Occupational Summary
An Early years teacher apprentice on the Level 6 apprenticeship trains to work as an Early years teacher holding early years teacher status (EYTS) in school-based, group-based and registered childminder settings, and as a lead teacher in private, voluntary and independent settings and some academies' early years settings. They are responsible for the learning, physical, emotional, social and intellectual development and care of children from birth to five years, with an awareness of progression to ages five to seven. They plan and facilitate learning through play, modelling and direct teaching; observe, assess and evaluate children's learning to inform planning; adapt education and care to children's strengths and needs; collaborate with families, colleagues and external agencies; and ensure children's safety, wellbeing and compliance with statutory frameworks such as the Early Years Foundation Stage.
This Level 6 apprenticeship comprises 101 knowledge, skills and behaviours (KSBs), has a typical duration of 33 months and a maximum funding allocation of £27,000. Apprentices are assessed at end-point assessment via a presentation with questions and a professional discussion underpinned by a portfolio of evidence.
View official Skills England source text
This occupation is found in all settings with an early years provision. This includes school-based provision, group-based provision, and registered childminders. Private, voluntary, and independent (PVI) settings make up a significant portion of the sector. Early years teachers hold early years teacher status (EYTS). This allows them to work as lead teachers within the PVI settings, childminders, and within some academy’s early years settings. Early years teachers with EYTS cannot work as lead teachers within maintained schools as these settings require qualified teacher status (QTS). The broad purpose of the occupation is to be responsible for the learning, physical, emotional, social and intellectual and development, and care of young children from birth to 5 years within the setting, and to have an awareness of progression for children from 5-7 years. Early years teachers will plan and facilitate learning through a range of approaches including play, modelling, and direct teaching. They observe, assess, and evaluate the learning experiences of children to inform planning and establish an environment that is motivating and challenging for all children. An early years teacher will adapt education and care to respond to the strengths and needs of all children. In their daily work, an employee in this occupation interacts with children, parents, families, and carers. They work with colleagues and other professionals to support all children’s learning and development. Early years teachers will interact and work collaboratively with external agencies, early help services, health workers, and children's services. An employee in this occupation will be responsible for ensuring the safety and wellbeing of the children within the setting. Early years teachers must ensure that they lead practice and follow relevant statutory frameworks in the provision they provide, such as the Early Years Foundation Stage. They must ensure that children’s health is promoted and protected. They will typically report to a line manager within the setting and may have responsibility for other members of staff themselves.
Important Notice
This apprenticeship standard was approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) is in place. Once an EPAO is in place, funding for apprentice starts will be permitted and this message will be removed.
What's in the Delivery Pack?
Every section is tailored specifically to the ST1077 standard, using official KSB data, the published assessment plan, and sector-specific context.
KSB Interpretations
Plain-English interpretation of every Knowledge, Skill and Behaviour
EPA Preparation
End-point assessment readiness, gateway checklist and method guidance
Delivery Risks
Occupation-specific risks, mitigations and early warning signs
Delivery Model Options
Model-selection guide comparing day release, block release and front-loaded approaches
On/Off-the-Job Mapping
Which KSBs are best taught by the provider vs developed in the workplace
Initial Assessment & RPL
Starting points, prior learning recognition and programme adaptation
English, Maths & Digital
Where functional skills embed naturally and standalone qualification guidance
Employer Engagement Guide
Employer commitments, progress reviews and workplace engagement guidance
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Qualifications & Recognition
Mandated Qualifications
a BA (Hons) or BSc (Hons) that fully aligns to the KSBs and QAA benchmark statement for Early Childhood Studies degrees and leads to the award of Early Years Teacher Status (EYTS) (Level 6 (integrated degree))
Please see link to guidance for training providers https://www.gov.uk/government/publications/early-years-teacher-degree-apprenticeship-guidance-for-training-providers.
Professional Recognition
English & Maths
English and maths qualifications must be completed in line with the apprenticeship funding rules .
Typical Job Titles
Knowledge, Skills & Behaviours
Knowledge
56- K1: The theories, principles, and approaches to early childhood development, the associated research and evidence bases, and...
- K2: The areas of effective learning development, within statutory frameworks.
- K3: The communication and language needs of babies and children including the relationship between early literacy .
- K4: Patterns of typical and atypical development, and how to support all children considering their current and future needs...
- K5: Relational theories and their impact on children’s development and relationships.
- + 51 more items
Skills
36- S1: Apply understanding of child development to observations, assessments, and practice.
- S2: Plan experiences for children, based on an understanding of their individual interests and needs.
- S3: Integrate the child's voice into the design of the curriculum.
- S4: Conduct observations of all children to understand what they are learning, how they are developing and what they are exp...
- S5: Lead practitioners in the setting to embed observation of children into daily practice.
- + 31 more items
Behaviours
9- B1: Be accountable for leading practice and children's outcomes.
- B2: Value and promote a culture of safeguarding.
- B3: Act ethically and responsibly.
- B4: Be confident to challenge others.
- B5: Be proactive in seeking out opportunities for Continuing Professional Development (CPD) and reflective practice.
- + 4 more items
Duties (11)
Establishes and maintains a safe, stimulating, ambitious, and inclusive learning environment across the early years setting that inspires, motivates and challenges all children.
Establishes and maintains a culture that safeguards, promotes, and protects the welfare, health, and wellbeing of all children.
Leads and develops the curriculum and pedagogy for children’s education and care within the setting.
Leads the learning of colleagues.
Establishes and maintains a culture of collaboration with parents, colleagues, caregivers and other professionals to ensure the individual needs of all children are met.
Leads the planning of children’s learning and physical, emotional, social and intellectual development, informed by assessments, observations, and reflections in collaboration with stakeholders.
Plans and engages in supervision and continuous professional development and collaborates to support the professional development of others.
Establish, embed and maintain positive and collaborative relationships with parents, carers, other professionals and external agencies.
Promotes, protects, records and reports on children’s learning, development, safety, health, and wellbeing.
Influences and contributes to the strategic direction of the early years pedagogy of the early years setting.
Maintains up to date sector knowledge, with reference to research, relevant policies and statutory frameworks.
End-Point Assessment
Assessment Plan
Type: HTML
Version & Source
- Version
- 1.1
- Occupational standard and end-point assessment plan revised
- Last changed
- 13 Apr 2025
- Earliest start
- 13 Apr 2025
- Approved for delivery
- 28 Jan 2025
- EQA Provider
- Office for Students
- Sector Subject Area
- 13.1 Teaching and lecturing
- Trailblazer
- TB0115
- Last checked
- 11 Mar 2026
Frequently Asked Questions
What knowledge, skills and behaviours are in the ST1077 standard?▼
The Early years teacher (EYTS) apprenticeship has 56 knowledge items, 36 skills, and 9 behaviours that apprentices must demonstrate.
How long is the Early years teacher (EYTS) apprenticeship?▼
The typical duration is 33 months, with a maximum funding band of £27,000.
What does a delivery guide for ST1077 include?▼
The KSB Planner delivery guide includes plain-English KSB interpretations, EPA preparation guidance, delivery risk analysis, on/off-the-job mapping, employer engagement strategies, and more — all tailored to ST1077.
Data sourced from Skills England. KSB Planner delivery guides are an interpretation and planning aid based on official published source material — not an official regulator-issued document.