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Overview of the role

Work and interact directly with children on a day to day basis supporting the planning of and delivery of activities

Early years practitioner

Details of standard

Occupation summary

This 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.

Typical job titles include:

Nursery Assistant, Early Years Practitioner, Nursery Practitioner, Nursery Nurse, Assistant Childminder, Nanny and Early Years Worker


Occupation duties

Duty

KSBs

Duty 1 Work in partnership with other colleagues, parents and/or carers or other professionals to meet the individual needs of each child in line with company policies and procedures.

K19 K21 K23 K24 K28 K29

S13 S21 S22 S23 S24 S25

B2 B3 B4 B5 B6

Duty 2 Use play to support children to understand and encourage healthy life choices.

K14

S7

B3 B4 B5 B6

Duty 3 Identify issues of safeguarding and child protection, ensuring that the welfare and safety of children is promoted and safeguarded and to report any child protection concerns to the person in charge.

K5 K6 K7 K26

S2

B2 B3 B4 B5

Duty 4 Carryout self-reflection and use continuous professional development opportunities to improve practice.

K27

S21

B3 B7

Duty 5 Undertake specific tasks related to the safety and hygiene of the children and the cleanliness of the setting.

K8 K9 K10 K11 K12 K13 K22

S3 S4 S5 S6 S8

B3 B4

Duty 6 Use their knowledge of child development to work with parents and carers to improve children outcomes and wellbeing, including those with disabilities and additional needs.

K1 K2 K3 K4 K13

S1

B3 B4 B5 B6

Duty 7 Contribute to the planning and organise activities and children's individual experiences which will support and extend the children’s learning in line with the Early Years Foundation Stage.

K16 K17 K18 K22 K29

S13 S14 S15 S16 S17 S18 S19 S20

B1 B3 B4 B5 B6

Duty 8 Communicate and engage with children to support their learning and development.

K15 K25

S9 S10 S11 S12

B1 B3 B4 B5 B6

Duty 9 Support the collection of accurate and up-to-date records which identify children’s individual needs, abilities and progress and use these as a basis for future planning.

K18

S15 S19

B1 B4 B5

Duty 10 Support the wellbeing of all children including those with additional needs and disabilities.

K5 K14 K20 K22

S7

B1 B3 B4 B5 B6


KSBs

Knowledge

K1: How children learn and the expected pattern of babies and children’s development from birth to 5 years and their further development from ages 5 to 7. Areas of development include: cognitive, speech, language and communication, physical, emotional, social, brain development and literacy and numeracy. Back to Duty

K2: The importance to children’s holistic development of, speech, language and communication, personal, social and emotional development, physical development and literacy and numeracy. Back to Duty

K3: How babies’ and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances. Back to Duty

K4: The significance of attachment, the key person's role and how transitions and other significant events impact children. Back to Duty

K5: The legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children. Back to Duty

K6: Safeguarding policies and procedures, including child protection and online safety. Back to Duty

K7: Own role and responsibilities in relation to safeguarding and security, including child protection, reporting and confidentiality of information. Back to Duty

K8: The legal requirements and guidance for, Health and safety and Security Back to Duty

K9: Risks and hazards in the work setting and during off site visits. Back to Duty

K10: Own role and responsibilities, including reporting, in the event of a baby or young child requiring medical/ dental attention, a non-medical incident or emergency and identifying risks and hazards Back to Duty

K11: The work settings procedures for receiving, storing, recording, administration and the safe disposal of medicines. Back to Duty

K12: The signs and symptoms which may indicate that a child is injured, unwell (including common childhood illnesses and allergies) or in need of urgent medical/ dental attention. Back to Duty

K13: The impact of health and wellbeing on children’s development. Back to Duty

K14: The current dietary guidance for early years and why it is important for babies and young children to have a healthy balanced diet and be physically active. Back to Duty

K15: Ways to communicate with all children appropriate for all their stages of development, including those whom English is an additional language (EAL) or who have delayed speech. Back to Duty

K16: The statutory framework, including the learning and development requirements for babies and young children that must be implemented by your setting. Back to Duty

K17: The terms adult led activities, child initiated activities and spontaneous experiences. Back to Duty

K18: The key stages in the observation, assessment and planning cycle and the value of observation for the child, the parents/ carers and the early years setting in planning the next steps. Back to Duty

K19: How to refer concerns about a baby’s or child’s development. Back to Duty

K20: The statutory guidance in relation to the care and education of children with special educational needs and disabilities. Back to Duty

K21: Partnership working (including parents/carers) in relation to working effectively with children with special educational needs and disabilities. Back to Duty

K22: What specialist aids, resources and equipment are available for the children you work with and how to use these safely. Back to Duty

K23: Own role and expected behaviours and the roles of colleagues and the team. Back to Duty

K24: How to access work place policies and procedures and your own responsibilities and accountabilities relating to these. Back to Duty

K25: How behaviour can impact on babies and children and influence them. Back to Duty

K26: Own responsibilities when following procedures in the work setting for reporting, whistleblowing, protecting and promoting the welfare of children, safeguarding, confidentiality, information sharing and use of technology. Back to Duty

K27: The importance of reflective practice and continued professional development to improve own skills and early years practice. Back to Duty

K28: The roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory. Back to Duty

K29: The importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning. Back to Duty

Skills

S1: Support babies and young children through a range of transitions.e.g moving onto school, moving house or the birth of a sibling Back to Duty

S2: Recognise when a child is in danger, at risk of serious harm or abuse and explain the procedures to be followed to protect them. Types of abuse including: domestic, neglect , physical, emotional, and sexual abuse. Back to Duty

S3: Identify risks and hazards in the work setting and during off site visits.relating to both children and staff Back to Duty

S4: Demonstrate skills and understanding for the prevention and control of infection, including hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment. Back to Duty

S5: Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements. Back to Duty

S6: Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene). Back to Duty

S7: Promote health and wellbeing in settings by encouraging 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, both indoors and outdoors. Back to Duty

S8: Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning/complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair and rest and sleep provision. Back to Duty

S9: Communicate with all children in ways that will be understood, including verbal and non-verbal communication. Back to Duty

S10: Extend children’s development and learning through verbal and non-verbal communication. Back to Duty

S11: Encourage babies and young children to use a range of communication methods. Back to Duty

S12: Use a range of communication methods to exchange information with children and adults. Back to Duty

S13: Work with colleagues to identify and plan enabling environments, activities (both indoors and outdoors), play opportunities and educational programmes (both adult led and child initiated) to support children’s holistic development through a range of play, creativity, social development and learning. Back to Duty

S14: Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities. Back to Duty

S15: Observe children, assess, plan and record the outcomes, sharing results accurately and confidentially in line with expected statutory framework and setting’s requirements. Back to Duty

S16: Use learning activities to support early language development. Back to Duty

S17: Support children’s early interest and development in mark making, writing, reading and being read to. Back to Duty

S18: Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching. Back to Duty

S19: Support the assessment, planning, implementation and reviewing (the graduated approach) of each baby’s and young child's individual plan for their care and participation. Back to Duty

S20: Work in ways that value and respect the developmental needs and stages of babies and children. Back to Duty

S21: Use feedback, mentoring and/or supervision to identify and support areas for development, goals and career opportunities. Back to Duty

S22: Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress. Back to Duty

S23: Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development. Back to Duty

S24: Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development. Back to Duty

S25: Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active. Back to Duty

Behaviours

B1: Care and compassion - provide the very best childcare to every child every day combined with the ability to identify opportunities for development. Back to Duty

B2: Honesty, trust and integrity - develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude. Back to Duty

B3: Positive work ethic – maintains professional standards within the work environment providing a positive role model for children. Back to Duty

B4: Being team-focused - work effectively with colleagues and other professionals. Back to Duty

B5: Commitment - to improving the outcomes for children through inspiration and child centred care and education. Back to Duty

B6: 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. Work in ways which consider fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. Back to Duty

B7: Professional Practice – be a reflective practitioner with a commitment to continued professional development adhering to legislation, policy and procedure with a positive disposition to work. Back to Duty


Qualifications

English & Maths

Apprentices without level 1 English and maths will need to achieve this level and apprentices without level 2 English and maths will need to take the tests for 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.

Other mandatory qualifications

Early Years Practitioner Qualification

Level: 2


Additional details

Occupational Level:

2

Duration (months):

12

Review

This apprenticeship standard will be reviewed after three years

Status: Approved for delivery
Level: 2
Reference: ST0888
Version: 1
Date updated: 26/03/2020
Approved for delivery: 26 March 2020
Route: Education and childcare
Minimum duration to gateway: 12 months (this does not include EPA period)
Maximum funding: £4000
Trailblazer contact(s): Michael.Freeston@eyalliance.org.uk
Employers involved in creating the standard: Just childcare LTD, London Early years Foundation, London Early Years Foundation, Happy Tree, Kids Planet day nurseries, Each Peach Childcare, Kids allowed, Child base partnership, Sky high achievers, Paint pot Nurseries, Happy Tree Limited, Our Monkey Club
LARS Code: 550
EQA Provider: Ofqual

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Version log

Version Date updated Change Previous version
1 26/03/2020 Approved for delivery

Not available

1 06/09/2019 Initial creation

Not available