About this course
Designed with a strong emphasis on employer engagement and work readiness, the Higher National Diploma (HND) Early Years Professional Leadership for England Level 5 Apprenticeship reflects the increasing demand for highly qualified practitioners working in the Early Years Sector.
Studying with NTU at Mansfield, apprentices will enhance their knowledge, skills and behaviours to improve the quality of learning and development in their setting. They’ll become proactive and influential Early Years practitioners – advocating play-based learning and supporting others to develop their own practice.
The HND Early Years Professional Leadership for England Level 5 Apprenticeship is a funded work-based training programme. It’s designed for those working with and caring for children from 0–5 years, with knowledge of 5–8 years. The apprenticeship is suitable for those already working in, or aspiring to work in Early Years childcare, with responsibility for leading other practitioners or groups who hold a Level 3 qualification in Early Years.
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NTU in Mansfield is an alternative route into higher education. We've built this qualification with the local job market in mind. Each of our higher education courses is relevant, hands-on and work-focused. -
NTU is rated the top-rated University provide of higher and degree apprenticeships in the UK (RateMyApprenticeship, 2024) -
Funding for the course is available through the Apprenticeship Levy. -
Learn in our state-of-the-art Early Childhood Simulation Suite throughout your studies.
What you’ll study
In year one, apprentices will undertake stimulating learning required by all early childhood practitioners in the Level 4 Higher National Certificate (HNC). In year two, they'll build on this through the Level 5 Higher National Diploma (HND) with specialist modules relating to the leadership and management pathway. All of these units have been mapped to the duties of the Occupational Standard for the Early Years Lead Practitioner and cover the Knowledge, Skills and Behaviours (KSB) required.
Course accreditation
Personal and Professional Development through Reflective Practice (15 credit points)
- This module focusses on reflective practice and theory.
- Students will be encouraged to employ critical reflection to explore their own practice and how this shapes their leaderful approach to early childhood care and education.
Protecting Children in Early Education and Care Environments (15 credit points)
- This module explores contemporary and historic legislation, policies and practices which focus on keeping children safe.
- Students will be encouraged to reflect upon their own safeguarding practices.
Play and Learning in Early Childhood (15 credit points)
- This module explores the value of play as a pedagogical approach to development, learning and teaching.
Supporting and Promoting Children's Development (Infants and Toddlers) (15 credit points)
- This module explores a range of theoretical perspectives in relation to early child development.
- Students will focus on the initial stages of physical, intellectual, and emotional development as well as exploring early language acquisition and the development of social skills.
Supporting and Promoting Children's Development (Young Children) (15 credit points)
- This module considers attitudes towards child development and critically explores the internal and extraneous factors that might influence their developmental progress.
- Students will focus on children in the later stages of the early years phase.
Promoting Healthy Living (15 credit points)
- This module examines a range of contemporary health issues exploring this on the stage of personal practice, local, national and international concerns.
Preparing for Research (15 credit points)
- This module prepares students to use active research to improve the early childhood sector.
- They’ll explore a range of required research skills and develop a personal research preparation project.
Promoting Inclusive Early Education and Care Environments (15 credit points)
- This module examines the importance of inclusion and inclusive practice.
- Students will be encouraged to reflect upon what this looks like in practice and how it can be further promoted through policy, practice and pedagogical approach.
Investigating Childhood: Action Research for early Childhood Practitioners (30 credit points)
- This module examines what is meant by action research and what it entails.
- Students will develop an action research project in their own setting, which will focus on enacting change at a policy or practice level.
Improving Quality in Early Education and Care Environments (15 credit points)
- This module explores quality from a range of perspectives encouraging students to critically reflect on their role and the role of others in impacting quality.
- They’ll develop a critical awareness of how quality information is used to improve practice.
- They’ll acquire the skills necessary to critically consider the unnecessary influences on quality within policy and practice development.
Current and Emerging Pedagogies in Early Childhood Education and Care (15 credit points)
- This module explores the history of Early Childhood Education and Care (ECEC) pedagogy from local and international perspectives.
- Students will consider the impact of pioneers in the field and their ongoing contribution to contemporary practice.
- They’ll be encouraged to examine how pedagogical theories positively contribute to contemporary practice and what limitations their might be in following these theoretical perspectives.
- They’ll explore the idea of curriculum critically considering what it is, why it is relevant and the ways in which such approaches might restrict or limit practice.
Advanced Practice in Safeguarding and Child Protection for the Early Childhood Practitioner (15 credit points)
- This module explores three main aspects of child protection.
- Students will examine the role of the practitioner in dealing with child protection, the process required and the how to deal with disclosures.
- They’ll demonstrate how they support current practice in their own setting, lead practice and address the challenges faced when using locally policies systems and practices supporting children in their care.
- They’ll examine and demonstrate how a practitioner operates holistically using multi-agency approaches and how to facilitate this for a child centred outcome.
Managing and Leading People in Children’s Early Education and Care Environments (15 credit points)
- This module is concerned with developing students understanding between leadership and management as well as the methods these are applied through in early years settings.
- Students will examine the knowledge gained to develop appropriate activities to lead and manage a team in an ECCE environment.
Managing Children’s Early Education and Care Environments (15 credit points)
- In this module students will consider the nature and purpose of curriculum with a focus on how management implements the curriculum in meeting the individual needs of children.
- They’ll consider how to manage staff resources effectively to ensure high quality provision.
Mentoring and Supervision in Early Childhood Education and Care Practice (15 credit points)
- This module supports students in understanding mentoring and supervision as a means of establishing learner relationships that allow individuals to take control of their own professional development.
- Students will also develop confidence and motivation through the consolidation of reflective practice to drive their own personal and professional development.
Completing your Apprenticeship
To achieve the apprenticeship, all apprentices must complete an End-Point Assessment (EPA). The EPA is an independent assessment that ascertains whether an apprentice is competent in their occupation.
Gateway
Gateway is the period of time between the end of the off-the-job training (practical period) and the beginning of the assessment period when EPA will take place.
At Gateway, the apprentice, employer and training provider will review the apprentice’s knowledge, skills and behaviours to determine whether they are ready to take their EPA. This is normally done at a Gateway review meeting which takes place near the end of the apprenticeship. At this meeting, all three parties will check that the mandatory aspects of the apprenticeship have been completed and that the apprentice is ready to take their final assessment(s).
Apprentices must meet the Gateway requirement set out in the assessment plan before taking their EPA.
End-Point Assessment
This apprenticeship is non-integrated. This means that the end-point assessment is administered and assessed by an external organisation. For this apprenticeship standard there are eleven End-Point Assessment Organisations (EPAO), the preferred EPAO is Training Qualifications UK but employers may choose to select an alternative.
Details of the assessment elements can be found in the assessment plan.
There are two elements to this end-point assessment:
- Observation with questions
- Professional discussion underpinned by a portfolio of evidence
This apprenticeship standard aligns with the Criteria of Level 3 Eary Years qualifications for the Early Years Educator.
We regularly review and update our course content based on student and employer feedback, ensuring that all of our courses remain current and relevant. This may result in changes to module content or module availability in future years.
How you're taught
Teaching on the apprenticeship will be part of off-the-job training. The apprenticeship is taught as a blended model which is one day a month at the Mansfield Hub and independently accessed online for the following three weeks.
Students will also have a dedicated assessor from NTU who will visit every 12 weeks to observe and discuss progress towards the development of their knowledge, skills and behaviours.
How you're assessed
Students will be assessed throughout the two years as per the assessment requirements for the HND units – the assessments will include all of those listed. Upon completion of the HND they will need to complete the EPA to be awarded the Early Years Lead Practitioner (EYLP) standard.
- written reports
- essays
- creation of planning documents
- work-based projects and portfolios
- academic posters, displays, leaflets
- PowerPoint (or similar) presentations
- recordings of interviews/role plays
- work placement logbooks and reflective journals
- workplace observation of practice and assessment records
- presentations with assessor questioning
- professional discussion.
End Point Assessment (EPA)
EPA will be provided by Training Qualifications UK (TQUK). Once the apprentice has completed all the necessary teaching and learning they are ready to undertake the final End Point Assessment (EPA). Initially they will be recommended for Gateway (the period between completing the required training and entering End Point Assessment) and will be required to upload evidence to TQUK.
- Functional Skills - English Level 2 (or APA evidence)
- Functional Skills - Maths Level 2 (or APA evidence)
- Portfolio of Evidence and completed Mapping and Tracking Form
- Case Study Scope.
Once these have been validated the EPA window will open. They will then have to complete three assessment methods:
- Observation with questions
- Professional Discussion
- Case Study Report and Presentation.
All assessments must be completed within five months of Gateway.
Careers and employability
The course offers students an introduction to Early Childhood and Care area, as well as equipping them with the skills, knowledge, behaviours and experience relevant to the workplace or placement. Students will be prepared for a career in a number of different settings in the early years education, leadership and care sector, including:
- Assistant Manager
- Baby Room Leader
- Health Play Specialist
- Deputy Leader
- Higher Level Teaching and Learning Assistant
- Early Years Coordinator
- Hospital Play Worker
- Early Years Foundation Stage Lead
- Pre-School Leader
- Early Years Officer
- Play Leader
- Early Years Practitioner
- Senior Practitioner/Key Worker
- Early Years Support Worker
- Room Leader
- Specialist Practitioner in Child Development (Health)
- Community Nursery Nurse.
Campus and facilities
As an NTU Mansfield student, you’ll benefit from the latest facilities and modern technology to support your studies and help you get the most out of student life.
We are continually investing in our facilities and enhancing our learning and teaching environment to make it an inspiring place for students.
Plus, as an Early Childhood student at NTU in Mansfield, you'll learn in our state-of-the-art Early Childhood Simulation Suite throughout your studies.
Facilities and services include:
- University Centre
- Early Childhood Simulation Suite
- Teaching and Learning Centre
- Library
- Dedicated study zones, including PC suites
- On-site café
- Social spaces
- Sports facilities
- Student Support Services
- Nottingham Trent Students Union (NTSU) drop-in events.
Entry requirements
UK students
- GCSEs – English and Maths grade C / 4; or
- Functional Skills Level 2; and
- Enhanced DBS (to be met by the employer).
Additional requirements for UK students
The following will also be considered:
- Other related Level 3 qualifications
- Relevant work experience, or an international equivalent to the above qualifications.
Other qualifications and experience
NTU welcomes applications from students with non-standard qualifications and learning backgrounds, either for year one entry or for advanced standing beyond the start of a course into year 2 or beyond.
We consider study and/or credit achieved from a similar course at another institution (otherwise known as credit transfer), vocational and professional qualifications, and broader work or life experience.
Our Recognition of Prior Learning and Credit Transfer Policy outlines the process and options available for this route. If you wish to apply via Recognition of Prior Learning, please contact the central Admissions and Enquiries Team who will be able to support you through the process.
Getting in touch
If you need more help or information, get in touch through our enquiry form.
International students
We will review your identity documents / immigration status to verify your residency eligibility in line with the apprenticeship funding rules, at the application stage.
Additional requirements for international students
There are no additional requirements for this course.
Policies
We strive to make our admissions procedures as fair and clear as possible. To find out more about how we make offers, visit our admissions policies page.
