Level 2 Early Years Practitioner

Level 2 Early Years Practitioner

Early Years Practitioner Level 2

A Children and Young People's Workforce Level 2 Apprenticeship Standard

This occupation is found in a range of private and public settings including; full day care, children’s centres, pre-schools, reception classes, playgroups, nursery schools, home based provision, hospitals, social care settings, out of school environments and local authority provision to deliver the Early Years Foundation Stage (EYFS) requirements set by government for the learning, development and care of children from birth to 5 in both indoor and outdoor environments.

The broad purpose of the occupation is to work and interact directly with children on a day to day basis supporting the planning of and delivery of activities, purposeful play opportunities and educational programmes within the ethos of the setting. An EYP works as part of a professional team ensuring the welfare and care for children under the guidance and supervision of an Early Years Educator, teacher or other suitably qualified professional the Early Years Workforce.


Training Covers

  • 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 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 and 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 learning and development requirements for babies and young children that must be implemented by your setting.

  • 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.

  • What specialist aids, resources and equipment are available for the children you work with 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 and accountabilities 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 reflective practice and continued professional development to improve own skills and early years practice.

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

  • The importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning.


To be eligible – employees must:

  • Be aged 16 years or older
  • Have been resident in the UK/EAA for at least three years prior to commencing your apprenticeship
  • Be employed in England and have a Contract of Employment
  • Work for at least 30 hours per week
  • Not currently enrolled onto any other apprenticeship, or another DfE funded FE/HE programme
  • Meet a minimum level of English and Maths skills in order to undertake this course

Training is arranged to suit you:

Training takes on average 12 months to complete, however this can be shorter dependent upon whether you have any recognition of prior learning (RPL) or unit/credit exemptions. We will discuss this with you at enrolment.

Programme Structure

The apprenticeship is made up of the following components:

  • Level 2 Early Years Practitioner
  • Functional Skills (Level 1) English & Maths

Assessment Practice

Regular evaluation sessions with managers and trainers will allow apprentices to practice end assessment activities such as practical observations, Q&A sessions, reviewing the apprentice’s portfolio of evidence and a series of professional discussions. To prepare for a final end point assessment apprentices will be asked to complete a number of activities in-between visits to build confidence and competence in the knowledge, skills and behaviours areas.

End Point Assessment

Apprentices access End Point Assessment following a gateway discussion with their employer and trainer where entry requirements are discussed, checked and recorded including functional skills at the required level. The End Point Assessment will include the following types of assessment:

  • Knowledge Test
  • Professional Discussion underpinned by the Portfolio

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