Highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe.
This occupation is found in a range of maintained and private, voluntary, and independent settings such as 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.
The broad purpose of the occupation is to provide high quality early education and care to children. Through an evidence based approach, they provide opportunities and learning experiences for all children, including those with special educational needs and disabilities (SEND). Early years educators follow 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.
In their daily work, an employee in this occupation interacts with children, parents, carers, colleagues, and wider multi agency professionals such as health visitors, early help services, social workers, and speech and language therapists. This includes supporting children with SEND.
An employee in this occupation will be responsible for ensuring a safe and secure environment for children's learning. They ensure that the learning environment and provision is inclusive and supports all children, and demonstrate a clear understand of equality, diversity, and inclusion. Early years educator's teach and facilitate children's learning play. They apply the observation, assessment, and planning cycle to support progress and children's development. An early years educator will act as the key person for one or more children within their setting. They may play a leadership role within the setting or may act under the supervision of a manager.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 18 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the early years educator, the qualification required is:
Paediatric First Aid or Emergency Paediatric First Aid
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 1 hour 20 minutes. They will ask you at least 5 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 10 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Department for Education for Full and relevant at Level 3
Please contact the professional body for more details.
This occupation is found in a range of maintained and private, voluntary, and independent settings such as 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.
The broad purpose of the occupation is to provide high quality early education and care to children. Through an evidence based approach, they provide opportunities and learning experiences for all children, including those with special educational needs and disabilities (SEND). Early years educators follow 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.
In their daily work, an employee in this occupation interacts with children, parents, carers, colleagues, and wider multi agency professionals such as health visitors, early help services, social workers, and speech and language therapists. This includes supporting children with SEND.
An employee in this occupation will be responsible for ensuring a safe and secure environment for children's learning. They ensure that the learning environment and provision is inclusive and supports all children, and demonstrate a clear understand of equality, diversity, and inclusion. Early years educator's teach and facilitate children's learning play. They apply the observation, assessment, and planning cycle to support progress and children's development. An early years educator will act as the key person for one or more children within their setting. They may play a leadership role within the setting or may act under the supervision of a manager.
| Duty | KSBs |
|---|---|
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Duty 1 Support children's learning and development through applying knowledge of pedagogy and the observation, assessment, and planning cycle. |
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Duty 2 Develop secure and supportive relationships with children and families as the key person for children in their care, advocating for those children. |
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Duty 3 Provide respectful and responsive physical and emotional care to children, promoting health and wellbeing. |
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Duty 4 Work with key individuals in children’s lives (for example parents, families, and carers) to improve all children’s outcomes and wellbeing. |
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Duty 5 Work in partnership with other organisations and agencies to support children’s learning, development, health and wellbeing. |
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Duty 6 Support the implementation of change to improve practice. |
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Duty 7 Initiate and engage in continuous professional development, underpinned by reflective practice. |
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Duty 8 Ensure compliance with child protection and safeguarding legislation, policies, and procedures. |
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Duty 9 Work in ways that promote and support equality, diversity, and the inclusion of all children, respecting their social and cultural context. |
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Duty 10 Ensure compliance with Health and Safety legislation, policies, and procedures. |
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Duty 11 Use technology to record and update information for example observations, assessments, reports, risk assessments, and safeguarding concerns. |
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Duty 12 Promote and engage in children’s play. Support all children to create and adapt the environment to reflect their interests and enable their learning and development. |
K1 K5 K6 K14 K15 K16 K17 K18 K19 K20 K22 K23 K24 |
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Duty 13 Ensure legal requirements of statutory frameworks are met within policy, procedure, and practice. |
K1: The importance of equality, diversity, and inclusion, and respecting children’s social and cultural context.
Back to Duty
K2: Safeguarding policies and procedures for children and colleagues, including child protection and wellbeing.
Back to Duty
K3: Types of abuse including domestic, neglect, physical, emotional and sexual, and know how to act to protect children and colleagues.
Back to Duty
K4: The legal requirements and guidance on health and safety, security, confidentiality of information, and safeguarding.
Back to Duty
K5: The principles of risk assessment and management, and how to balance risks and benefits of activities for children.
Back to Duty
K6: The statutory and non-statutory frameworks and guidance for provision in early years including SEND.
Back to Duty
K7: The legal rights of each individual child according to their current and future needs.
Back to Duty
K8: The role of colleagues and multi-agency working to support the child.
Back to Duty
K9: The role and responsibilities of the early years educator, including providing supervision to staff.
Back to Duty
K10: The role and responsibilities of the key person.
Back to Duty
K11: Theories and significance of attachment.
Back to Duty
K12: The importance of professional relationships and collaboration with parents, families, or carers.
Back to Duty
K13: The importance of professional relationships with colleagues, other organisations, and agencies.
Back to Duty
K14: The influence of all key individuals in children's lives on children's learning and development.
Back to Duty
K15: The development of social skills and maintaining relationships.
Back to Duty
K16: How children learn and develop from conception to age 7; physiologically, neurologically, biologically, psychologically, cognitively, emotionally, and socially. Including the interaction and impact of biological and environmental factors.
Back to Duty
K17: The elements and characteristics of a wide range of enabling environments.
Back to Duty
K18: How the design, resourcing, and use of the indoor and outdoor physical environment supports children’s learning and development.
Back to Duty
K19: How the design of the day and expectations adapts to support and reflect all children’s current needs (for example, those children with SEND, EAL, communication difficulties, and the most able).
Back to Duty
K20: How the organisations approach and values underpin the environment.
Back to Duty
K21: How children experience change, transition, and significant events.
Back to Duty
K22: The theories of play and its fundamental role in learning and development.
Back to Duty
K23: How children develop characteristics for effective learning.
Back to Duty
K24: How, when, and why to conduct observation and assessment.
Back to Duty
K25: How the observation, assessment, and planning cycle is used to analyse and respond to children’s learning, development, and interests.
Back to Duty
K26: How to create experiences and opportunities for children informed by the setting's curriculum and pedagogy.
Back to Duty
K27: Methods of reflective practice, including supervision, and opportunities for continuous professional development.
Back to Duty
S1: 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.
Back to Duty
S2: 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).
Back to Duty
S3: Apply the principles of risk assessment and risk management within documentation and practice.
Back to Duty
S4: Teach children to develop skills to manage risk and maintain their own and others safety.
Back to Duty
S5: Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
Back to Duty
S6: Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
Back to Duty
S7: Undertake the role and responsibilities of key person.
Back to Duty
S8: Recognise and apply theories of attachment to develop effective relationships with children.
Back to Duty
S9: Provide sensitive and respectful personal care for children from birth to 5 years.
Back to Duty
S10: Advocate for all children’s needs, including children which require SEND or EAL support.
Back to Duty
S11: Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
Back to Duty
S12: Support children to develop a positive sense of their own identity and culture.
Back to Duty
S13: Support children to understand and respond to their emotions and make considered choices about their behaviours.
Back to Duty
S14: Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
Back to Duty
S15: Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
Back to Duty
S16: 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.
Back to Duty
S17: Apply strategies that support children’s ability to manage change, transition, and significant events.
Back to Duty
S18: Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
Back to Duty
S19: Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
Back to Duty
S20: Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
Back to Duty
S21: Use reflection to develop themselves both professionally and personally.
Back to Duty
B1: Confident to have difficult conversations.
Back to Duty
B2: Child-centred and empathetic, valuing equality, diversity, and inclusion and the uniqueness of each child.
Back to Duty
B3: Vigilant and act with professional curiosity.
Back to Duty
B4: Caring, compassionate and sensitive.
Back to Duty
B5: Honest, open, respectful, and a role model.
Back to Duty
B6: Self-motivated, using initiative and proactive.
Back to Duty
B7: Playful and creative.
Back to Duty
B8: Reflective and reflexive and committed to CPD.
Back to Duty
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. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 3
Apprentices must successfully complete a first aid qualification in line with the requirements of the EYFS Framework (Annex A): Early years foundation stage (EYFS) statutory framework - GOV.UK (www.gov.uk).
This standard aligns with the following professional recognition:
V1.3
This document explains the requirements for end-point assessment (EPA) for the early years educator apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Early years educator apprentices, their employers and training providers should read this document.
A full-time early years educator apprentice typically spends 18 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 3 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the the apprenticeship providers and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - observation with questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 18 months
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The apprentice must:
The qualification required is: Apprentices must successfully complete a first aid qualification in line with the requirements of the EYFS Framework (Annex A): Early years foundation stage (EYFS) statutory framework - GOV.UK (www.gov.uk). Paediatric First Aid or Emergency Paediatric First Aid
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 3 months
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The grades available for each assessment method are below
Observation with questioning:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with:
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 12 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested. All evidence must be anonymised before submission and the employers policies regarding the sharing of information must be followed.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the observation with questions, an independent assessor observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not allowed. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
The observation with questioning must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the observation with questioning.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give the apprentice 2 weeks' notice of the observation with questioning.
The observation with questioning must take 1 hour 20 minutes. The observation with questioning must take place in person.
The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation with questioning may be split on the same working day, to allow for a break between the observation element and the questioning element. This is to support the employer to ensure there is adequate cover within the setting. The assessment method should typically be completed within a total time of 2 hours.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
Apprentices must provide the independent assessor with a teaching information pack to provide context for the apprentice's observation at least five days before the observation with questioning. Evidence should be naturally occurring and be produced as part of the apprentice's typical working practice, in line with the expectations of their employer. All evidence should be anonymised prior to submission and the employers policies regarding the sharing of information must be followed. Evidence would typically include:
The independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions.
The purpose of the questions is:
Questions must be asked after the observation. The total duration of the observation with questioning assessment method is 1 hour and 20 minutes and the time for questioning is included in the overall assessment time. The total time for the observation element is 50 minutes. The time allocated for questioning is 30 minutes. The independent assessor must ask at least 5 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the set number of questions for the observation with questions and should be kept to a minimum.
The independent assessor must make the grading decision. The independent assessor must assess the observation and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The observation with questioning must take place in the apprentice’s normal place of work for example, their employer’s premises or a customer’s premises. Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must produce the following materials to support the observation with questioning:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose is to assess the apprentice’s competence against the following themes:
The EPAO must give an apprentice 1 weeks' notice of the professional discussion.
The independent assessor must have at least 1 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 10 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Risk management
K5 S3 S4 |
Teaches children to develop the skills they need to keep themselves and others safe, by communicating clearly with children and reinforcing strategies for them to manage risk. (S4) Balances risks and benefits, based on clear principles, when ensuring children are supported in developing skills to manage risk and maintain others safety, ensuring this practice is documenting correctly. (K5, S3) |
None |
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Key person and attachment
K10 K21 S7 S9 S10 S13 S17 B2 B4 B5 |
Cultivates empathetic, respectful, and effective relationships with children, advocating for them as the key person whilst supporting their needs and in doing so ensures support is supplied to children to help them understand their emotions and make considered choices about their behaviour. (K10, S7, S10, S13, B2, B4, B5) Provides sensitive and respectful personal care that meets the individual needs of the child, from birth to 2 years, and from 3 to 5 years of age, in line with organisational policy and procedure. (S9) Applies strategies that support children to manage change, transitions, and significant events in line with organisational procedure. (K21, S17)
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Adapts strategies to support children to manage emotions and behaviours based on the individual needs of the child. (S7, S13) |
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Learning and development
K15 K22 K24 K25 K26 S11 S18 S19 S20 B7 |
Facilitates and promotes children's interpersonal communication in social interaction and relationships. (K15, S11)
Plans and delivers creative curricula, using analysis to inform the planning. (K22, K25, K26, S18) Provides adult led learning opportunities and play opportunities for children to plan and experience interaction with peers, based on observation and assessment of children's individual needs. (K24, S19, S20, B7) |
Responds to the needs of the child in the moment to adapt delivery, and justifies the approach they take to meet the child's needs. (S18, S19, S20) |
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Environments
K17 K18 K19 K20 K23 S14 S15 S16 |
Creates physical learning environments that align to organisational values and meet the needs of the children, providing opportunities for play, learning, and development, and evaluates these environments in practice. (K17, K18, K20, S14, S15) Creates a supportive environment for children through the design of routines and expectations that adapt to individual needs and characteristics, supporting children's wellbeing and effective learning. (K19, K23, S16)
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Justifies choices in the creation of learning environments and how they meet the individual needs of children in line with the organisations values and curriculum requirements. (K18, K20, S14) |
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Equality, diversity, and inclusion
K1 K6 K7 S12 |
Describes the importance of respecting social and cultural contexts and EDI whilst supporting a child to develop a positive sense of their own identity and culture. (K1, S12) Describes the legal rights of each child and how these legal rights are met according to the individuals current and future needs. (K7) Describes the statutory and non-statutory frameworks and guidance for provision in the early years, including SEND. (K6) |
None |
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Safeguarding
K2 K3 K4 S1 S2 B3 |
Describes the indicators of abuse for children and colleagues, and the actions taken to protect individuals at risk of abuse in line with safeguarding policies and procedures. (K2, K3, S1, B3) Justifies how they apply legislation, policy, and procedure in order to protect the health, safety, and wellbeing of children within the setting. (K4, S2) |
Evaluates decisions taken when applying policies and procedures related to children’s wellbeing. (K2, K3) |
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Relationships
K8 K9 K11 K12 K13 K14 S5 S6 S8 B1 |
Describes the role of an early years educator, colleagues, and different agencies and how developing confident professional relationships and interactions ensures the needs of the child are met. (K8, K9, K13, S5, B1) Explains how parents, carers and other key individuals impact a child's learning and development and how this can be enhanced by developing professional collaborative relationships with parents, carers and other key individuals. (K12, K14, S6) Explains the significance of attachment, and how they apply theories of attachment to support the development of relationships with children. (K11, S8) |
Analyses the impact of professional multi-agency relationships and co-operation with parents, families and carers on child development. (K8, K12, K14) |
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Learning and child development
K16 |
Explains how children learn from conception to age 7, the interaction and impact of biological and environmental factors, and the implications for practice. (K16)
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Continuous professional development
K27 S21 B6 B8 |
Explains how they reflect on their practice to inform their CPD needs and develop professionally and personally, including how they have engaged in supervision. (K27, S21, B6, B8) |
Evaluates how continuous professional development has impacted on provision and improved outcomes for children. (K27, S21, B8) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the observation with questioning and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall merit, the apprentice must achieve a distinction in the observation assessment method. To achieve an overall distinction, the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Observation with questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Merit |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass if they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
The importance of equality, diversity, and inclusion, and respecting children’s social and cultural context. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K2
Safeguarding policies and procedures for children and colleagues, including child protection and wellbeing. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Types of abuse including domestic, neglect, physical, emotional and sexual, and know how to act to protect children and colleagues. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
The legal requirements and guidance on health and safety, security, confidentiality of information, and safeguarding. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5
The principles of risk assessment and management, and how to balance risks and benefits of activities for children. Back to Grading |
Observation with questioning |
|
K6
The statutory and non-statutory frameworks and guidance for provision in early years including SEND. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
The legal rights of each individual child according to their current and future needs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
The role of colleagues and multi-agency working to support the child. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
The role and responsibilities of the early years educator, including providing supervision to staff. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
The role and responsibilities of the key person. Back to Grading |
Observation with questioning |
|
K11
Theories and significance of attachment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
The importance of professional relationships and collaboration with parents, families, or carers. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K13
The importance of professional relationships with colleagues, other organisations, and agencies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
The influence of all key individuals in children's lives on children's learning and development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
The development of social skills and maintaining relationships. Back to Grading |
Observation with questioning |
|
K16
How children learn and develop from conception to age 7; physiologically, neurologically, biologically, psychologically, cognitively, emotionally, and socially. Including the interaction and impact of biological and environmental factors. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
The elements and characteristics of a wide range of enabling environments. Back to Grading |
Observation with questioning |
|
K18
How the design, resourcing, and use of the indoor and outdoor physical environment supports children’s learning and development. Back to Grading |
Observation with questioning |
|
K19
How the design of the day and expectations adapts to support and reflect all children’s current needs (for example, those children with SEND, EAL, communication difficulties, and the most able). Back to Grading |
Observation with questioning |
|
K20
How the organisations approach and values underpin the environment. Back to Grading |
Observation with questioning |
|
K21
How children experience change, transition, and significant events. Back to Grading |
Observation with questioning |
|
K22
The theories of play and its fundamental role in learning and development. Back to Grading |
Observation with questioning |
|
K23
How children develop characteristics for effective learning. Back to Grading |
Observation with questioning |
|
K24
How, when, and why to conduct observation and assessment. Back to Grading |
Observation with questioning |
|
K25
How the observation, assessment, and planning cycle is used to analyse and respond to children’s learning, development, and interests. Back to Grading |
Observation with questioning |
|
K26
How to create experiences and opportunities for children informed by the setting's curriculum and pedagogy. Back to Grading |
Observation with questioning |
|
K27
Methods of reflective practice, including supervision, and opportunities for continuous professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
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. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S2
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). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S3
Apply the principles of risk assessment and risk management within documentation and practice. Back to Grading |
Observation with questioning |
|
S4
Teach children to develop skills to manage risk and maintain their own and others safety. Back to Grading |
Observation with questioning |
|
S5
Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S6
Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S7
Undertake the role and responsibilities of key person. Back to Grading |
Observation with questioning |
|
S8
Recognise and apply theories of attachment to develop effective relationships with children. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Provide sensitive and respectful personal care for children from birth to 5 years. Back to Grading |
Observation with questioning |
|
S10
Advocate for all children’s needs, including children which require SEND or EAL support. Back to Grading |
Observation with questioning |
|
S11
Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships. Back to Grading |
Observation with questioning |
|
S12
Support children to develop a positive sense of their own identity and culture. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S13
Support children to understand and respond to their emotions and make considered choices about their behaviours. Back to Grading |
Observation with questioning |
|
S14
Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements. Back to Grading |
Observation with questioning |
|
S15
Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors. Back to Grading |
Observation with questioning |
|
S16
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. Back to Grading |
Observation with questioning |
|
S17
Apply strategies that support children’s ability to manage change, transition, and significant events. Back to Grading |
Observation with questioning |
|
S18
Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests. Back to Grading |
Observation with questioning |
|
S19
Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy. Back to Grading |
Observation with questioning |
|
S20
Provide adult led opportunities and experience based on the setting's curriculum and pedagogy. Back to Grading |
Observation with questioning |
|
S21
Use reflection to develop themselves both professionally and personally. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Confident to have difficult conversations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Child-centred and empathetic, valuing equality, diversity, and inclusion and the uniqueness of each child. Back to Grading |
Observation with questioning |
|
B3
Vigilant and act with professional curiosity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Caring, compassionate and sensitive. Back to Grading |
Observation with questioning |
|
B5
Honest, open, respectful, and a role model. Back to Grading |
Observation with questioning |
|
B6
Self-motivated, using initiative and proactive. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B7
Playful and creative. Back to Grading |
Observation with questioning |
|
B8
Reflective and reflexive and committed to CPD. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Risk management
K5 S3 S4 |
The principles of risk assessment and management, and how to balance risks and benefits of activities for children. (K5) |
Apply the principles of risk assessment and risk management within documentation and practice. (S3) Teach children to develop skills to manage risk and maintain their own and others safety. (S4) |
None |
|
Key person and attachment
K10 K21 S7 S9 S10 S13 S17 B2 B4 B5 |
The role and responsibilities of the key person. (K10) How children experience change, transition, and significant events. (K21) |
Undertake the role and responsibilities of key person. (S7) Provide sensitive and respectful personal care for children from birth to 5 years. (S9) Advocate for all children’s needs, including children which require SEND or EAL support. (S10) Support children to understand and respond to their emotions and make considered choices about their behaviours. (S13) Apply strategies that support children’s ability to manage change, transition, and significant events. (S17) |
Child-centred and empathetic, valuing equality, diversity, and inclusion and the uniqueness of each child. (B2) Caring, compassionate and sensitive. (B4) Honest, open, respectful, and a role model. (B5) |
|
Learning and development
K15 K22 K24 K25 K26 S11 S18 S19 S20 B7 |
The development of social skills and maintaining relationships. (K15) The theories of play and its fundamental role in learning and development. (K22) How, when, and why to conduct observation and assessment. (K24) How the observation, assessment, and planning cycle is used to analyse and respond to children’s learning, development, and interests. (K25) How to create experiences and opportunities for children informed by the setting's curriculum and pedagogy. (K26) |
Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships. (S11) Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests. (S18) Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy. (S19) Provide adult led opportunities and experience based on the setting's curriculum and pedagogy. (S20) |
Playful and creative. (B7) |
|
Environments
K17 K18 K19 K20 K23 S14 S15 S16 |
The elements and characteristics of a wide range of enabling environments. (K17) How the design, resourcing, and use of the indoor and outdoor physical environment supports children’s learning and development. (K18) How the design of the day and expectations adapts to support and reflect all children’s current needs (for example, those children with SEND, EAL, communication difficulties, and the most able). (K19) How the organisations approach and values underpin the environment. (K20) How children develop characteristics for effective learning. (K23) |
Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements. (S14) Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors. (S15) 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. (S16) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Equality, diversity, and inclusion
K1 K6 K7 S12 |
The importance of equality, diversity, and inclusion, and respecting children’s social and cultural context. (K1) The statutory and non-statutory frameworks and guidance for provision in early years including SEND. (K6) The legal rights of each individual child according to their current and future needs. (K7) |
Support children to develop a positive sense of their own identity and culture. (S12) |
None |
|
Safeguarding
K2 K3 K4 S1 S2 B3 |
Safeguarding policies and procedures for children and colleagues, including child protection and wellbeing. (K2) Types of abuse including domestic, neglect, physical, emotional and sexual, and know how to act to protect children and colleagues. (K3) The legal requirements and guidance on health and safety, security, confidentiality of information, and safeguarding. (K4) |
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. (S1) 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). (S2) |
Vigilant and act with professional curiosity. (B3) |
|
Relationships
K8 K9 K11 K12 K13 K14 S5 S6 S8 B1 |
The role of colleagues and multi-agency working to support the child. (K8) The role and responsibilities of the early years educator, including providing supervision to staff. (K9) Theories and significance of attachment. (K11) The importance of professional relationships and collaboration with parents, families, or carers. (K12) The importance of professional relationships with colleagues, other organisations, and agencies. (K13) The influence of all key individuals in children's lives on children's learning and development. (K14) |
Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child. (S5) Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child. (S6) Recognise and apply theories of attachment to develop effective relationships with children. (S8) |
Confident to have difficult conversations. (B1) |
|
Learning and child development
K16 |
How children learn and develop from conception to age 7; physiologically, neurologically, biologically, psychologically, cognitively, emotionally, and socially. Including the interaction and impact of biological and environmental factors. (K16) |
None |
None |
|
Continuous professional development
K27 S21 B6 B8 |
Methods of reflective practice, including supervision, and opportunities for continuous professional development. (K27) |
Use reflection to develop themselves both professionally and personally. (S21) |
Self-motivated, using initiative and proactive. (B6) Reflective and reflexive and committed to CPD. (B8) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.3 | Occupational standard, end-point assessment plan and funding band revised. | 01/04/2024 | Not set | Not set |
| 1.2 | Standard revised. Missing KSBs added to standard to align with EPA wording (14/12/20). | 28/05/2020 | 31/03/2024 | Not set |
| 1.1 | End-point assessment plan revised | 10/04/2019 | 27/05/2020 | Not set |
| 1.0 | Retired | 03/04/2019 | 09/04/2019 | Not set |
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