Early Years Lead Practitioner L5

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Eary Years Lead Practitioner Behaviours

Behaviours are the mindset, attitudes and approaches required to learn new knowledge and apply new skills. There should be many opportunities in the workplace for you to develop the anticipated behaviours that are required as an Early Years Lead Practitioner. Remember, you will be judged on your behaviours at end-point-assessment (EPA). Review the following behaviours and start to work on developing and showcasing these at every opportunity.

These are the personal attributes and behaviours expected of all Early Years Lead Practitioners carrying out their roles:


B1: Ethical, fair, consistent and impartial, valuing equality and diversity at all times within professional boundaries.

B2: Leaderful and motivating through consistent modelling of innovative and aspirational practice to other colleagues.

B3: Person centred, friendly and approachable, demonstrating caring, empathetic and respectful qualities.

B4: Authentic and fun, demonstrating playful practice through animated and expressive play and quality interactions with children.

B5: Positive and proactive member of the team, being assertive and exercising diplomacy.

B6: Reflective practitioner.

B7: Creative and imaginative, demonstrating curiosity and inquisitiveness in order to be resourceful in all areas, including play and problem solving.

B8: Flexible and adaptable; responding to children’s spontaneous activities.

B9: Receptive and open to challenge and constructive criticism.


Nursery World Breaking News

Nursery World provides an invaluable mix of the latest news, research and opinion plus best practice and management advice from the top experts in the sector. It is essential reading for managers and practitioners involved in delivering early years education and childcare across the private, voluntary and public sectors. Read some of the top articles this month:

End Point Assessment (EPA) Guidance & EPA Preparatory Assessment and Predicted Grades

Stretch and Challenge. From Pass to Distinction

In order to achieve a distinction, all pass criteria must be met. In addition, the following distinction decsciptors also need to be achieved. You should refer to these higher-level descriptors throughout your apprenticeship journey to ensure you are on track to achieve at the higher distinction level at end point assessment (EPA).

Assessment method 1: Observation with questions

Demonstrates how their practice challenges both explicit and implicit discrimination, and actively supports children to advocate for themselves, by developing a sense of agency,
autonomy, and the skills to impact their world. (K1, S2,S24)

Critically evaluate all systems including transitions and develop processes, accounting for all children’s and families’ needs.
(K14, S4)

Evaluates their own approach to challenging issues and how undertaking difficult conversations may impact the outcome (S23)

Applies and justifies their approach to using frameworks, theory and strategies to both ongoing assessment systems and within daily playful interactions with individual children (S7, S3)

Leads and models practice within the environment to continually provoke, excite and extend children’s current interests and motivations. (S5, S6)

Critically appraises how the support of children’s speech, language and communication development is promoting a language and interactive rich environment for all. (S8)

Evaluates the impact of theory surrounding their leadership and the impact their leaderful practice has on the practice of others (K17, S22)

Justifies the reasons for all decision making and its impact on practice and provision when deploying practitioners and resources to enhance the learning environment. Takes responsibility for supporting the key person in planning future learning possibilities whilst modelling innovative and aspirational practice to colleagues. (S10, S14, B2)

Demonstrates a clearly defined pedagogical approach, justifying and evaluating the influences on their approach and understanding. (S15)

Demonstrates a comprehensive and robust understanding of legislation and guidance regarding health and safety and how this is implemented both within the setting and their own practice, including contributing to the development and dissemination of procedures.

Assessment method 2: Professional discussion underpinned by a portfolio of evidence

Evaluates and justifies their rationale for decision making with regards to safeguarding and protecting children, drawing on policies and procedures and their professional insight and curiosity. (K5, S25, S26)

Evaluates the impact of strategies to cultivate professional partnerships with parents, carers and other professionals. (K21)

Justifies the strategies used when collaborating with parents/families and professional bodies, to advocate for a child’s needs. (S11)

Critically reflect on opportunities to recognise and challenge discriminatory processes, behaviours and attitudes and how these impact the child and family (K16, B1)

Analyses the current and relevant policy, statutory guidance and legal requirements appropriate to the sector. (K20)

Analyses the impact of strategies on children’s current and long term development and health and how the sensitive and responsive support can improve key issues such as mental health, agency, autonomy and engagement with learning (K6)

Evaluates current and contemporary approaches to emergent literacy and numeracy (K12)

Analyses the impact this has on children as they grow and develop and considers the implications for early and later adult life. (S18)

Justifies their choice of strategies, reflecting on lessons learnt and explains how they could have further supported the development of the children (S19)

Critically analyses the impact reflective practice has had on their effectiveness as a lead practitioner, and explains a range of reflective experiences using challenge and constructive criticism to enhance their professional competence (K18, S16, B6, B9)

Assessment method 3: Case study with report and presentation and questioning

Critically evaluate theoretical approaches to children’s development and articulate clearly the decisions made in the complexities of daily developmental practice (K2, K3, S1)

Justifies their strategies for creating collaborative partnerships with parents, families and carers, showing holistic practice (S12)

Justifies, through critical analysis of theoretical perspectives, their choice of intervention strategies to create play, learning and development and social experiences for child/children. (K9, S9)

Critically analyses approaches to promoting creativity and curiosity and justifies practice decisions in line with theoretical knowledge. (K10)

Evaluates the application of one approach and how it could be developed further to impact on current practice. (K11)

Facilitates an enabling environment through application of theoretical knowledge. (K15)