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Level 3 Early Years Educator Apprenticeship (Standard)

BIIAB Qualification 6017786X

This course is suitable for those in, or working towards, a suitable role with responsibilities in the workplace.

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 (www.gov.uk)

This training is suitable for those 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 Educator (EYE) would need to be working directly with children on a daily basis, in a Key Worker role, delivering purposeful play and learning activities in line with the EYFS.  The EYE will be required to observe, assess and plan to meet children’s development needs.

Employment requirements

Employers will set their own entry requirements.  EYEs 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.

Duration

The minimum duration for this course is 18 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

With additional experience, and Early Years Educator can become a setting manager.  There are generic qualifications available; Level 3 Management and Level 5 Leadership & Management.

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 no recognised prior learning in either topic, you will need to achieve Level 2 functional skills in both maths and English alongside the Diploma.

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).

Childhood Girls floor painting

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.

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 3 Learners must have achieved:

Level 3 Diploma Early Years Educator
Level 2 maths functional skill
Level 2 English functional skill

Level 3 Learners must also successfully complete a recognised 12 hour Paediatric First Aid qualification.

Accepted certificates MUST have one of the following sector body accreditations. 

Accepted Voluntary Aid Societies include:

  • St John’s Ambulance
  • British Red Cross
  • St Andrews First Aid

Accepted Trade Bodies include:

  • FAIB (First Aid Industry Body)
  • UKAS (United Kingdom Accreditation Service)
  • FOFATO (Federation of First Aid Training Organisations)
  • AOFA (Association of First Aiders)
  • AOFAS (Association of First Aid Services)

12 hour first aid certificates verified by the Local Authority, but WITHOUT one of the above mentioned accreditations WILL NOT be accepted at Gateway.

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 3 Early Years Educator Standard requires Learners to take part in an End Point Assessment (EPA). 

The EPA consists of two components:

A 35 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.

Grading

Knowledge Test – Fail / Pass
Professional discussion – Fail / Pass / Distinction

Level 3 Standard – Knowledge, Skills and Behaviours.

You will be assessed against the following criteria:

Knowledge Test
K1

The expected patterns of children’s development from birth to 5 years, and have an understanding of further development from age 5 to 7.

K2

The significance of attachment and how to promote it effectively.

K3

A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice.

K4

How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care.

K5

The importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.

K6

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

K7

Systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics.

K8

The potential effects of, and how to prepare and support children through, transitions and significant events in their lives.

K9

The current early education curriculum requirements such as the Early Years Foundation Stage. K11 The importance of undertaking continued professional development to improve own skills and early years practice.

K12

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

K13

Why health and well-being is important for babies and children.

K14

How to respond to accidents, injuries and emergency situations.

K15

Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual

Professional Discussion
K2

The significance of attachment and how to promote it effectively.

K4

How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care.

K5

The importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.

K8

The potential effects of, and how to prepare and support children through, transitions and significant events in their lives.

K10

When a child is in need of additional support such as where a child’s progress is less than expected. How to assess within the current early years’ education curriculum framework using a range of assessment techniques such as practitioners observing children through their day-to-day interactions and observations shared by parents and/ or carers.

K12

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

K15

Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual.

K16

How to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely.

Behaviours
B1

Care and compassion – provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice.

B2

Being team-focused – work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience.

B3

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

B4

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

B5

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.

B6

Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

 

Skills
S1

Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances such as the needs of children learning English as an additional language from a variety of cultures.

S2

Promote equality of opportunity and anti-discriminatory practice.

S3

Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements.

S4

Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care and responding quickly to the needs of the child.

S5

Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children.

S6

Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities.

S7

Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

S8

Support and promote children’s speech, language and communication development.

S9

Support children’s group learning and socialisation.

S10

Model and promote positive behaviours expected of children such as turn-taking and keeping reactions and emotions proportionate.

S11

Support children to manage their own behaviour in relation to others.

S12

Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate.

S13

Carry out and record observational assessment accurately.

S14

Identify the needs, interests and stages of development of individual children.

S15

Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities.

S16

Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers.

S17

Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals.

S18

Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages).

S19

Plan and carry out physical care routines suitable to the age, stage and needs of the child.

S20

Promote healthy lifestyles for example 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 through the day.

S21

Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment.

S22

Carry out risk assessment and risk management in line with policies and procedures.

S23

Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural.

S24

Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.

S25

Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress.

S26

Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development.

S27

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