Early Years Lead Practitioner Level 5

This apprenticeship is ideally suited to experienced early years professionals who are ready to progress into leadership and management roles. Designed to build on existing practice, it supports learners in developing the advanced skills, knowledge, and confidence needed to lead teams, manage settings effectively, and drive high-quality outcomes for children and families. This qualification is perfect for ambitious professionals who are committed to excellence in early years education and are looking to take the next step in their career progression, opening the door to greater responsibility and long-term professional growth.

Occupation Summary

A Level 5 Lead Practitioner qualification is ideal for experienced early years professionals ready to step into, or strengthen, a leadership role within an early years setting.

Typical Duration to gateway: 18 Months
Typical EPA period: 3 Months

Suitable for:

– Experienced early years practitioners working with children aged 0-5.
– Room Leaders, senior practitioners, or deputies.
– Aspiring or existing setting managers.
– Practitioners who support, mentor and guide staff.
– Those involved in quality improvement, curriculum planning, and safeguarding.

Skills and Qualities:

– Ability to lead teams and model best practices.
– Good communication, organisation, and reflective skills.

Eligibility Criteria

To access government funding for this apprenticeship, applicants must meet strict eligibility criteria.
– Must be employed (or have a job offer) in an early years setting (e.g. nursery, pre-school) that will support your apprenticeship.
– GCSE’s (or equivalents) in English and Maths at Grade C/4 or above (desirable)
– A level 3 Early Years qualification (Early Years educator or equivalent)
– You must have or be able to pass a DBS check.
– Lived in the UK for the last 3 years.

Apprenticeship Components

~ Apprenticeship Standard – Knowledge, Skills and Behaviours (KSB’s)
~ Level 2 Functional Skills in English (the equivalent of GCSE grade 4/C or above)
~ Level 2 Functional Skills in Maths (the equivalent of GCSE grade 4/C or above)
~ 20% Off the Job Training – 6+ hours per week.
~ End Point Assessment (EPA)

KSB’s

Knowledge, Skills and Behaviour

Duties and Relevent KSB’s

Promote the health and well-being of all children, self-regulation and resilience through learning rich environments, opportunities for challenging play and a healthy attitude towards risk-taking.

KSB’s
K1 K2 K3 K4 K5 K7 K8 K9 K10 K11 K13 K15 K17 K18 K19 K20 K21
S2 S6 S7 S8 S9 S12 S13 S17 S21 S22 S23 S24 S25
B1 B2 B3 B4 B5 B6

Provide playful, sensitive interaction opportunities that reflect children’s needs, interests and motivations in order to facilitate and extend deep-level learning.

KSB’s
K1 K2 K3 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K19 K20
S3 S4 S5 S6 S7 S8 S12 S13 S15 S16 S17 S18 S19 S20 S21
B1 B3 B4 B6

Participate in and lead daily routines and practice, including children’s personal care, play and maintain the physical environment.

KSB’s
K1 K2 K3 K5 K7 K11 K12 K13 K15 K18 K21
S2 S3 S4 S5 S8 S9 S12 S13 S18 S23
B3 B4 B5 B6

To be an effective key person and advocate for the child, supporting the child’s developmental, emotional and daily needs within a secure and caring relationship. To ensure the effectiveness of the key person approach across the aspect environment for which they are responsible.

KSB’s
K1 K2 K3 K4 K5 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20S2 S3 S4 S5 S6 S7 S8 S9 S10 S12 S13 S14 S15 S16 S17 S18 S21 S22 S23 S24 S25 S26B1 B2 B3 B4 B5 B6

To take the lead and provide support in disseminating best practice in the use of observation, assessments and planning to meet children’s needs and extend their holistic development within the aspect or environment for which they are responsible.

KSB’s
K1 K2 K3 K4 K7 K8 K10 K11 K12 K13 K14 K15 K16 K19 K20
S3 S4 S5 S6 S7 S8 S12 S15 S16 S17 S18 S19 S20 S21 S23 S24 S26
B1 B2 B3 B4 B5 B6

Promote, demonstrate and facilitate a clear understanding of diversity and equality to support all children, including those with additional needs, those of high ability, those with English as an additional language and those with disabilities. To be able to use and evaluate distinctive approaches which engage and support the inclusivity of all children within their social and cultural context.

KSB’s
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K13 K15 K16 K17 K18 K19 K20 K21
S2 S3 S6 S7 S8 S10 S12 S13 S14 S15 S16 S17 S18 S19 S21 S22 S23 S24 S25 S26
B1 B2 B3 B4 B5 B6

Ensure full compliance with all safeguarding legislation, policies and strategies at a national, local and setting-based level. Promote, implement and embed respectfully within practice, providing appropriate support to colleagues as, or supporting the Designated Safeguarding Lead.

KSB’s
K1 K3 K4 K5 K6 K7 K8 K10 K17 K18 K19 K20 K21
S1 S6 S10 S13 S14 S21 S22 S23 S24 S25 S26
B1 B2 B3 B5 B6

Demonstrate leaderful practice through the effective deployment of resources and practitioners, keeping the child’s voice and needs central to practice.

KSB’s
K1 K2 K3 K5 K8 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20
S6 S9 S10 S13 S16 S17 S18 S20 S21 S22 S23 S25 S27
B1 B2 B3 B4 B5 B6

Reflect and build on practice through ongoing professional enquiry and action research to contribute to the pedagogical approach of their educational setting. To be accountable for day-to-day practice, longer-term planning, management and training within the specific aspect or environment for which they are responsible.

KSB’s
K2 K3 K4 K5 K7 K8 K11 K12 K13 K14 K15 K16 K17 K18 K19
S2 S4 S5 S6 S7 S8 S12 S13 S16 S17 S18 S20 S21 S23 S25
B1 B2 B3 B4 B5 B6

Establish engaging, inclusive and collaborative relationships and participate in multiagency meetings. Enable and facilitate practitioners to develop professional relationships with parents, carers and multi-agencies to meet the individual needs of the children.

KSB’s
K1 K2 K3 K6 K7 K8 K9 K15 K17 K18 K19 K20
S1 S6 S8 S9 S10 S14 S19 S21 S22 S23 S25 S26
B1 B2 B3 B5 B6

Lead as a reflective practitioner, committing to enhancing skills and knowledge to improve pedagogical practice. Guide and support the development of the reflective practice of others.

KSB’s
K1 K3 K5 K6 K7 K11 K12 K13 K16 K18 K19 K20 K21
S17 S20 S25
B1 B2 B5 B6

Initiate continuing professional development opportunities in response to identification of strengths and weaknesses, both personally and within your team. Provide constructive feedback on points of practice on an informal day to day basis and contribute to formal performance management as necessary.

KSB’s
K13 K18 K19 K20 K21
S17 S22 S23 S24 S25
B2 B3 B5 B6

Ensure compliance with all Health and Safety legislation, policies and strategies at a national, local and setting-based level.

KSB’s
K1 K12 K15 K17 K20 K21
S2 S9 S13 S16 S21
B1 B5

Maintain effective administrative systems, including development records, assessment, report writing and record keeping, such as risk assessments and safeguarding concerns.

KSB’s
K1 K2 K3 K6 K8 K9 K10 K13 K14 K16 K17 K20 K21
S1 S2 S6 S7 S8 S14 S15 S18 S19 S23 S24 S26
B1 B5 B6

Work in a collaborative partnership with parents and carers in the planning, implementation and review strategies carers in the planning, implementation and review of strategies in place to support children’s experience, holistic development, learning and progress.

KSB’s
K2 K3 K5 K7 K8 K9 K10 K12 K15 K16 K17
S1 S2 S3 S4 S6 S7 S8 S10 S11 S12 S14 S15 S16 S20 S23
B1 B3 B4

To lead and manage across the area, aspect or environment for which they are responsible.

KSB’s
K1 K2 K6 K7 K10 K17 K18 K20 K21 K22
S1 S6 S8 S10 S11 S13 S14 S17 S19 S20 S21 S22 S23 S24
B1 B2 B3 B4 B5 B6

End Point Assessment (EPA)

The EPA consists of 2 assessment methods.
-> Assessment method 1 – observation with questioning:
Fail
Pass
Distinction

-> Assessment method 2 – professional discussion underpinned by a portfolio of evidence:
Fail
Pass
Distinction

-> The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
Fail
Pass
Merit
Distinction

Off-The-Job Training

Whilst on programme, an Apprentice must spend a minimum of 20% of their working day conducting ‘off-the-job training’ towards their qualification. This equates to a minimum of 6 hours per week.
This could include: Lectures, role-playing, simulation exercises, online learning, manufacturer training, industry visits and attendance at shows/conferences/competitions.
This could also include time spent writing assignments/assessments.
This does not include: English, Maths, progress reviews, on-programme assessment, or training which takes place outside the apprentice’s paid working hours.

Funding is available for eligible learners, subject to standard eligibility checks.

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