Pre-School Apprentice

Summary

We are looking for an apprentice to work alongside and support our qualified team of staff to ensure a safe, caring, stimulating educational environment for all children. 

Wage

£8,736 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

Please note this is a term time only role so you will receive a pro-rata amount of the advertised annual salary

Training course

Early years educator (level 3)

Hours

3 days a week 8:30am-3:30pm (working days to be confirmed). Term time only.

21 hours a week

Start date

Monday 9 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

• Support qualified staff and provide a safe, caring, stimulating educational environment, both indoors and outdoors, at all times
• Support qualified staff and deliver an appropriate play-based/free-flow and child-led curriculum that enables children to make individual progress
• Help to ensure the preschool always meets Ofsted requirements.
• Understand and implement preschool policies and procedures.
• Support qualified staff when planning activities, which ensure each child is working towards individual early learning outcomes
• Undertake any other reasonable duties as directed, in accordance with the preschool aims and objectives

Where you'll work

All Saints Preschool
All Saints Church Hall Petersfield Road
Winchester
SO23 0JD

Training

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

Training provider

PROFILE DEVELOPMENT AND TRAINING LIMITED

Training course

Early years educator (level 3)

What you'll learn

• 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
• Paediatric First Aid
• Functional Skills in English and maths at level 2 if required
• Work-based and tutor-supported online training
• Preparation for End Point Assessment

Requirements

Desirable qualifications

GCSE in:

• English (grade A* to C or 9 to 4 or predicted)
• Maths (grade A* to C or 9 to 4 or predicted)

NVQ or Level 2 Equivalent in:

Childcare or Early Years (grade Pass)

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
• Team working
• Creative
• Non judgemental
• Patience
• Good time management
• Professionalism
• Open to learning

Other requirements

DBS check so ID will be required.