Early Years Practitioner Level 2 Apprenticeship - Monkey Puzzle Day Nursery & Preschool Otley

Summary

Would you love the opportunity to work for a nursery, to be immersed in the magic of children's play? Then this is the apprenticeship for you! The position is full-time, you will earn as you learn, completing your apprenticeship at nursery with our in-house, face-to-face early years tutors, with no need for college.

Wage

Competitive

Competitive wage offered

Training course

Early years practitioner (level 2)

Hours

Monday to Friday. Shifts to be confirmed.

38 hours a week

Start date

Tuesday 1 September 2026

Duration

1 year 2 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

• Create awe and inspiration for the children you care for through creating exciting activities and teaching them new skills
• Gain new knowledge, skills and behaviours throughout your apprenticeship to become a qualified practitioner
• Support all their daily needs from helping them at meal times, supporting their sleep needs and their well-being too
• Teach them through a range of play types both indoors and outdoors as well as taking them on outings to enhance their cultural experiences

Where you'll work

Monkey Puzzle Nursery Preschool Otley
Westgate
Otley
LS21 3DT

Training

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

Training provider

CLIFFE HOUSE DAY NURSERIES 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

• Working towards a Level 2 Early Years Practitioner apprenticeship standard
• All training will take place at the nursery, at your place of work
• This will be delivered to you face-to-face, with your own dedicated tutor, whether one-to-one or in small groups with other students
• Group sizes are max of 4 students
• Your coaching sessions happen once a month or more often if needed, the training is unique and tailored to your learning needs. We come to you!
• Training schedule is unique to each student to meet your individual needs
• Support is always here, this is something we pride ourselves on and the consistency of the same tutor throughout your course

More training information

• Cliffe House Training are an outstanding, unique training provider who has developed their academy to ensure that support is always there for its learners
• They value their delivery of face-to-face learning sessions, unique to you as the student
• You will receive your own online learning platform to submit and receive your work and everything is developed in a manageable way
• All learning is completed in your contracted hours

Requirements

Essential qualifications

GCSE in:

English (grade 4)

Desirable qualifications

GCSE in:

Maths (grade 4)

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

Skills

• Communication skills
• Attention to detail
• Problem solving skills
• Team working
• Initiative
• Non judgemental
• Patience
• Physical fitness