Summary
We have a fantastic opportunity for an aspiring apprentice to join our team. We are looking for enthusiastic individuals who are ambitious and want to gain an early years qualification while getting hands-on experience. You'll create meaningful relationships with the children, your team and with parents.
Wage
£12,480 a year
Salary: £8 per hour
Training course
Early years educator (level 3)
Hours
Monday to Friday, shifts between 9am and 5pm
30 hours a week
Start date
Monday 1 September 2025
Duration
1 year 6 months
Positions available
1
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
* You'll create meaningful relationships with the children, your team and with parents to provide the best service for our families
* Ensure that every child's wellbeing is met by providing a thriving and safe environment
* Safeguarding all children in the setting and making sure any child protection concerns are always appropriately acted upon immediately
* You will observe, monitor and support delivering activities and learning experiences linked to the EYFS
* Ensure children’s progress and achievements are regularly and effectively assessed and recorded. Including any activities, meals served and medication administered
* Meet the needs of individual children, having an awareness of any disabilities, family cultures, and medical histories
* Learn and maintain high standards in the nursery
* Support and serve food to children, ensuring any special dietary requirements are met at all times
Where you'll work
Fitzgerald Avenue
Herne Bay
CT6 8NB
Training
Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.
Training provider
BEST PRACTICE NETWORK LIMITED
Training course
Early years educator (level 3)
What you'll learn
Course contents
* 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
The programme offers a blended approach including virtual classrooms, webinars, work-based tasks and online assignments
We use an online platform (BUD) that helps you learn the topics and skills, reflect on your practice and build your portfolio
Candidates are not required to attend college.
More training information
* Best Practice Network is one of the UK’s leading providers of training, development and support for education professionals
* We share the desire of every practitioner that every child, regardless of their background, should benefit from an excellent education
* We do this by working in close partnership with practising education professionals to develop and deliver high-quality CPD and qualifications that help school leaders, teachers, early years practitioners, business managers, support staff and SENCOs be the best they can be and transform the lives of children and young people
Requirements
Desirable qualifications
GCSE in:
* English (grade 4)
* Maths (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
* Organisation skills
* Team working
* Initiative
* Patience
* Motivated
* Enthusiastic
Other requirements
This Employer is looking for a candidate to start as soon as possible, they have a high percentage of SEN children, in which the best suited candidate would be caring and empathetic.