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L6Apprenticeship7961 approved provider
The Level 6 Early years teacher, and the 1 provider delivering it.
To be responsible for the learning, physical, emotional, social and intellectual development, and care of young children from birth to 5 years.
About this apprenticeship
What this apprenticeship covers
Apprentices learn to lead and deliver high-quality early years education and care for children from birth to five. The programme covers child development across physical, emotional, social and intellectual domains, alongside curriculum planning, observation and assessment, and safeguarding. Apprentices develop the skills to create effective learning environments, work in partnership with parents and carers, and support children with additional needs. At Level 6, the focus is on professional leadership within an early years setting rather than purely classroom practice.
Day-to-day responsibilities
Working directly with young children, apprentices plan and lead activities that support development across all areas of the Early Years Foundation Stage. A typical week involves observing and recording individual children's progress, contributing to parent meetings, liaising with colleagues on planning cycles, and ensuring safeguarding and welfare requirements are met. Apprentices will also support colleagues in less experienced roles, reflecting the leadership expectations attached to Early Years Teacher Status, which this apprenticeship is designed to achieve.
Career outlook
Completing this apprenticeship leads to Early Years Teacher Status (EYTS), recognised by the Department for Education. Typical roles after qualification include room leader, lead practitioner, EYFS coordinator, or deputy manager in nurseries, children's centres, and maintained school reception classes. Employers range from private day nurseries and local authority settings to academy trusts and independent schools. With further experience, progression into nursery management or advisory and advisory support roles within local authority early years teams is a common route.
1 approved provider
Sorted by achievement rate.
Teesside University
Employer: 3.0
Teesside University is a higher and degree apprenticeship provider offering professional apprentices...
Career outcomes
Roles after completion
Graduates of this standard are qualified to work as an Early Years Teacher, holding Early Years Teacher Status (EYTS). Typical entry-level roles include Room Leader, Key Person, or Early Years Practitioner in a senior capacity. Some move directly into a named practitioner role with designated responsibility for a cohort of children from birth to five, often stepping up to lead a room or age-group within a nursery or pre-school setting.
Progression paths
Within three to five years, many Early Years Teachers progress to Deputy Manager or Nursery Manager, taking on operational responsibility for a setting. Those who prefer a specialist track may move into SENDCo (Special Educational Needs and Disabilities Coordinator) roles, early intervention work, or advisory positions supporting other practitioners. Longer term, senior paths include Area Manager for a group of settings, Local Authority Early Years Advisor, or lecturer and assessor roles in further education delivering early years qualifications.
Where these roles sit
Hiring happens across the private, voluntary and independent (PVI) sector, which includes independent day nurseries, nursery chains and pre-schools, as well as maintained nursery schools and school-based nursery classes in the state sector. Children's centres, charities delivering family support services, and local authority early years teams also employ qualified practitioners at this level. Settings range from single-site small businesses to large national providers operating multiple nurseries.
How it's assessed
How the apprenticeship is assessed
Learning takes place alongside employment in an early years setting, building the knowledge, skills and behaviours required to lead practice with children from birth to five. Before final assessment, the apprentice must pass through a readiness gateway, where the employer and training provider confirm that the apprentice has demonstrated sufficient competence to proceed. Final assessment then determines whether the apprentice meets the full standard for early years teaching. Assessment at this level involves evaluating both professional practice and academic achievement. The assessment model for many Level 6 standards is currently being updated, so check the standard's gov.uk page for the current specification.
What learners need to prepare
Building a strong body of workplace evidence throughout the programme is essential. Learners should document their work with children, families and colleagues from early on, rather than trying to gather evidence towards the end. Close communication with both the employer and the training provider helps ensure readiness decisions are well-informed and timely. At this level, learners should also expect a significant academic component alongside practical demonstration, so keeping organised records of both professional practice and study will support progression through the gateway.
Choosing a provider
What good looks like
Look for providers with an achievement rate above 65% on their FATP profile, and check whether employer and apprentice satisfaction scores are both visible and strong. For this standard, placement quality matters more than almost anything else: a good provider will have established relationships with diverse early years settings, covering childminders, nurseries, maintained schools and private providers. Tutors should hold Early Years Teacher Status themselves and have recent, direct experience in birth-to-5 practice. Check that the provider covers your region and has experience placing trainees in settings similar to yours.
Red flags to watch for
Be cautious of providers with high learner volumes but declining achievement rates, which can signal stretched support structures. Vague answers about how placement schools and settings are selected, or providers who cannot show that alumni have gone on to achieve Early Years Teacher Status, are both warning signs. Providers who cannot explain how they assess the birth-to-5 age range specifically, rather than the broader 0-8 curriculum common to some programmes, may not be properly aligned to this standard.
Questions to ask before you commit
- What early years settings do you work with for placements, and how do you match apprentices to them?
- How do assessors stay current with changes to the EYFS framework and Ofsted inspection criteria?
- What is your achievement rate for this standard over the last two years?
- How do you support apprentices who are working in a setting that covers only part of the birth-to-5 age range?
- Can we speak to a previous apprentice or their employer about the experience?
- How is the Early Years Teacher Status assessment structured and what support do apprentices receive in the final phase?
- What happens if an apprentice's host setting changes or closes during the programme?
Common questions
What qualifications or experience do I need to start an early years teacher apprenticeship?
Employers and training providers set their own entry requirements, but most expect GCSEs in English and maths at grade 4 or above, or equivalent. Applicants must already be working with young children in an early years setting for the duration of the apprenticeship. Some providers may ask for prior level 3 qualifications in childcare or education. Check individual provider requirements, as these vary.
How long does this apprenticeship take and how does the learning fit around work?
The typical duration is around 33 months, though this depends on prior learning and individual progress. Throughout that period the apprentice remains employed in an early years setting, applying skills directly with children from birth to 5 years. Off-the-job learning is built into working hours. The exact time split between work-based and off-the-job learning is subject to current reforms, so check the gov.uk standard page for the up-to-date specification.
How is the early years teacher apprenticeship assessed?
Before taking end-point assessment, the apprentice must pass through a gateway, where the employer and training provider confirm the apprentice has met all occupational standards. Assessment models for many apprenticeship standards are being updated under current reforms, so check the gov.uk page for this standard to confirm the current assessment method. The apprentice must demonstrate genuine competence working with young children before the gateway is passed.
How does an employer pay for this apprenticeship?
The funding band for this standard is £27,000, which is the maximum that can be drawn from the apprenticeship levy or government co-investment to cover training and assessment costs. Large employers with a levy account use those funds directly. SMEs without a levy account typically contribute 5% of training costs, with the government covering the rest. Employers taking on an apprentice aged 16 to 18 may pay nothing, depending on the size of their organisation.
What does an early years teacher apprentice actually do day-to-day?
An apprentice in this role works directly with children from birth to 5 years in a registered early years setting. Day-to-day responsibilities include planning and leading learning activities, observing and tracking children's development, supporting physical and emotional wellbeing, and communicating with parents and carers. They are expected to take a teaching lead, not just assist, and to apply knowledge of child development theory to real decisions about care and education in the setting.
What can an early years teacher do next after completing this apprenticeship?
Completing the apprenticeship leads to Early Years Teacher Status (EYTS), which is the professional qualification for working with children from birth to 5. From there, practitioners can move into room leader, deputy manager, or setting manager roles. Some go on to pursue a postgraduate qualification to gain Qualified Teacher Status (QTS), which opens routes into primary school teaching. Others progress into early years advisory or specialist roles within local authorities or multi-academy trusts.
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Curated by Alex Lockey, FATP founder and editor. Last reviewed: .
Sources include the apprenticeship's official specification on apprenticeships.gov.uk, Skills England guidance, IfATE archive records, DWP funding bands, and provider data sourced directly from the public Apprenticeship Provider and Assessment Register (APAR). Standard reference: 796.
Some sections on this page were drafted with AI assistance from published source data and reviewed by a human editor before publication. See our editorial methodology for how we maintain this content. Spotted something out of date? Tell us.