The broad purpose of the occupation is to be a proactive and influential practitioner, working directly with children, skilfully leading day to day practice at an operational level. As active practitioners they are effective role models of play based learning, supporting others to develop their own practice.
As active practitioners they are effective role models of play based learning, supporting others to develop their own practice. They are highly skilled professionals who take an operational lead for the care, learning and development of all young children within their care, adapting to individual needs providing inclusive and holistic provision. They engage with sector developments both locally and nationally, with a commitment to developing their own professional and educational competencies.
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. They usually report directly to the head of the setting (The Manager, The Leader, The Director).
Typical job titles include; Assistant manager, Deputy manager, Early years coordinator, Early years officer, Early years support worker, Education welfare officer, Health play specialist, Hospital play worker, Lead practitioner, Pastoral care manager, Specialist practitioner in child development (health), community nursery nurse
- Taught Blended Workshops
- Named Assessor
- Assessment of practice
- Portfolio of evidence produced
- Dedicated resources
- 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.
- Provide playful, sensitive interaction opportunities that reflect children’s needs, interests and motivations in order to facilitate and extend deep level learning.
- Participate in and lead daily routines and practice, including childrens’ personal care, play and maintaining the physical environment.
- 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 or environment for which they are responsible.
- 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.
- 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 inclusivity of all children within their social and cultural context.
- Ensure full compliance with all safeguarding legislation, policies and strategies at a national, local and setting based level are promoted, implemented and embedded respectfully within practice, providing appropriate support to colleagues as, or supporting, the Designated Safeguarding Lead.
- Demonstrate leaderful practice through the effective deployment of resources and practitioners keeping the child’s voice and needs central to practice.
- Reflect and build on practice through ongoing professional enquiry and action research to contribute to the pedagogical approach of their 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.
- 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.
- Commit to becoming a reflective practitioner, enhancing skills and knowledge to improve pedagogical practice. Guide and support the development of the reflective practice of others.
- 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.
- Ensure compliance with all Health and Safety legislation, policies and strategies at a national, local and setting based level.
- Maintain effective administrative systems including development records, assessment, report writing and record keeping, such as risk assessments and safeguarding concerns.
- Work in collaborative partnership with parents and carers in the planning, implementation and review of strategies in place to support children’s experience, holistic development, learning and progress.
- To lead and manage across the area, aspect or environment for which they are responsible for.
This qualification allows candidates to progress into employment or to the following apprenticeship standards:
- Level 6 Teacher
- Level 6 Early Years Teacher (In development)
Level 5 Learning and Skills Teacher (Sept 2024)
The broad purpose of the occupation is to ensure that students achieve the best possible knowledge, skills and behaviours. Learning and Skills Teachers do this by planning and delivering teaching that is current, comprehensive and challenging, and that inspires students to engage, progress and achieve their full potential.
This occupation is found in all parts of the Further Education and Skills Sector (FES), usually in settings where students are aged 16 and above (a small number of teachers may teach 14–16 year olds in alternative provision). The majority of Further Education, Learning and Skills Teachers will work in FE colleges (whether general or specialist), independent training providers (ITPs), Adult Community Learning (ACL) providers or offender learning.
A small number may work as trainers in large organisations. Teaching can be delivered at a range of levels including essential skills generally up to Level 3 including, academic, vocational and technical education, some teachers may deliver subjects up to post-graduate level; it will also cover a broad range of both academic and technical subject/sector areas. Many Learning and Skills Teachers are dual professionals drawing on their technical and vocational as well as academic experience and qualifications to provide a high-quality learning experience.
An employee in this occupation is responsible for helping to prepare each of their students for progression to/or within employment or to further study. To deliver this to a diverse group of students, including those with special educational needs, a Learning and Skills Teacher needs to be flexible, innovative, and adaptable, changing their behaviour and teaching style to suit the environment and level of their students. A Learning and Skills Teacher needs to have a sound understanding of pedagogy and regularly engage with robust evidence of effective teaching and learning methods and practice relevant to their subject area(s). A Learning and Skills Teacher typically has significant autonomy and needs to demonstrate consistently high standards of personal and professional conduct and is accountable for their professional development. A Learning and Skills Teacher may be responsible for the managing of others, as well as managing budgets.
- Taught Blended Workshops
- Named Assessor
- Assessment of practice
- Portfolio of evidence produced
- Dedicated resources
- Promote a passion for learning and set high expectations of all students and support their personal and skills development
- Maintain a focus on outcomes, for all students, so that they recognise the value of their learning and the future opportunities available to them .
- Demonstrate, maintain and evidence excellent pedagogy, subject, curriculum and industry knowledge and practice
- Plan, deliver and evaluate effective evidence-informed teaching using assessment, relevant systems and safe use of technology to support learning
- Work in a manner that values diversity, and actively promote equality of opportunity and inclusion by responding to the needs of all students
- Model professional relationships with students, colleagues and stakeholders that support the highest quality education and training
- Work within professional boundaries, legal and ethical standards to set clear expectations for engaging in learning for all students
- Undertake relevant roles and duties and model sustainable practices, having regard to professional standards, demonstrating resilience and adaptability when dealing with challenge and change
- Support students with their next steps for progression and learning by providing appropriate information, advice, and guidance
This qualification allows candidates to progress into employment or to the following apprenticeship standards:
- Level 6 Teacher.
Level 5 Operations Departmental Manager
Ideal for individuals who manage teams or projects and are responsible for achieving operational or departmental goals and objectives as part of their organisation’s strategy.
Level 5 managers are responsible for everything from creating and delivering operational plans, managing projects, and leading and managing teams, to managing change, financial and resource management. Responsibilities also include talent management, coaching and mentoring. Roles may include those of Operations Manager, Regional Manager, Divisional Manager, Department Manager as well as other specialist managers.
They are accountable to a more senior manager or business owner. Ideal for those working in the private, public or third sector and in all sizes of organisation; specific responsibilities and job titles will vary, but the knowledge, skills and behaviours needed will be the same.
- Workshops
- 1:1 Sessions
- Strong assessor support
- Practice assessment
- E-Portfolio of evidence produced
- Range of assessment methods
- Access to VLE
- End Assessment
- Leading People
- Managing People
- Building Relationships
- Communication
- Operational Management
- Project Management
- Finance
- Self-Awareness
- Management of Self
- Problem Solving and Decision Making
Successful learners can progress to a range of qualifications, including:
- ILM Level 6 Award in Management
- Chartered Manager Degree Apprenticeship (England only)
- Management related degree course
- ILM Level 7 Qualifications in Leadership and Management
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Level 5 Diploma for Assistant Practitioners in Healthcare
This diploma is aimed at all those interested in holding an Assistant Practitioner qualification. It focuses on consolidation of learning and on embedding consistently good practice in core areas, as well as the development of additional knowledge and skills.
The Assistant Practitioner programme is ideally suited to those individuals that work in a senior position in such areas as Nursing Homes, Hospices, Acute Trusts and Community Interest Companies (formally Primary Care Trusts/PCTs). Varsity Training is one of the few private sector providers of this qualification and already deliver the course in a range of statutory, private and voluntary settings.
Having completed this diploma, workers may then progress into undergraduate healthcare professional programmes such as Nurse training.
This is aimed at all Assistant Practitioners or those individuals that wish to become Assistant Practitioners. It is only available to those aged 18 and over.
- Taught sessions
- Strong tutorial support
- Practice assessment
- Portfolio of evidence produced
- Wide range of assessment methods
- Apprenticeship Framework Available
- Interpersonal Communication Skills
- Person Centred Practice
- Equality, Diversity & Inclusion
- Safeguarding
- Quality Health Care
- Health & Safety
- Body Structures & Systems
- Assessment of Health & Well-being
- Physiological Measurements
This Level 5 qualification could lead to a range of roles within Health Care.
Assistant Practitioners hold a wide range of level 4 posts within the NHS throughout a wide range of acute settings.
Assistant Practitioners hold posts in Nursing Homes, Hospices, Day Centres and Health Centres.
Level 5 Leader in Adult Care
Show that you have the skills needed to keep a care-provision organisation running smoothly with the Level 5 Leader in Adult Care
This 18 month qualification gives you the opportunity to build on both your leadership and care skills, allowing you to support individuals and develop your organisation.
This qualification is for those already working in health and social care at any level, full or part-time. This is a vital qualification for those wishing to develop a higher level of competence which could lead to further career development. This programme is ideal for a range of care positions, including those with supervisory responsibility, but who have not yet achieved a recognised vocational qualification at this level.
- Taught sessions & Workshops
- Strong tutorial support
- Practice assessment
- Portfolio of evidence produced
- Wide range of assessment methods
- Apprenticeship Framework Available
- Vocational Blended Route Available
- Communication and information management
- Person centred practice for positive outcomes
- Equality, Diversity & Inclusion
- Safeguarding, protection and risk
- Decision making in adult care
- Service improvement, entrepreneurship and
innovation - Offers a wide range of optional units to reflect your practice area
Apprentices may hold posts in Residential services for older people and people with disabilities, Domiciliary care services, Day services, Respite services and Community based services.
You may hold – or may wish to hold – a more senior care position within your organisation. The qualification is recognised as acceptable to registration authorities for social care organisations and would allow you to become a leader or a manager of a service.
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