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Early Years Practitioner Apprenticeship Standard Level 2

Practical Vs Theory


Course overview

Please only apply for this course if you already have a suit­able employ­er to sup­port you through­out your Appren­tice­ship. If you do not cur­rent­ly have an employ­er you can apply for Appren­tice­ship vacan­cies by vis­it­ing www​.peter​bor​ough​.ac​.uk/​a​p​p​r​e​n​t​i​c​e​s​h​i​p​s​/​a​p​p​r​e​n​t​i​c​eship – vacan­cies

Do you enjoy work­ing with chil­dren and pro­vid­ing a safe and car­ing envi­ron­ment?
Are you an exist­ing role and want­i­ng to upskill?

Ear­ly Years Prac­ti­tion­ers are found in a range of pri­vate and pub­lic set­tings, and sup­port deliv­ery of the Ear­ly Years Foun­da­tion Stage (EYFS) require­ments set by gov­ern­ment for learn­ing, devel­op­ment and care of chil­dren from birth to 5 years of age in both indoor and out­door envi­ron­ments. As an Appren­tice you will work and inter­act direct­ly with chil­dren on a day-to-day basis, sup­port­ing the plan­ning and deliv­ery of activ­i­ties, pur­pose­ful play oppor­tu­ni­ties and edu­ca­tion­al pro­grammes with­in the ethos of the set­ting. You will work as part of a pro­fes­sion­al team ensur­ing the wel­fare and care for chil­dren under the guid­ance and super­vi­sion of a suit­ably qual­i­fied pro­fes­sion­al in the Ear­ly Years Workforce. 

On a dai­ly basis you will inter­act with par­ents, chil­dren col­leagues and wider mul­ti-agency pro­fes­sion­als and part­ners such as health vis­i­tors, social work­ers and speech and lan­guage ther­a­pists. You will also work in part­ner­ship with oth­er col­leagues, par­ents and/​carers or oth­er pro­fes­sion­als, with sup­port from a more senior mem­ber of the team, to meet the indi­vid­ual needs of each child. Appren­tices will have a respon­si­bil­i­ty for ensur­ing that you recog­nise when a child is in dan­ger and/​or at risk of seri­ous harm or abuse and con­tribut­ing to the health and safe­ty of the chil­dren, staff and oth­ers on the premises.

Indi­vid­u­als will under­go all the checks as per the EYFS require­ments to ensure suit­abil­i­ty to work with children. 

You can apply for an Appren­tice­ship if you are liv­ing in Eng­land, over 16 and not in full – time edu­ca­tion. You must be in paid employ­ment for the dura­tion of your Appren­tice­ship, you can­not be self – employed or a vol­un­teer. Employ­ers must pay you the min­i­mum Appren­tice­ship wage or more, for a min­i­mum of 30 hours a week.


Entry Require­ments

Entry require­ments of GCSEs at grade D/3 and above includ­ing Maths and Eng­lish. You are able to apply for this course with pre­dict­ed grades where applic­a­ble. Please note you may also be asked to com­plet­ed Maths and Eng­lish qual­i­fi­ca­tions as part of your Appren­tice­ship programme. 

You will also need a suit­able sup­port­ive employ­er who will guide you through your Appren­tice­ship. We strong­ly advise that you com­plete a min­i­mum of 2 weeks work expe­ri­ence with your cho­sen employ­er to ensure the organ­i­sa­tion is right for you.

If you do not cur­rent­ly have an employ­er, you can apply for Appren­tice­ship Vacan­cies are adver­tised on our web­site – https://​www​.peter​bor​ough​.ac​.uk/​a​p​p​r​e​n​t​i​c​e​s​h​i​p​s​/​a​p​p​r​e​n​t​i​c​eship – vacancies/

Please only apply for this Appren­tice­ship course if you already have an employer.

Poten­tial Future Career

You will gain a Lev­el 2 Ear­ly Years Prac­ti­tion­er qual­i­fi­ca­tion. You can choose to progress onto a Lev­el 3 Ear­ly Years Edu­ca­tor Appren­tice­ship, sim­i­lar full time qual­i­fi­ca­tion or con­tin­ue with full time employment. 

Typ­i­cal job roles include: Nurs­ery Assis­tant, Ear­ly Years Prac­ti­tion­er, Nurs­ery Prac­ti­tion­er, Nurs­ery Nurse, Assis­tant Child­min­der, Nan­ny and Ear­ly Years Worker

Course Con­tent

This Appren­tice­ship is designed for Ear­ly Years Prac­ti­tion­ers to devel­op key knowl­edge, skills and behav­iours to sup­port pro­gres­sion towards man­age­ment respon­si­bil­i­ties.
Key Skills:
• Pro­mote health and well-being in set­ting by encour­ag­ing babies and young chil­dren to con­sume healthy and bal­anced meals, snacks and drinks and be phys­i­cal­ly active
• Car­ry out respect­ful care rou­tines appro­pri­ate to the devel­op­ment, stage, dig­ni­ty and needs of the child
• Com­mu­ni­cate with all chil­dren in ways that will be under­stood, includ­ing ver­bal and non-ver­bal com­mu­ni­ca­tion and encour­age babies and young chil­dren to use a range of com­mu­ni­ca­tion meth­ods.
• Work with col­leagues to iden­ti­fy and plan enabling envi­ron­ments, activ­i­ties (both indoors and out­doors), play oppor­tu­ni­ties and edu­ca­tion­al pro­grammes to sup­port chil­dren’s holis­tic devel­op­ment.
• Observe chil­dren, assess, plan and record the out­comes, shar­ing results accu­rate­ly and con­fi­den­tial­ly in line with expect­ed statu­to­ry frame­works and set­ting require­ments.
• 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 and/​or car­ers and recog­nise their role in the baby’s/​child’s health, well-being learn­ing and development. 

Key Knowl­edge and Behav­iours:
• How chil­dren learn and expect­ed pat­tern of babies and chil­dren’s devel­op­ment
• The impor­tance of chil­dren’s holis­tic devel­op­ment of speech, lan­guage and com­mu­ni­ca­tion, per­son­al, social and emo­tion­al devel­op­ment, phys­i­cal devel­op­ment, lit­er­a­cy and numer­a­cy
• The legal require­ments and guid­ance of safe­guard­ing, secu­ri­ty, con­fi­den­tial­i­ty of infor­ma­tion and pro­mot­ing the wel­fare of chil­dren and own role and respon­si­bil­i­ties in rela­tion to this
• Ways to com­mu­ni­cate with all chil­dren appro­pri­ate for all their stages of devel­op­ment
• The key stages in the obser­va­tion, assess­ment and plan­ning cycle and the val­ue of obser­va­tion for the child, the parents/​carers and the ear­ly years set­ting in plan­ning the next steps.
• Part­ner­ship work­ing (includ­ing parents/​carers) in rela­tion to work­ing effec­tive­ly with chil­dren with spe­cial edu­ca­tion­al needs and dis­abil­i­ties
• Own role and expect­ed behav­iours, includ­ing the impor­tance of reflec­tive prac­tice and con­tin­ued pro­fes­sion­al devel­op­ment to improve own skills and ear­ly years prac­tice.

As an Appren­tice you will be expect­ed to attend col­lege 1 day a month as part of your ongo­ing 20% off – the – job train­ing. Addi­tion­al off – the – job train­ing hours are expect­ed to be com­plet­ed with­in the work­place, how­ev­er you may be asked to com­plete tasks at home via Google Class­room and One – file. 

Please note you may also be asked to com­plete addi­tion­al Eng­lish and Maths qual­i­fi­ca­tions as part of the Appren­tice­ship programme. 


Infographic_Childcare3 Infographic_Childcare1 Infographic_Childcare2 Infographic_Childcare4


I’m now head­ing to Leeds Beck­ett Uni­ver­si­ty to study Pri­ma­ry Teach­ing as I’ve gained real expe­ri­ences through work place­ments and prac­ti­cal mod­ules to help me find the right career path.

Rhiannon Kersely



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