Early Years Practitioner Level 2

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Summary

This occupation is found in a range of settings including daycare, children’s centres, pre-schools, reception classes, playgroups, nursery schools, home-based provision, hospital nurseries, etc to oversee the learning, development and safety/care of children from birth to 5.

The aim is to work with children on a day-to-day basis planning and delivering activities, play opportunities and educational programmes. An EYP interacts with parents, children, colleagues and wider multi-agency professionals such as health visitors, social workers and speech and language therapists. Individuals will undergo all essential checks to ensure suitability to work with children.

Ideal candidates

This qualification is suitable for someone who is new to the early years’ sector and has very limited experience or was hired as an Apprentice within childcare and requires both the underpinning knowledge and the practical skills of an EYP.

Qualification

Successful candidates will achieve the City & Guilds Level 2 Diploma

Course structure

Unit 201: Exploring roles and development opportunities in early years settings
Unit 202: Child development from birth to 7 years
Unit 203: Safeguarding babies and young children in early years settings
Unit 204: Supporting health and safety in early years settings
Unit 205: Promoting wellbeing in early years settings
Unit 206: Supporting effective communication in early years settings
Unit 207: Supporting activities, purposeful play and educational programmes
Unit 208: Understand how to support children with special educational needs and/or disabilities
Unit 209: Working with parents, colleagues and other professionals in early years settings

Knowledge, Skills, Behaviours

Knowledge

How children learn 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 significance of attachment, the key person’s role and how transitions and other significant events impact children.
The legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children.
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.
The legal requirements and guidance for health, safety and security
Risks and hazards in the work setting and during off site visits.
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.
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.
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.
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 statutory framework, including the essential learning and development requirements for babies and young children
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 children with special educational needs and disabilities.
What specialist aids, resources and equipment are available and how to use these safely.
Own role and expected behaviours and the roles of colleagues and the team.
How to access work place policies and procedures and your own responsibilities relating to these.
How behaviour can impact on babies and children and influence them.
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 importance of continued professional development to improve own skills and early years practice.
The roles and responsibilities of other agencies and professionals, both statutory and non-statutory.
The importance of the child, parental/carer engagement, the home learning environment and their roles in early learning.

Skills

Support babies and young children through a range of transitions eg moving to school etc
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.
Identify risks and hazards in the work setting and during off site visits relating to both children and staff
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 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
Promote health and wellbeing, 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, 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
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 in mathematical learning including numbers, counting, sorting and matching.
Support the assessment, planning, implementation and reviewing 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 and mentoring 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 recognising their role in the baby’s/child’s health, well-being, 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.

Behaviours

Care and compassion – provide the very best childcare combined with the identifying opportunities for development.
Honesty, trust and integrity
Positive work ethic – maintains professional standards whilst 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 – ensuring all children have equal access to opportunities to learn, develop and reach their potential in line with 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.

Examinations

Two-stage assessment:

Assessment 1: 90 minute professional discussion underpinned by portfolio work on KSBs

Assessment 2: knowledge test based on 40 multiple-choice questions to be completed inside 60 minutes

Markings: Fail/Pass/Distinction

Progression routes

Progression towards the Level 3 Early Years Educator (EYE) is the natural step from Level 2 where the EYP will use the Knowledge, Skills and Behaviours to take on a more supervisory/leadership role with more responsibility.

Experienced nursery nurses could also study towards a higher education qualification in child development to open up career options in management or early years teaching. Higher education qualifications include:

foundation degrees in early years related subjects
degrees in early childhood studies, early years, child development or related subjects.

Benefits

Achieving the Early Years Practitioner qualification will set you on the pathway to one of these roles and salary options:

Nursery worker

Average Salary: £19,000

Teaching assistant

Average Salary: £23,000

Childcare worker

Average Salary: £16,893

Early years educator

Average Salary: £18,526

Family support worker

Average Salary: £21,000

Overview

Duration

Training: 12 Months
Gateway : 12 Month point
End Point Assessment: 3 Months

Total: 15 Months

Enrolment

Enrolling now subject to suitability

Funding

Levy – £4,000 deducted from your digital account
Non-Levy – 95% Government funded, £200 employer contribution

Level of Apprenticeship

Level 2

Gateway

Upon completion of your training, you will need to pass through the Gateway to enter the End Point Assessment.

Gateway requirements:

Maths & English (Level 1/Grade E/2 or equivalent)

All training will be provided for the above Gateway requirements, if not previously achieved. For exemption of these aims, we will require evidence of certification at enrolment.