Level 3 Nursery Practitioner Apprentice

Summary

Would you like to work in a warm, welcoming friendly nursery? If you can spark the imaginations of our little ones, work well within a team and can ensure our mission to provide a safe, happy, exciting environment in which children can explore, discover and learn at their individual pace -  we have a job for you! 

Wage

£12,480 to £19,827.60, depending on your age

National Minimum Wage

There is chance that pay could be increased which would be
performance based.

Training course

Early years educator (level 3)

Hours

25-30 hours between the hours of 7.45am - 5.45pm, flexibility with a range of shifts.

30 hours a week

Start date

Monday 2 November 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

Enjoying playing with children 0-3 years mainly. Helping to plan, complete and provide a range of interesting activities that support the EYFS and help the children along their learning journey.

Planning, a range of activities for children 0-3 years. Helping to set up for the session, tidy away after the session. Play with and generally help children to enjoy their time with us both inside and outdoors. Help with the general cleaning and tidying up. Eventually after training nappy changing. Preparation of snacks and helping the children to get boots and coats on and off reading for outside play. using initiative, always being aware and ensuring the children are safe and happy.

Where you'll work

115 LANGWITH ROAD
LANGWITH JUNCTION
MANSFIELD
NG20 9RN

Training

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

Training provider

ACCESS TRAINING (EAST MIDLANDS) 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

Apprentices will be allocated a Trainer Assessor and training will be
planned and delivered in conjunction with the employer to meet
the individual needs of the apprentice.

The apprentice will spend 20% of their working hours in off the job activities and training. On the job and off the job training will be delivered in the workplace. 

More training information

Functional Skills Requirements for Learners aged 16-18:

Apprentices who have not achieved the equivalent of level 2
functional skills in maths and English, must achieve these as part of
the apprenticeship and prior to end point assessment.

Requirements

Essential qualifications

GCSE in:

• English (grade 2 - 9)
• Maths (grade 2 - 9)

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
• Organisation skills
• Customer care skills
• Problem solving skills
• Presentation skills
• Number skills
• Logical
• Team working
• Creative
• Initiative
• Non judgemental
• Patience