COURSE
L5 Apprenticeship Standard for Early Years Lead Practitioner
The Level 5 Early Years Lead Practitioner is ideal for a proactive and influential practitioner, working directly with children, skilfully leading the day-to-day practice at an operational level.
This occupation is found in a range of settings which can include day nurseries, playgroups, nursery schools, pre-schools, kindergartens, primary schools, hospitals, social care settings, out of school environments and local authority provision.
The highly skilled lead practitioners adapt to individual needs providing inclusive and holistic provision. They are effective role models of play-based learning, supporting others to develop their own practice. In their daily work, the lead practitioner interacts with children aged from newborns to eight years, families, practitioners, other professionals and appropriate agencies. An employee in this occupation will be responsible for supporting the quality of learning and development in their setting. They lead on the operational aspects of this provision and are typically responsible for leading other practitioners, an aspect or environment such as Communication and Language, Planning and Assessment, Forest School, Physical Activity and Nutrition.
Job Roles this qualification is suitable for:
Examples of a job role this qualification is suitable for but not limited to are:
- Room Leader, Deputy Manager, Assistant Manager, Senior Practitioner, Lead Practitioner, Pre-school Leader, Early Years Coordinator
- Early Years Practitioner, Nursery Officer, Early Years Officer, Key Worker, Senior Key Worker, Baby Room Leader, Lead Baby Room Practitioner, Play Leader
- Early Years Support Worker, Higher Level Teaching and Learning Assistant, Early Years Foundation Stage Lead or Coordinator
- Pastoral Care Manager, Pastoral Assistant, Education Welfare Officer
- Specialist Practitioner in Child Development (Health), Community Nursery Nurse, Health Play Specialist, Hospital Play Worker
Entry Requirements:
- Level 3 Early Years Educator or Equivalent Qualifications/Extensive Experience
- Undertake the Disclosure and Barring Service process and provide the result
- Apprentices without Level 2 English and maths will need to achieve this level prior to taking the end-point assessment
- For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3
- A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL
How long will it take to complete?
Aims of this qualification
The aim of this qualification is to support the apprentice’s understanding of the 3 key areas covering Knowledge, Skills and Behaviours.
| KNOWLEDGE | SKILLS | BEHAVIOUR |
|---|---|---|
| Typical and atypical neurological, cognitive, social, emotional, behavioural, communication and physical development | Analyse and articulate children’s individual learning | Ethical, fair, consistent and impartial, valuing equality and diversity |
| Child protection and safeguarding policies and procedures | Promote equality of opportunity and anti-discriminatory practice | Reflective practitioner |
| Theories of self-regulation, resilience and well-being | Observe, assess, plan, facilitate and participate in play opportunities | Flexible and adaptable |
| Theories of attachment | Engage in effective strategies to develop and extend children’s learning and thinking | Creative and imaginative |
| The social cultural context on the learning and development of the child | Enhance the learning environment, prioritising the safety and wellbeing of all children | Receptive and open to challenge and constructive criticism |
| The importance of play and the theoretical perspectives of play | Holistically support the child’s individual needs | Caring and empathetic |
| How to enable enquiry based active learning | Demonstrate the importance of the home learning environment | Person-centred, friendly and approachable |
| Development of emergent literacy and numeracy skills such as synthetic phonics | Develop, enhance and articulate own pedagogical approach and practice | Leaderful and motivating |
| The impact of opportunities, resources and relationships on learning and development | Carry out risk assessments and risk management processes in line with policies and procedures | Positive and proactive member of the team |
| Principles of reflection in influencing early years practice | Be a leaderful practitioner to support, mentor, coach, train and guide colleagues | Demonstrate playful practice through animated and expressive play |
| How planning cycles inform and improve practice | Advocate for children through the child-centred approach | Respond to children’s spontaneous activities |
| Collaborative approaches to working with parents, professional bodies and multi agencies | Competently action and carry out safeguarding procedures | Quality interactions with children |
How is it delivered?
Apprentices will be allocated a qualified tutor to support the full completion of the apprenticeship and prepare them for the end-point assessment. The tutor will undertake engaging and interactive teaching, learning and support sessions with the apprentice on a regular basis (at least every 4-5 weeks) remotely via Zoom or in the workplace if appropriate to conduct teaching, learning and assessments. These will be planned with the apprentice and employer.
The tutor will manage a portfolio of evidence using an online electronic system called OneFile and give regular updates about progress. Apprentices can contact their tutor in-between visits to discuss any aspect of their qualification and will be able to access their online portfolio 24/7.
Learning Outcomes:
- Level 5 Early Years Lead Practitioner Apprenticeship Standard
- Level 2 Functional Skills in English
- Level 2 Functional Skills in maths
On Programme Learning:
Assessment Gateway
Before the apprentice is adjudged ready to undertake the end-point assessment by their employer and training provider, they will need to:
- Achieve Level 2 English and mathematics Functional Skills
- Receive confirmation from the employer that the apprentice is working at or above the level of the occupational standard
- Submit a portfolio of evidence containing 20 discrete pieces of evidence
- Submit a brief summary outlining the project plan, research requirements, and an overview of time frames
- Get the title and scope of the case study agreed by the employer and the End-Point Assessment Organisation (EPAO)
The purpose of the end-point assessment is to test (in a synoptic way) the skills, knowledge and behaviours of the apprentice as set out in the apprenticeship standard.
The end-point assessment provides apprentices with a showcase opportunity to provide oral and documentary evidence of their knowledge, skills and behaviours developed throughout the apprenticeship. Enables the independent assessor to assess the skills and behaviours of the apprentice by observing the apprentice in the course of their normal work. Tests the knowledge acquired by the apprentice throughout the apprenticeship.
End Point Assessment
An end-point assessment will be conducted by staff from an Independent End-Point Assessment Organisation (IEPAO) approved by the Register of End-Point Assessment Organisations.
The end-point assessment will comprise of three assessments. All assessments must be individually passed for the apprentice to be deemed competent:
- Observation with questions:
An observation with questions involves an independent assessor observing and questioning an apprentice undertaking work, as part of their normal duties, in the workplace. This allows for a demonstration of the KSBs through naturally occurring evidence.
Grading for Observation with questions: Pass/Distinction
- Professional discussion underpinned by a portfolio of evidence
A professional discussion is a two-way discussion which involves both the independent assessor and the apprentice actively listening and participating in a formal conversation. The apprentice leads the discussion. It gives the apprentice the opportunity to make detailed and proactive contributions to confirm their competency across the KSBs mapped to the assessment method.
The portfolio of evidence should be mapped by the apprentice against the KSBs assessed by the professional discussion. The evidence sources may include workplace documentation/records, witness statements, annotated photographs, video clips.
Grading for Professional discussion underpinned by a portfolio of evidence: Pass/Distinction
- Case study with report and presentation with questioning:
The case study report will be based on a case study that the apprentice has done with an individual child or group of children. The case study report should include an analysis of observations the apprentice has made. The presentation will complement the report by allowing the apprentice the opportunity to provide more information about the report and to answer questions on it.
Grading for Case study with report and presentation and questioning: Pass/Distinction
Overall apprenticeship standard grade: Pass/Merit/Distinction
Professional Body Recognition: This standard aligns with the following professional recognition:
- Criteria for Level 3 Early Years qualifications for Early Years Educator
Progression routes:
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