subsequent updates.

· Apprentices without level 2 English and maths will need to achieve this level prior to taking the end point assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3, and a British Sign Language qualification is an alternative to English qualifications for whom this is their primary language.

Qualification outcomes

· Level 5 Diploma in Education and Training or equivalent

· Level 2 Safeguarding

Progression

With the employer’s approval, the Learning and Skills Teacher could progress onto curriculum/training leadership roles following an adequate period of experience teaching at this level, within the sector.

Overview of role

The Learning and Skills Teacher is ‘dual-professional’, having first achieved competence in a vocational or subject specialism and then subsequently trained as a teacher. This means that many teachers in the Education and Training Sector (ETS) begin teaching as a second, or even later, career. The role is pivotal to the success of traineeship and apprenticeship programmes, in delivering effective vocational education and training that meets both learners’ and employers’ needs.

Learning and Skills Teachers teach young people and adults within all parts of the ETS, including: work based/independent training provision; further, adult and higher education; offender-learning; and the voluntary

sector. LSTs are responsible for planning and delivering learning that is current, relevant, challenging, and that inspires learners to engage and achieve their full potential. LSTs collaborate closely with colleagues and other ETS professionals in supporting learner progress, ensuring the physical, psychological and social wellbeing of learners.