Work and interact directly with children on a day to day basis supporting the planning of and delivery of activities.
This occupation is found in a range of private and public settings including; full daycare, 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 the 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 the 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.
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.
|Awarding Body||NCFE CACHE|
|Guided Learning Hours||293 GLH, 12 months (this does not include EPA period)|
|Units||Apprenticeship Standard including units within qualification.|
|Assessment Method||This qualification is assessed by portfolio of evidence and End Point Assessment|
|Course Delivery||Online, Paper-based (Monthyl Workplace Visits)|
|Entry Rrequirements||The entry requirement for this apprenticeship will be decided by each employer, but may typically be five GCSEs at Grade C or higher.|
|Progression Opportunities||Learners can progress on to the Level 3 Apprenticeship in Early Years Educator.|