Apprentice Early Years Educator, Chelmsford 04BH

Summary

The role of Early Years Apprentice is to ensure all children receive outstanding quality care and education, and support families to thrive. Meeting children’s individual needs, creating an enriched learning environment, and working alongside the Nursery Leadership Team to implement and promote the Early Years Foundation Stage (EYFS).

Wage

£22,000 a year

£500 REFER A FRIEND BONUS!

Training course

Early years educator (level 3)

Hours

Monday - Friday on a rota basis. Working hours will fall within the opening hours of the nursery 7.00am - 6.00pm (to be confirmed).

40 hours a week

Start date

Monday 3 August 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

• You will be working with children between the ages of 0 and 5 years, helping support children’s play and nurture their development
• You will be involved in organising activities, in the assessment and record keeping of children's learning and development and working in partnership with colleagues and parents
• You will work alongside experienced Early Years Educators, have a dedicated mentor and have the support of your fellow apprentices

Where you'll work

Pudding Wood Ln
Broomfield
Chelmsford
Essex
CM1 7SS

Training

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

Training provider

SEYMOUR HOUSE LTD.

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

• Our aim is to help you achieve your Level 3 Early Years, (which includes: 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
• Functional skills in English and maths if required
• Voluntary aid society, member of a trade body with an approval and monitoring system, or acknowledged by the Health and Safety Executive, giving you qualified Early Years Educator status within 12 months
• From here, it is possible to specialise in areas such as special educational needs, disability, speech and language or become the Manager of one of our day nursery schools
• The Level 3 can also be used as a stepping-stone towards: Level 5 Diploma in Leadership, Honours Degree in Early Years, Early Years Teacher (EYITT) or Primary Teacher (QTS)

More training information

• You will undertake an enhanced DBS check, funded by Seymour House, to share in our commitment to safeguarding children. An enhanced check is completed and regularly updated through the Disclosure and Barring Service
• This post is classed as having a high degree of contact with children and is exempt from the Rehabilitation of Offenders Act 1974. Seymour House actively promotes equal opportunities and is committed to equality and diversity for all our children and staff. Applicants will be considered on merit only
• Candidates should be aware that we may conduct an online search as part of our due diligence on shortlisted candidates to identify any publicly available information relating to incidents or issues that could be relevant to the recruitment process
• A copy of the Company’s Equal Opportunities Policy and Disclosure Information Policy is available on request

Requirements

Essential qualifications

GCSE in:

English Literature and / or Language (grade Level 2)

Desirable qualifications

GCSE in:

Maths (grade Level 2)

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

Skills

• Communication skills
• Team working
• Creative
• Initiative
• Patience