Overview
The aim of this qualification is to provide learners with the knowledge and understanding of babies and young children from birth to 7 years of age with applied knowledge in the early years, 0-5 years. Upon successful completion of this qualification learners can enter the workforce as a qualified Level 2 Early Years Practitioner, or if progression requirements are met continue to study for a Level 3 Diploma holding Early Years Educator status.
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 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 behaviours expected of all Early Years Practitioners carrying out their role:
Behaviours
B1: Care and compassion – provide the very best childcare to every child every day combined with the ability to identify opportunities for development.
B2: Honesty, trust and integrity – develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude.
B3: Positive work ethic – maintains professional standards within the work environment providing a positive role model for children.
B4: Being team-focused – work effectively with colleagues and other professionals.
B5: Commitment – to improving the outcomes for children through inspiration and child centred care and education.
B6: 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.
B7: 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.
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:
Resources
Induction – Early Years Academy
Safeguarding Training Booking Form
Sexual Consent Training Booking Form
Bookable Early Years Taught Sessions
Bookable Functional Skills Sessions
Roles and responsibilities
Health and safety of babies and young children
Equality, diversity and inclusive practice
Safeguarding, protection and welfare
How to support children’s development
Care routines for babies and young children
Purposeful play opportunities
Promote play in an Early Years Setting
Healthy lifestyles in babies and young children
Supporting to be physically active
Needs of babies and young children with SEND
Positive behaviour in Early Years Settings
Partnership working in the early years
The needs of the child in preparing for school
End Point Assessment (EPA) Guidance & EPA Preparatory Assessment and Predicted Grades
Added Value, Stretch and Challenge and Professional Development
Initial Advice and Guidance
Stretch and Challenge – from Pass to Distinction
Keep reflecting on these questions throughout your apprenticeship journey. It is important to test your level of comptence in the following questions. Being able to confidently evidence each of these questions through discussions, Q&As and within your portfolio will enable you to achieve your apprenticeship at distinction level.
Professional Discussion underpinned by a portfolio
K4, S1, B1, B5. Is able to explain how they support the babies, young children and parents through a range of challenging transitions, e.g. the hild not coping with the transition.
S2. Is able to explain the benefits of
recognising those key indicators early and the potential consequences of not doing so.
S4. Is able to describe when they have recognised an opportunity to reduce the risk of spreading infection in the setting, e.g. by educating others on good practice or making recommendations to their line manager.
S9, S12. Is able to explain how they adapt their communication methods or approach, as appropriate to
the situation
S10, S11, S16. Is able to justify their choice of techniques or communication methods comparing with other techniques/methods
K22, K23, S13, S22, B4. Can outline how they take the lead to identify and plan enabling environments, activities, play opportunities and educational programmes, both indoors and outdoors to support the holistic development of children by using child initiated and adult led approaches to improve the outcomes for children.
K16, S15, S19, S20, B2, B3. Justifies their choice of methods used to observe, assess, plan and record.
K27, S21, B7. Describes when they have supported other colleagues by
sharing best practices