Delivery is flexible to suit the individual apprentice and their employer. The apprentice will have a minimum of one tutorial per month either in person in the workplace or remotely via an online meeting. Group sessions may be available on some programmes.

• Apprentices are required to hold a Level 2 Early Years Practitioner qualification.
• Level 2 Functional Skills must be achieved prior to end point assessment (this content will be blended into the apprentice's study programme if it is required). For those with an Education, Health and Care Plan (EHCP) or a legacy statement, the 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.
• Apprentices must be employed in order to study for this qualification. Please see our Apprenticeship vacancies.
• The apprentice must be at least 16 years of age.

• Learning and development: 
  • Know how children learn and the expected pattern of babies and children’s development from birth to 5 years, plus 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.
  • Know the importance to children’s holistic development of, speech, language and communication, personal, social and emotional development, physical development and literacy and numeracy.
  • Know how babies’ and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances.
  • Understand the statutory framework, including the learning and development requirements for babies and young children that must be implemented by your setting.
  • Be aware of the terms adult-led activities, child-initiated activities and spontaneous experiences.
  • Understand the key stages in the observation, assessment and planning cycle.
  • Understand the value of observation for the child, the parents/carers and the early years setting in planning the next steps.
  • Know how to refer concerns about a baby’s or child’s development.
• Impacts on children:  
  • Understand the significance of attachment, the key person's role and how transitions and other significant events impact children.
• Safeguarding: 
  • Understand the legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children.
  • Know safeguarding policies and procedures, including child protection and online safety.
  • Understand own role and responsibilities in relation to safeguarding and security, including child protection, reporting and confidentiality of information.
• Health and safety: 
  • Know the legal requirements, and guidance for, health and safety and security.
  • Be aware of and identify risks and hazards in the work setting and during off-site visits and know 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.
  • Understand the work settings and procedures for receiving, storing, recording, administration and the safe disposal of medicines.
  • Be aware of 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.
  • Understand the impact of health and wellbeing on child development.
  • Know 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.
• Communication: 
  • Understand 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.
• Special educational needs: 
  • Know the statutory guidance in relation to the care and education of children with special educational needs and disabilities.
  • Understand partnership working (including parents/carers) in relation to working effectively with children with special educational needs and disabilities.
  • Know what specialist aids, resources and equipment are available for the children you work with and how to use these safely.
• Responsibilities:
  • Know own role and expected behaviours and the roles of colleagues and the team.
  • Be aware of how to access workplace policies and procedures and your own responsibilities and accountabilities relating to these.
  • Understand 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.
  • Understand how behaviour can impact on babies and children and influence them.
  • Know the importance of reflective practice and continued professional development to improve own skills and early years practice.
  • Understand the roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory.
  • Know the importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning.

• Support: 
  • Support babies and young children through a range of transitions, for example, moving onto school, moving house or the birth of a sibling.
• Safeguarding: 
  • 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 include: domestic, neglect, physical, emotional, and sexual abuse.
• Health, safety and wellbeing: 
  • Identify risks and hazards in the work setting and during off site visits, relating to both children and staff.
  • 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 and using correct personal protective equipment.
  • Use equipment, furniture and materials safely, following the manufacturers’ instructions and settings requirements.
  • Encourage children to be aware of personal safety and the safety of others and to develop personal hygiene practices (including oral hygiene).
  • 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.
• Care: 
  • 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.
• Communication: 
  • Communicate with all children in ways that will be understood, including verbal and non-verbal communication.
  • Extend children’s development and learning through verbal and non-verbal communication.
  • Encourage babies and young children to use a range of communication methods, use a range of communication methods to exchange information with children and adults.
  • Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active.
• Child development:
  • Work with colleagues to identify and plan enabling environments, activities, play opportunities and educational programmes (both adult led and child initiated) to support children’s holistic development.
  • Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities.
  • Observe children, assess, plan and record the outcomes, and share results accurately and confidentially in line with expected statutory framework and setting’s requirements.
  • Use learning activities to support early language development, children’s early interest and development in mark making, writing, reading and being read to and support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.
  • 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 and work in ways that value and respect the developmental needs and stages of babies and children.
  • Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress.
  • Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, wellbeing, learning and development.
  • Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development.
• Self-development:
  • Use feedback, mentoring and/or supervision to identify and support areas for development, goals and career opportunities.

• Care and compassion:
  • Provide the very best childcare to every child every day combined with the ability to identify opportunities for development.
• Honesty, trust and integrity:
  • Develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.
• Positive work ethic: 
  • Maintains professional standards within the work environment providing a positive role model for children.
• Team-focused:
  • Work effectively with colleagues and other professionals.
• Commitment:
  • Committed to improving the outcomes for children through inspiration and child centred care and education.
• Non- discriminatory: 
  • Aware of differences, 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.
• Professional Practice:
  • A reflective practitioner with a commitment to continued professional development adhering to legislation, policy and procedure with a positive disposition to work.

This apprenticeship does not feature any external qualifications.

• Knowledge test.
• Professional discussion with portfolio.