Key information

  1. Reference: ST0135
  2. Date updated: 07/03/2022
  3. Level: 3
  4. Route: Education and early years
  5. Regulated occupation: No
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Details of the occupational standard

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T-Levels logoT Levels focus on vocational skills and can help students into skilled employment, higher study or apprenticeships. Each T Level includes an in-depth industry placement that lasts at least 45 days. Students get valuable experience in the workplace; employers get early sight of the new talent in their industry.

Occupation summary

Early Years Educators, and other job roles such as nursery nurse and childminders, are 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.



K1: The expected patterns of children’s development from birth to 5 years, and have an understanding of further development from age 5 to 7. Back to Duty

K2: The significance of attachment and how to promote it effectively. Back to Duty

K3: A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice. Back to Duty

K4: How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care. Back to Duty

K5: The importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances. Back to Duty

K6: The importance to children’s holistic development of: - speech, language and communication - personal, social and emotional development - physical development. Back to Duty

K7: Systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics. Back to Duty

K8: The potential effects of, and how to prepare and support children through, transitions and significant events in their lives. Back to Duty

K9: The current early education curriculum requirements such as the Early Years Foundation Stage. Back to Duty

K10: When a child is in need of additional support such as where a child’s progress is less than expected. how to assess within the current early education curriculum framework using a range of assessment techniques such as practitioners observing children through their day to day interactions and observations shared by parents and/ or carers. Back to Duty

K11: The importance of undertaking continued professional development to improve own skills and early years practice. Back to Duty

K12: The legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children. Back to Duty

K13: Why health and well-being is important for babies and children. Back to Duty

K14: How to respond to accidents, injuries and emergency situations. Back to Duty

K15: Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual. Back to Duty

K16: How to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely. Back to Duty


S1: Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances such as the needs of children learning English as an additional language from a variety of cultures. Back to Duty

S2: Promote equality of opportunity and anti-discriminatory practice. Back to Duty

S3: Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements. Back to Duty

S4: Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care and responding quickly to the needs of the child. Back to Duty

S5: Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children. Back to Duty

S6: Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities. Back to Duty

S7: Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. Back to Duty

S8: Support and promote children’s speech, language and communication development. Back to Duty

S9: Support children’s group learning and socialisation. Back to Duty

S10: Model and promote positive behaviours expected of children such as turn taking and keep reactions and emotions proportionate. Back to Duty

S11: Support children to manage their own behaviour in relation to others. Back to Duty

S12: Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate. Back to Duty

S13: Carry out and record observational assessment accurately. Back to Duty

S14: Identify the needs, interests and stages of development of individual children. Back to Duty

S15: Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities. Back to Duty

S16: Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers. Back to Duty

S17: Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals. Back to Duty

S18: Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages). Back to Duty

S19: Plan and carry out physical care routines suitable to the age, stage and needs of the child. Back to Duty

S20: Promote healthy lifestyles for example 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 through the day. Back to Duty

S21: Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment. Back to Duty

S22: Carry out risk assessment and risk management in line with policies and procedures. Back to Duty

S23: Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural. Back to Duty

S24: Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children. Back to Duty

S25: Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress. Back to Duty

S26: Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development. Back to Duty

S27: Encourage parents and/or carers to take an active role in the child’s play, learning and development. Back to Duty


B1: Care and compassion - provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice. Back to Duty

B2: Being team-focused - work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience. Back to Duty

B3: 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

B4: Commitment to improving the outcomes for children through inspiration and child centred care and education Back to Duty

B5: 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. Back to Duty

B6: Working practice take into account 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

T Level in education and childcare

Qualification type: T Level

Qualification level: 3

Awarding organisation: NCFE

Approval date: 01/04/2020

Available from: 01/09/2020

Occupational specialism: Early years educator

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Aligned occupational standards

ST0135 Early years educator

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