The programme runs for either 20 months (standard route) or 8 months (fast track) on-programme, followed by a 3-month End-Point Assessment period.

Fast Track is subject to prior learning, experience and employer agreement in line with apprenticeship funding rules.

Early Years Lead Practitioners are highly skilled professionals who act as positive role models for the early years workforce. They may work across nurseries, pre-schools, children's centres, reception provision, family services and other early education environments. Their responsibilities may include:

• Acting as a positive role model for high-quality early years practice
• Leading and supporting improvements in teaching, learning and care
• Supporting the development and implementation of curriculum and pedagogy
• Leading or supporting particular areas of early years provision
• Coaching, mentoring and providing constructive feedback
• Using research and evidence to inform improvements
• Promoting effective approaches to SEND and inclusion
• Championing safeguarding and children's welfare
• Building effective partnerships with parents and carers
• Evaluating the quality and impact of early years practice

Early Years Lead Practitioners combine advanced occupational expertise with leadership, reflection, professional influence and a commitment to improving outcomes for children.

Typical job roles include Lead Practitioner, Room Leader, Deputy Manager, Pre-school Leader and Early Years Coordinator.

This apprenticeship is particularly suited to experienced early years professionals who are ready to extend their influence and take greater responsibility for the quality and development of early years practice.

Funding: Levy and non-levy employer funding available.

Find out how apprenticeship funding works for your organisation on our apprenticeships for employers page, or speak to our team.

Delivery Model: Remote delivery supported by advanced workplace application, professional reflection and leadership development.

Delivery includes:

• Live remote tutor-led training
• Structured off-the-job training
• Individual tutor support
• Curriculum and pedagogical development
• Leadership and professional-practice development
• Coaching and mentoring activities
• Safeguarding leadership development
• SEND and inclusive-practice development
• Research and evidence-informed practice
• Workplace-based improvement activities
• Professional discussions, reflective practice and workplace observations
• Portfolio development and End-Point Assessment preparation

High Ridge Training's programme incorporates 466 planned off-the-job training hours. Employers must provide protected time during working hours for required apprenticeship training and suitable workplace opportunities for apprentices to develop and demonstrate the knowledge, skills and behaviours required by the standard.

Advanced child development: apprentices deepen their understanding of:

• Holistic child development
• Speech, language and communication
• Brain development and neuroscience
• Attachment and emotional security
• Individual developmental pathways
• Applying child-development knowledge to improve professional practice

Observation, assessment and evaluation: apprentices develop advanced skills in:

• Evaluating assessment information
• Identifying individual developmental needs
• Supporting colleagues with observation and assessment practice
• Using information to improve curriculum and provision
• Evaluating the effectiveness of interventions

Research, evidence and reflective practice: apprentices develop the ability to:

• Engage with research and evidence
• Reflect critically on their own practice and support reflective practice in others
• Evaluate the impact of practice on children's outcomes
• Challenge existing practice constructively

Partnership and multi-agency working: apprentices develop confidence in:

• Building effective partnerships with parents and carers
• Communicating with senior leaders and managers
• Working with SENCOs and safeguarding leads
• Contributing to multi-agency working
• Supporting effective transitions

Apprentices develop the professional behaviours expected of an Early Years Lead Practitioner, including:

• Acting as a positive professional role model
• Putting children at the centre of decision-making
• Demonstrating integrity and professional responsibility
• Championing equality, diversity and inclusion
• Influencing others positively
• Being reflective and evidence-informed
• Supporting the development of others
• Demonstrating commitment to Continuing Professional Development

Before entering End-Point Assessment, apprentices must:

• Achieve Level 2 English and Maths (if required in line with current apprenticeship funding rules)
• Demonstrate the knowledge, skills and behaviours required by the apprenticeship standard
• Complete their on-programme portfolio
• Complete a minimum of 466 off-the-job training hours
• Be confirmed as occupationally competent by their employer

The EPA is conducted by an independent End-Point Assessment Organisation and typically includes:

• Observation with questioning
• Professional Discussion underpinned by a portfolio of evidence

The apprentice must successfully pass the EPA to achieve the full apprenticeship standard.

• Employment within a suitable early years environment
• An established level of occupational experience within early years practice
• Opportunities to influence and support the practice of others
• Opportunities to contribute to curriculum and pedagogical development
• Opportunities to support colleagues through coaching, mentoring or professional guidance
• Opportunities to support SEND, inclusive practice and safeguarding
• Suitability to work with children in accordance with relevant statutory and setting requirements
• Motivation to develop as an advanced early years professional and leader of practice

Individual English and Maths requirements will be identified during the initial assessment and enrolment process. High Ridge Training will work with the apprentice and employer to ensure the individual's role provides sufficient opportunities to develop and demonstrate the occupational competence required by the standard.

Practitioners who are not yet at this level may start with the Level 3 Early Years Educator apprenticeship.

Successful completion provides a strong foundation for progression into senior practitioner, specialist, leadership and management roles across the early years sector. Career and training opportunities may include:

• Early Childhood studies / Education degree routes
• Teaching or QTS pathways, such as Early Years Teacher (EYTS)
• Senior Early Years Practitioner
• Room Leader
• Early Years Practice Lead
• Curriculum or Pedagogy Lead
• Early Years SENCO
• Early Years Safeguarding Lead
• Early Years Mentor or Coach

With further occupational experience and professional development, progression opportunities may include:

• Deputy Nursery Manager
• Nursery Manager
• Early Years Quality Lead
• Early Years Advisor
• Early Years Trainer or Assessor
• Early Years Consultant
• Area or Multi-Site Early Years Leadership roles

The apprenticeship can also provide a strong foundation for further professional study, leadership and management development and, subject to individual entry requirements, progression into higher education.

• Develop advanced Level 5 early years expertise within a real working environment
• Progress from effective practitioner to leader and influencer of professional practice
• Develop curriculum and pedagogical leadership capability
• Build confidence coaching, mentoring and supporting colleagues
• Strengthen safeguarding leadership and professional responsibility
• Access Early Years Alliance Student Membership
• Gain additional Designated Safeguarding CPD
• Build a strong foundation for progression into senior, specialist and leadership roles

Explore our early years and childcare apprenticeships or read more about apprenticeships for employers.

Professional Membership: Early Years Alliance Student Membership

Apprentices are supported to access Student Membership with the Early Years Alliance during their programme. At Level 5, engagement with the wider profession helps apprentices look beyond their own practice and consider research, policy and sector developments that can inform improvements within their setting. Membership benefits can include:

• Access to the Alliance's Under 5 membership magazine
• Early years sector news and professional information
• Access to member-only Connect Sessions
• Information relating to the EYFS and regulatory developments
• Discounts on selected publications, resources and training opportunities
• Access to the Early Years Alliance annual conference

Accredited CPD: Designated Safeguarding Training

Apprentices also complete accredited Designated Safeguarding training, particularly relevant to experienced early years professionals who may hold, progress towards or support designated safeguarding responsibilities. The training supports apprentices to:

• Understand the role of a Designated Safeguarding Lead
• Recognise and respond to complex safeguarding concerns
• Understand appropriate referral and escalation processes
• Develop understanding of multi-agency safeguarding arrangements
• Understand how to respond appropriately to disclosures and allegations
• Contribute to the development of a strong organisational safeguarding culture

Completion of this training does not in itself appoint an apprentice as their organisation's Designated Safeguarding Lead. Employers remain responsible for determining designated safeguarding responsibilities within their setting and ensuring any role-specific training requirements are met.

We are committed to safeguarding and promoting the welfare of all learners. Apprentices receive ongoing pastoral, academic and professional support throughout their programme.

The full Early Years Lead Practitioner apprenticeship standard (ST0551) is published on Skills England. You can also contact our team for advice on eligibility, funding and start dates.