Summary
Childminders care for children in a home setting and run their own businesses – this job will give you exposure to every aspect of being a childminder from educating little minds to being an entrepreneur. Own car not necessary (we do almost all trips into Camberley and local attractions by bus). Lots of great playgrounds within walking distance.
Wage
Competitive
Training course
Early years educator (level 3)
Hours
SURREY TERM TIME ONLY Academic year 2024 2025 Wed 9am til 1pm Thurs 9am til 1pm Academic year 2025 2026 Wed 9am til 6pm Thurs 9am til 6pm Academic year 2026 2027 Tues 7am til 2/6pm Wed 7am til 2/6pm Thurs 7am til 2/6pm
30 hours a week
Possible start date
Monday 21 April
Duration
1 year 6 months
Positions available
1
Work
As an apprentice, you’ll work at a company and get hands-on experience. You’ll gain new skills and work alongside experienced staff.
What you’ll do at work
* Supporting or leading educational games
* Conducting activities such as crafts, music and cooking
* Preparing the learning environment with resources and displays
* Helping with trips and outings including school runs
* Feeding and changing babies
* Observing and assessing children to help their learning
* Invoicing parents, financial accounts (training will be provided)
Where you’ll work
59 YOCKLEY CLOSE
CAMBERLEY
GU15 1QQ
Training
An apprenticeship includes regular training with a college or other training organisation. At least 20% of your working hours will be spent training or studying.
College or training organisation
FARNBOROUGH COLLEGE OF TECHNOLOGY
Your training course
Early years educator (level 3)
Equal to A level
Course contents
* Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
* Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
* Apply the principles of risk assessment and risk management within documentation and practice.
* Teach children to develop skills to manage risk and maintain their own and others safety.
* Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
* Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
* Undertake the role and responsibilities of key person.
* Recognise and apply theories of attachment to develop effective relationships with children.
* Provide sensitive and respectful personal care for children from birth to 5 years.
* Advocate for all children’s needs, including children which require SEND or EAL support.
* Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
* Support children to develop a positive sense of their own identity and culture.
* Support children to understand and respond to their emotions and make considered choices about their behaviours.
* Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
* Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
* Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
* Apply strategies that support children’s ability to manage change, transition, and significant events.
* Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
* Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
* Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
* Use reflection to develop themselves both professionally and personally.
* Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
* Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
* Apply the principles of risk assessment and risk management within documentation and practice.
* Teach children to develop skills to manage risk and maintain their own and others safety.
* Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
* Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
* Undertake the role and responsibilities of key person.
* Recognise and apply theories of attachment to develop effective relationships with children.
* Provide sensitive and respectful personal care for children from birth to 5 years.
* Advocate for all children’s needs, including children which require SEND or EAL support.
* Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
* Support children to develop a positive sense of their own identity and culture.
* Support children to understand and respond to their emotions and make considered choices about their behaviours.
* Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
* Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
* Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
* Apply strategies that support children’s ability to manage change, transition, and significant events.
* Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
* Facilitate and support child-centred opportunities and experiences based on the setting's curriculum and pedagogy.
* Provide adult led opportunities and experience based on the setting's curriculum and pedagogy.
* Use reflection to develop themselves both professionally and personally.
Your training plan
This training plan has not been finalised. Check with this employer if you’ll need to travel to a college or training location for this apprenticeship.
More training information
Apprenticeships combine real work with training and study. Unlike college or university, you’ll apply what you learn directly on the job, gaining hands-on experience and skills. How you study will be up to you (online or face to face at a training institution e.g. Farnborough College) and your studies will be fully funded, meaning you’ll not need to pay anything towards your studies, while at the same time earning money on the job and gaining valuable experience in the early years and childcare sector.
Requirements
Let the company know about other relevant qualifications and industry experience you have. They can adjust the apprenticeship to reflect what you already know.
Skills
* Communication skills
* Organisation skills
* Creative
* Patience
Other requirements
The start date is flexible, this position could start as early as Tuesday 22 April (summer term 2025) or as late as the new autumn term in September 2025. It is desirable but not necessary that the apprentice works for summer term 2025 but I definitely need the apprentice to be on board by September 2025 in time for the start of the autumn term.