Early Years Apprentice Level 3

Summary

We are seeking an Apprentice Nursery Practitioner to join our team at Margery's Day Nursery in the heart of the community to complete a level 3 qualification (level 2 already completed). This role is vital in supporting our mission to provide high-quality childcare and early education, helping to shape the future of our youngest learners.

Wage

£12,480 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

Apprenticeship wage rate at time

Training course

Early years educator (level 3)

Hours

30 hours+ upon discussion, dependent upon requirements.

30 hours a week

Start date

Tuesday 1 September 2026

Duration

1 year 6 months

Positions available

1

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

• Becoming part of a team and a reliable member of staff
• Working and learning with children aged 0 to 5
• Adhering to all company policies and procedures
• Supporting all staff and working well with parents
• Interacting with and having fun with children and adults

Where you'll work

HIGH STREET
THORPE LE SOKEN
CLACTON ON SEA
CO16 0EF

Training

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

Training provider

VOCATIONAL TRAINING SERVICES CARE SECTOR LIMITED

Training course

Early years educator (level 3)

What you'll learn

• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.
• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.

Training schedule

• Work-based training which include monthly apprenticeship lessons with your tutor
• Early Years Educator Level 3 Apprenticeship Standard
• Functional Skills (maths/English) study if applicable

More training information

We require an experienced person with a Level 2 Early Years qualification, who is willing to complete a level 3 qualification.

We would consider experienced applicants who are willing to take on a level 2 qualification.

Requirements

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

Skills

• Team working
• Enthusiastic
• Willing to learn
• Knowledge of EYFS

Other requirements

Candidate must have experience and knowledge of the EYFS and key person role, to help our little ones grow and develop on their learning journey.