Level 3 Nursery Apprentice

Summary

Working in a childcare setting with children 0-5.The apprenticeship will last 14 months.This apprenticeship requires dedication,commitment & punctuality for you to be successful.Duties include creating a fun,engaging and safe environment for the children, teaching within the EYFS requirements.

Wage

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

National Minimum Wage rate for apprentices

The pay may be negotiated and may rise after a probation period has been successfully completed.

Training course

Early years educator (level 3)

Hours

Exact days and shifts to be confirmed.

30 hours a week

Start date

Saturday 5 September 2026

Duration

1 year 2 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

• Partaking in a range of indoor and outdoor activities
• Supporting the children with a range of self-care needs, such as feeding and personal hygiene 
• Communicating with other team members and parents
• Working in a childcare setting with children ranging from ages 0-5
• Also, being able to liaise with external customers, parents, to provide a high level of service for the childcare setting

Where you'll work

46 LESLIE GROVE
CROYDON
SURREY
CR0 6TJ

Training

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

Training provider

SWIFT ACI

Training course

Early years educator (level 3)

What you'll learn

Course contents

• 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

• An apprenticeship includes regular training with a college or other training organisation
• At least 20% of your working hours will be spent training or studying

Requirements

Essential qualifications

GCSE in:

Maths and English (grade 4/C or equivalent)

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

Skills

• Communication skills
• Organisation skills
• Team working
• Creative
• Initiative
• Non judgemental
• Patience