Apprentice Nursery Practitioner

Summary

A fantastic opportunity has become available at N Family Day Nursery. They are looking for an apprentice nursery practitioner to join their ‘Outstanding’ setting, to fit well within their friendly team and learn skills on the job whilst supporting children’s play, learning & development.

Wage

£19,656 a year

£19,656 for Level 2 early years practitioner or £20,717 for Level 3 early years educator

Training course

Early years practitioner (level 2)

Hours

Working 5 days out of 7. Shifts varying which will include weekends. Shifts confirmed on appointment on a rota basis. Earliest start time: 7.00am. Latest finish: 7.00pm.

40 hours a week

Start date

Friday 10 July 2026

Duration

1 year 3 months

Positions available

2

Work

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.

What you'll do at work

What will you be doing day to day?

As an apprentice nursery practitioner, you will have the opportunity to rotate around the nursery rooms and Forest School, gaining hands-on experience in all areas of our nurseries.

This, coupled with your apprentice training in Early Years, will equip you with all the skills, experience and qualification to apply to progress into a qualified educator role with us.

This apprenticeship will either be for a Level 2 Early Years Practitioner. From there, you can develop your career at N, opting for a managerial route or pursuing a specialism in an area that excites you. This role is for multiple positions due to the growth of the business.

Day to day, you will learn to:

• Support your team in the delivery of basic childcare routines
• Be responsible for the delivery of our 'learning through play’ educational ethos
• Innovate with activities and constantly challenging your children’s learning and development
• Build and maintain excellent relationships with parents
• Promote child welfare and ensure safeguarding procedures are followed. Work a flexible shift pattern within the opening hours (7am-7pm)

What can we offer you?

• £19,656 for Level 2 early years practitioner or £20,717 for Level 3 early years educator
• Funding of your apprenticeship
• You’ll be part of N Academy which could put you on track for an EY degree once your apprenticeship is complete
• Performance related bonus of up to £750 per year (once working within ratio)
• Up to 32 days holiday a year (including bank holidays, 1 day off for your birthday and 3 days during Christmas and New Year) to start (rises with length of service)
• Free daily lunch and drinks
• Personal development fund of £100 per year
• Professional development, specialisms, coaching and mentoring through our N Academy
• Annual clothing allowance of £100 (no uniform)
• Enhanced maternity, paternity, adoption and shared parental leave pay for all team members after 2 years continuous service with N
• 5 days full sick pay and, depending on individual circumstances, we may offer up to 5 days discretionary leave
• Paid training including 2 inset days per year
• Childcare discount of 10%, rising to 25% when you become a Nursery Manager
• Emergency childcare: 6 back-up childcare days in any of our nurseries
• Round the world trip and 2 weeks additional holiday for 5 years service
• Refer a friend bonus of £500 (plus other incentives) for existing and ex-employees
• Amazing wellbeing benefits including one wellbeing week per term, Headspace premium membership, free counselling, 10% ClassPass membership discount, hardship fund
• Season pass loan and cycle to work scheme

To become an apprentice, you must:

Be 16 or over and not already be in full-time education

Where you'll work

30 Leighton Road
London
NW5 2QE

Training

Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.

Training provider

BABCOCK SKILLS DEVELOPMENT AND TRAINING LIMITED

Training course

Early years practitioner (level 2)

What you'll learn

Course contents

• Support babies and young children through a range of transitions and significant events. e.g moving onto school, moving house or the birth of a sibling.
• 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.
• Identify risks and hazards in the provision and during off site visits relating to both children and staff and visitors and follow reporting procedures.
• Use prevention and control of infection techniques for hand washing and food preparation and hygiene, deal with spillages safely, safe disposal of waste, using correct personal protective equipment.
• Use equipment, furniture and materials safely and securely, following the manufacturers’ instructions and provision’s requirements.
• Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene).
• Promote health and wellbeing in the provision by encouraging babies and young children to consume healthy, balanced and nutritious meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors.
• Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning or complementary feeding), nappy changing procedures, potty or toilet training, care of skin, teeth and hair and rest and sleep provision.
• Communicate with all children, including those for whom English is an additional language and those with additional needs, in ways that will be understood. This includes 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 appropriate communication methods to share information with children, parents or carers and other professionals.
• Work with colleagues to identify and plan educational programmes to support children’s holistic development through a range of play, creativity, social development and learning.
• 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, share results accurately and confidentially in line with expected statutory and the provision’s requirements.
• Use learning activities to support early language development.
• Support children’s early interest and development in mark making, writing, reading and being read to.
• Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.
• Support the graduated approach for the assessment, planning, implementation and reviewing of each baby’s and young child's individual plan for their care and participation.
• Work in ways that value and respect the developmental needs and stages of babies and children.
• Use feedback and mentoring or supervision to identify and support areas for development, goals and career opportunities.
• 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 or carers and recognise their role in the baby or child’s health, well-being, learning and development.
• Encourage parents or carers to take an active role in the baby's or child’s care, play, learning and development.
• Demonstrate how to share information with parents or carers about the importance of healthy, balanced and nutritious diets for their child, looking after teeth and being physically active.
• Support babies and young children through a range of transitions and significant events. e.g moving onto school, moving house or the birth of a sibling.
• 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.
• Identify risks and hazards in the provision and during off site visits relating to both children and staff and visitors and follow reporting procedures.
• Use prevention and control of infection techniques for hand washing and food preparation and hygiene, deal with spillages safely, safe disposal of waste, using correct personal protective equipment.
• Use equipment, furniture and materials safely and securely, following the manufacturers’ instructions and provision’s requirements.
• Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene).
• Promote health and wellbeing in the provision by encouraging babies and young children to consume healthy, balanced and nutritious meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors.
• Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning or complementary feeding), nappy changing procedures, potty or toilet training, care of skin, teeth and hair and rest and sleep provision.
• Communicate with all children, including those for whom English is an additional language and those with additional needs, in ways that will be understood. This includes 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 appropriate communication methods to share information with children, parents or carers and other professionals.
• Work with colleagues to identify and plan educational programmes to support children’s holistic development through a range of play, creativity, social development and learning.
• 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, share results accurately and confidentially in line with expected statutory and the provision’s requirements.
• Use learning activities to support early language development.
• Support children’s early interest and development in mark making, writing, reading and being read to.
• Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.
• Support the graduated approach for the assessment, planning, implementation and reviewing of each baby’s and young child's individual plan for their care and participation.
• Work in ways that value and respect the developmental needs and stages of babies and children.
• Use feedback and mentoring or supervision to identify and support areas for development, goals and career opportunities.
• 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 or carers and recognise their role in the baby or child’s health, well-being, learning and development.
• Encourage parents or carers to take an active role in the baby's or child’s care, play, learning and development.
• Demonstrate how to share information with parents or carers about the importance of healthy, balanced and nutritious diets for their child, looking after teeth and being physically active.

Training schedule

• As an apprentice, you will be included on a Level 2 Early Years Practitioner Apprenticeship
• Apprenticeship standards are aimed at developing skills within the apprentice’s chosen career route, each standard has set knowledge, skills and behaviours required to be successful within the job role. This will include the completion of functional skills in maths and English
• Once the apprentice has completed a minimum of 12 months training and the employer and Babcock regional trainer confirm they have met all the requirements of the standard, they will be put through to end point assessment
• The end point assessment is independent from the training and includes a variety of assessment methods which test the skills and knowledge of the apprentice to ensure they are fully competent in their role
• Each apprentice will be supported throughout the apprenticeship by a structured programme of teaching, e-learning, face to face training and workplace mentoring, this will encourage and help them to meet the requirements of the new standards and will prepare them for the end of point assessment

Requirements

Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Skills

• Attention to detail
• Problem solving skills
• Team working
• Non judgemental
• Patience