Early Years Practitioner

An Early Years Practitioner (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 professionals in the Early Years Workforce.

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.

Duties include: 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.

Who is this for?

Depending on your setting, your title may vary but typical job titles for this apprenticeship include: 

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

What is covered?

During the programme, you will be taught and assessed on the following knowledge, skills and behaviours.  Teaching is delivered through monthly two-hour-long workshops, supported with regular 1:1 coaching, self-led learning and assessments.

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.

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

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

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

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

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

K7: Own role and responsibilities about safeguarding and security, including child protection, reporting and confidentiality of information.

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

K9: Risks and hazards in the work setting and during off-site visits.

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

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

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.

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

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

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

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

K17: The terms adult-led activities, child-initiated activities and spontaneous experiences.

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.

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

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

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

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

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

K24: How to access workplace policies and procedures and your own responsibilities and accountabilities relating to these.

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

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.

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

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

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

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

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 include: domestic, neglect, physical, emotional, and sexual abuse.

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

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.

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

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

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.

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

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

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

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

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

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

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

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

S16: Use learning activities to support early language development.

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

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

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.

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

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

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

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

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

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

Behaviours

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

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

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

B4: Being team-focused – work effectively with colleagues and other professionals.

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

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.

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.

Apprentices must complete the Level 3 Award in Paediatric First Aid. (RQF) or Level 3 Award in Emergency Paediatric First Aid (RQF) Or complete a first aid course delivered by one of the following types of organisations as per the EYFS requirements. Voluntary aid society, member of a trade body with an approval and monitoring system, or acknowledged bK1: The significance of attachment and how to promote it effectively.

Skills

S1: Plan and carry out suitable physical care routines depending on age, stage and needs of a child.

S2: Identify the needs, interests and stages of development of individual children

S3: Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities. 

S4: Discuss children’s progress and plan the next stages in their learning with the key person, colleagues, parents and/or carers.  

S5:Carry out and record observational assessment accurately.

S6:Maintain accurate and coherent records and reports. Sharing information only when it’s appropriate, to ensure the needs of all children are met. Such as emotional, physical, psychological and cultural. 

S7: Undertake risk assessments and risk management in line with policies and procedures.

S8: 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.

S9: 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.

S10:Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress.

S11: 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.

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

S13: Make use of formative and summative assessment, tracking children’s progress to plan for future learning possibilities including early interventions based on individual developmental needs.

S14: 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 throughout the day.

S15:Model and promote positive behaviours expected of children such as turn-taking and keeping reactions and emotions proportionate.

S16: Support children’s group learning and socialisation.

S17:Support children to manage their behaviour in relation to others.

S18: Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements.

S19: Encourage parents and/or carers to take an active role in the child’s play, learning and development.

S20: Support and promote children’s speech, language and communication development.

S21: Engage ineffective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

S22: Ensure plans fully reflect the stage of development, individual needs and circumstances of children and provide consistent care and respond quickly to the needs of the child.

S23:Promote equality of opportunity and anti-discriminatory practice.

S24: Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individuals and groups of children.

S25: 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

Behaviours

B1: Honesty, Trust and integrity. Building trust by working in a confidential, ethical, and empathetic manner with common sense and professional attitude.

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

B3: Acting with Care and Compassion provides the very best childcare to every child every day combined with the ability to professionally challenge poor practice

B4: Display commitment to improving the outcomes for the children through inspiration and child-centred care and education.

B5: Working in a non-discriminatory way, by being aware of differences and ensuring all children have the same access to opportunities to learn, develop and reach their potential.

B6: Taking account of the fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs, within working practice.