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Level 2 Early Years Practitioner Apprenticeship (Standard)

BIIAB Qualification 60352279

This course is suitable for those starting out in an early years career or those wishing to formalise their knowledge and skills by gaining a recognised qualification.
This qualification is ‘full and relevant’ and can be checked on the Department for Education’s early years qualifications checker link: Check early years qualifications – GOV.UK (
This training is suitable for those in, or entering, supportive roles in the following settings:
Pre-Schools, day nurseries, reception classes, hospital creches, out of school and wrap around care environments, local authority provision delivering the Early Years Foundation Stage (EYFS) requirements for set by government for the learning and development of children aged 0-5 years. 

An Early Years Practitioner (EYP) would need to be working directly with children on a daily basis, undertaking a supported Key Worker role, delivering purposeful play and learning activities in line with the EYFS.  The EYP will be required to observe, assess and plan to meet children’s development needs.

Employment requirements

Employers will set their own entry requirements. EYPs will need to be employed a minimum 16 hours per week. Learners will require industry checks to ensure an apprentice’s suitability to work with children.


The minimum duration for this course is 14 months. The number of hours you are employed will affect the minimum duration in which you can complete the course. If you need to work towards maths and English, your duration may need to be lengthened (see below).


Progression from this apprenticeship is to the Level 3 Early Years Educator (advanced apprenticeship).

Maths and English requirements

If you already have ‘recognised prior learning’ for maths and English such as a GCSE at Grade C(4) or above, you will be exempt from sitting the maths and English functional skills providing we can verify your prior achievements with a certificate or Personal Learning Record entry.

If you have GCSE in either topic at Grade D(3) or E(2), you will be required to work towards and sit the Level 2 functional skills exams in both maths and English.

If you have no recognised prior learning in either topic, we will assess the most suitable level for you to work towards in line with the current funding rules.

Off the Job Training

As part of a Learner’s apprenticeship, and in line with funding rules, Employers are required to facilitate training in the workplace to support the Learner to learn the required skills as they work towards their End Point Assessment.

Off the Job Training is made up of training, learning and development activities that the employer plans and facilitates for the Learner to complete during work hours.  The Trainer will also help to plan activities, but the activities cannot be exclusively planned by the Trainer.  There MUST be employer input.

The following extracts are taken from the Department for Education publication “Apprenticeship Off the Job Training” Policy background and examples (March 2019).

oy with glasses and book

Definition of ‘off-the-job training’

“Off-the-job training is training received by the apprentice, during the apprentice’s paid hours, for the purpose of achieving their apprenticeship. “It is not training delivered for the sole purpose of enabling the apprentice to perform the work for which they have been employed. “Off-the-job training is a statutory requirement for an English apprenticeship. “Off-the-job training must be directly relevant to the apprenticeship framework or standard, teaching new knowledge, skills and behaviours required to reach competence in the particular occupation.”

Practical Period (PP)

You will be allocated a qualified Early Years Trainer to support you through the PP of your training. Your PP will be the time in training, leading up to your End Point Assessment. During the PP you will need to achieve and be certificated for the components required at Gateway.


A Gateway meeting is held between the Learner, Trainer and Employer to confirm the Learner’s readiness for End Point Assessment (EPA).  At Gateway, Level 2 Learners must have achieved the Level 2 Diploma Early Years Practitioner and the required maths and English qualifications.  We will support Learners and Employers at Gateway, but it is ultimately the Employer’s decision for the Learner to proceed to EPA.

End Point Assessment (EPA)

The Level 2 Early Years Practitioner Standard requires Learners to take part in an End Point Assessment (EPA). 

The EPA consists of two components:

  • A 40 question multiple choice knowledge test
  • A 90 minute professional discussion underpinned by a portfolio with an Independent End Point Assessor (IEPA)

Components can be taken in your preferred order, but you need to achieve both to achieve the Standard.

Level 2 Standard – Knowledge, Skills and Behaviours.

You will be assessed against the following criteria:

Knowledge Test

How children learn and the expected pattern of babies and children’s development from birth to 5 years and their further development from ages 5 to 7. Areas of development include: cognitive, speech, language and communication, physical, emotional, social, brain development and literacy and numeracy.


The importance to children’s holistic development of, speech, language and communication, personal, social and emotional development, physical development and literacy and numeracy.


How babies’ and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances.


The legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children.


The legal requirements and guidance for, Health and safety and Security.


The signs and symptoms which may indicate that a child is injured, unwell (including common childhood illnesses and allergies) or in need of urgent medical/ dental attention.


Ways to communicate with all children appropriate for all their stages of development, including those whom English is an additional language (EAL) or who have delayed speech.


The terms adult led activities, child-initiated activities and spontaneous experiences.


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.


How to refer concerns about a baby’s or child’s development.


The statutory guidance in relation to the care and education of children with special educational needs and disabilities.


Partnership working (including parents/carers) in relation to working effectively with children with special educational needs and disabilities.


How behaviour can impact on babies and children and influence them.


The roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory.


The roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory.

Professional Discussion

Safeguarding policies and procedures, including child protection and online safety.


Own role and responsibilities in relation to safeguarding and security, including child protection, reporting and confidentiality of information.


Own role and responsibilities, including reporting, in the event of a baby or young child requiring medical/ dental attention, a non-medical incident or emergency and identifying risks and hazards.


The work settings procedures for receiving, storing, recording, administration and the safe disposal of medicines.


Own role and expected behaviours and the roles of colleagues and the team.


Own responsibilities when following procedures in the work setting for reporting, whistleblowing, protecting and promoting the welfare of children, safeguarding, confidentiality, information sharing and use of technology.


The significance of attachment, the key person’s role and how transitions and other significant events impact children.


Risks and hazards in the work setting and during off site visits.


The impact of health and wellbeing on children’s development.


The current dietary guidance for early years and why it is important for babies and young children to have a healthy balanced diet and be physically active.


The statutory framework, including the learning and development requirements for babies and young children that must be implemented by your setting.


What specialist aids, resources and equipment are available for the children you work with and how to use these safely.


How to access workplace policies and procedures and your own responsibilities and accountabilities relating to these.


The importance of reflective practice and continued professional development to improve own skills and early years practice.


Care and compassion – provide the very best childcare to every child every day combined with the ability to identify opportunities for development.


Honesty, trust and integrity – develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.


Positive work ethic – maintains professional standards within the work environment providing a positive role model for children.


Being team-focused – work effectively with colleagues and other professionals.


Commitment – to improving the outcomes for children through inspiration and child centred care and education.


Work in a non- discriminatory way – by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential. Work in ways which consider fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.


Professional Practice – be a reflective practitioner with a commitment to continued professional development adhering to legislation, policy and procedure with a positive disposition to work.


Support babies and young children through a range of transitions such as 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.


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.


Demonstrate skills and understanding for the prevention and control of infection, including hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment.


Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’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 settings by encouraging babies and young children to consume healthy and balanced 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/complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair and rest and sleep provision.


Communicate with all children in ways that will be understood, including 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 communication methods to exchange information with children and adults.


Work with colleagues to identify and plan enabling environments, activities (both indoors and outdoors), play opportunities and educational programmes (both adult led and child initiated) 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, sharing results accurately and confidentially in line with expected statutory framework and setting’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 assessment, planning, implementation and reviewing (the graduated approach) 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, mentoring and/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 and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development.


Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development.


Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active.