Apprentice Early Years Educator- Rosedene Nurseries, Saltburn by the Sea,TS12 1HJ

Summary

An Apprentice Early Years Educator is required at Rosedene Saltburn by the Sea. We are looking for someone with a love of working with children where you will gain an Early Years Educator Level 3 qualification. You will ensure high standards in all aspects of care and development in line with the EYFS for all children attending the nursery.

Wage

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

National Minimum Wage rate for apprentices

this will be discussed at regular intervals

Training course

Early years educator (level 3)

Hours

We are open from 7.30am - 6.00pm, days and shifts to be confirmed.

30 hours a week

Start date

Monday 12 October 2026

Duration

1 year 3 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

• To organise resources for activities and experiences in the nursery
• To assist in enhancing the developmental progress in children
• To implement the daily routine within the nursery
• To maintain a high standard of cleanliness and good housekeeping 
• To maintain a thorough knowledge of all the nursery’s policies and procedures, ensuring that they are followed and respected 

Where you'll work

Marske Mill Lane
Saltburn-By-The-Sea
TS12 1HJ

Training

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

Training provider

EDEN TRAINING SOLUTIONS LIMITED

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

Level 3 Early Years Educator Apprenticeship Standard, which includes:

• Level 3 Early Years Educator qualification
• Level 2 Functional Skills in maths and English (if required)
• End-Point Assessment (EPA)
• Employee Rights and Responsibilities (ERR)
• Personal Learning and Thinking Skills (PLTS)
• Apprentices must successfully complete the Level 3 Award in Paediatric First Aid (RQF) or Level 3 Award in Emergency
• Training and training location to be confirmed

Requirements

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

Skills

• Communication skills
• Problem solving skills
• Creative
• Initiative
• Non judgemental
• Patience

Other requirements

The successful candidate will ideally have a driving licence and access to their own transport.