The content of this Apprenticeship Framework has been agreed by Social Care Wales. This is the only apprenticeship framework in the early years and childcare sector approved for use in Wales that is eligible for Medr funding.
ISSUE DATE: 1 May 2026
Learning Programme Content
The learning programme must include three mandatory elements:
- qualifications
- essential skills
- on/off the job training.
The total minimum credit value required for the level 2 pathway – Children’s Care, Play, Learning and Development is 77 credits.
The total minimum credit value required for the level 3 Pathway – Children’s Care, Play, Learning and Development is 92 credits.
The total minimum credit value required for the Level 4 Pathway – Children’s Care, Play, Learning and Development – Professional Practice in Children’s Care, Play, Learning and Development is 72 credits (dependent on the pathway taken).
The total minimum credit value required for the Level 5 Pathway - Children’s Care, Play, Learning and Development – Leadership and Management of Children’s Care, Play, Learning and Development: Practice is 132 credits.
Entry requirements
Level 2
There are no formal entry requirements; however, please see the annex for further guidance.
Level 3
There are no formal entry requirements; however, please see the annex for further guidance.
Level 4
There are no formal entry requirements; however, please see the annex for further guidance.
Level 5
Learners are required to complete the Level 4 Preparing for Leadership and Management qualification prior to undertaking this qualification. However, funding may be available to allow learners to complete this qualification while undertaking the Level 5 framework. Please see the annex for further guidance.
Apprenticeship pathway learning programme(s)
Level 2: Children’s Care, Play, Learning and Development
Level 2: Children’s Care, Play, Learning and Development Qualifications
Learners must achieve one of the following knowledge / Core and competence / Practice qualification(s) below.
| Level 2 – Children’s Care, Play, Learning and Development: Core | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| WJEC | C00/4848/4 | 30 | 300 | Knowledge | English-Welsh |
| Level 2 - Children’s Care, Play, Learning and Development: Practice | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| City & Guilds | C00/1245/8 | 35 | 350 | Competence | English-Welsh |
Essential Skills Wales (ESW)
| Level 2: Children’s Care, Play, Learning and Development | Level | Minimum Credit Value |
|---|---|---|
| Communication | 1 | 6 |
| Application of number | 1 | 6 |
Essential Skills Wales qualifications assessment languages are English-Welsh
On/Off the Job training
| Pathway | Minimum On the Job Training Hours | Minimum Off the Job Training Hours |
|---|---|---|
| Level 2: Children’s Care, Play, Learning and Development | 350 | 420 |
Off the job training: Training that takes place away from regular work duties. It includes any structured learning activity such as instruction, tuition, assessment, or progress reviews. Examples include private study, coaching, mentoring, e-learning, distance learning, or classroom-based sessions.
On the job training: Training during normal work activities. Skills are developed, practiced, and applied as part of everyday tasks in the workplace
On/Off the Job Qualification details (Minimum Credit & Hours)
Total knowledge/Core qualifications are a minimum of 30 credits, and the competency/ Practice qualifications a minimum of 35 credits. With the required ESWs at 12 credits, this pathway has a total credit rating of 77.
The total amount of training hours, which includes both on and off the job learning for this pathway, is a minimum 770 training hours (over 12 months).
On/Off the Job Essential Skills details (Minimum Credit & Hours)
- 6 credits / 45 Guided Learning Hours Level 1 Essential Skills Wales Communication
- 6 credits / 45 Guided Learning Hours Level 1 Essential Skills Wales Application of Number
Level 3: Children’s Care, Play, Learning and Development
Level 3: Children’s Care, Play, Learning and Development Qualifications
Learners must achieve one of the following knowledge / Core and competence / Practice qualification(s) below.
| Level 2 - Children’s Care, Play, Learning and Development: Core qualification | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| WJEC | C00/4848/4 | 30 | 300 | Knowledge | English-Welsh |
Essential Skills Wales (ESW)
| Level 3: Children’s Care, Play, Learning and Development | Level | Minimum Credit Value |
|---|---|---|
| Communication | 2 | 6 |
| Application of number | 1 | 6 |
Essential Skills Wales qualifications assessment languages are English-Welsh
On/Off the Job training
| Pathway | Minimum On the Job Training Hours | Minimum Off the Job Training Hours |
|---|---|---|
| Level 3: Children’s Care, Play, Learning and Development | 500 | 312 |
Off the job training: Training that takes place away from regular work duties. It includes any structured learning activity such as instruction, tuition, assessment, or progress reviews. Examples include private study, coaching, mentoring, e-learning, distance learning, or classroom-based sessions.
On the job training: Training during normal work activities. Skills are developed, practiced, and applied as part of everyday tasks in the workplace.
On/Off the Job Qualification details (Minimum Credit & Hours)
Total knowledge/Core qualifications are a minimum of 30 credits, and the competency/ Practice qualifications a minimum of 50 credits. With the required ESWs at 12 credits, this pathway has a total credit rating of 92
The total amount of training hours - which includes both on and off-the-job learning for this pathway is 812 training hours (over 18 months).
On/Off the Job Essential Skills details (Minimum Credit & Hours)
- 6 credits / 45 Guided Learning Hours Level 2 Essential Skills Wales Communication
- 6 credits / 45 Guided Learning Hours Level 1 Essential Skills Wales Application of Number.
Level 4: Children’s Care, Play, Learning and Development - Professional Practice in Children’s Care, Play, Learning and Development
Level 4: Children’s Care, Play, Learning and Development - Professional Practice in Children’s Care, Play, Learning and Development Qualifications
Learners must achieve one of the Knowledge and Combined / Practice qualification(s) below, with the additional option of Level 4 Preparing for Leadership and Management in Children’s Care, Play, Learning and Development.
| Level 4 Professional Practice in Children’s Care, Play, Learning and Development (Working with families and carers to develop parenting skills) | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| City & Guilds | C00/3933/4 | 64 | 640 | Combined | English-Welsh |
| Level 4 Professional Practice in Children’s Care, Play, Learning and Development (Working with Children with Speech, Language and Communication Needs) | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| City & Guilds | C00/3933/4 | 64 | 640 | Combined | English-Welsh |
| Level 4 Professional Practice in Children’s Care, Play, Learning and Development (Recognising and Supporting Children with Additional Learning Needs (ALN)) | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| City & Guilds | C00/3933/4 | 60 | 600 | Combined | English-Welsh |
| Level 4 Professional Practice in Children’s Care, Play, Learning and Development (Preparing for Leadership and Management in Children’s Care, Play, Learning and Development) | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| City & Guilds | C00/1249/8 | 60 | 600 | Knowledge | English-Welsh |
Essential Skills Wales (ESW)
| Level 4: Children’s Care, Play, Learning and Development - Professional Practice in Children’s Care, Play, Learning and Development | Level | Minimum Credit Value |
|---|---|---|
| Communication | 1 | 6 |
| Application of number | 1 | 6 |
Essential Skills Wales qualifications assessment languages are English-Welsh
On/Off the Job training
| Pathway | Minimum On the Job Training Hours | Minimum Off the Job Training Hours |
|---|---|---|
| Level 4: Children’s Care, Play, Learning and Development - Professional Practice in Children’s Care, Play, Learning and Development | 350 | 420 |
Off the job training: Training that takes place away from regular work duties. It includes any structured learning activity such as instruction, tuition, assessment, or progress reviews. Examples include private study, coaching, mentoring, e-learning, distance learning, or classroom-based sessions.
On the job training: Training during normal work activities. Skills are developed, practiced, and applied as part of everyday tasks in the workplace.
On/Off the Job Qualification details (Minimum Credit & Hours)
Total knowledge/Core qualifications are a minimum of 30 credits, and the competency/ Practice qualifications a minimum of 35 credits. With the required ESWs at 12 credits, this pathway has a total credit rating of 77.
The total amount of training hours, which includes both on and off the job learning for this pathway, is a minimum 770 training hours (over 12 months).
On/Off the Job Essential Skills details (Minimum Credit & Hours)
- 6 credits / 45 Guided Learning Hours Level 1 Essential Skills Wales Communication
- 6 credits / 45 Guided Learning Hours Level 1 Essential Skills Wales Application of Number
Level 5: Children’s Care, Play, Learning and Development: Practice
Level 5: Children’s Care, Play, Learning and Development: Practice Qualifications
Learners must achieve the following Knowledge and Competence / Practice qualification(s) below.
| Level 4 - Preparing for Leadership and Management in Children’s Care, Play, Learning and Development | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| City & Guilds | C00/1249/8 | 60 | 600 | Knowledge | English-Welsh |
| Level 5 - Leadership and Management of Children’s Care, Play, Learning and Development: Practice | |||||
|---|---|---|---|---|---|
| Awarding Body | Qualification No. | Credit Value | Total Qualification Time | Combined / Competence / Knowledge | Qualification Assessment Lanaguage(s) |
| City and Guilds | C00/1249/7 | 120 | 1200 | Competence | English-Welsh |
Essential Skills Wales (ESW)
| Level 5: Children’s Care, Play, Learning and Development: Practice | Level | Minimum Credit Value |
|---|---|---|
| Communication | 2 | 6 |
| Application of number | 2 | 6 |
| Digital literacy | 2 | 6 |
Essential Skills Wales qualifications assessment languages are English-Welsh.
On/Off the Job training
| Pathway | Minimum On the Job Training Hours | Minimum Off the Job Training Hours |
|---|---|---|
| Level 5: Children’s Care, Play, Learning and Development: Practice | 1200 | 600 |
Off the job training: Training that takes place away from regular work duties. It includes any structured learning activity such as instruction, tuition, assessment, or progress reviews. Examples include private study, coaching, mentoring, e-learning, distance learning, or classroom-based sessions.
On the job training: Training during normal work activities. Skills are developed, practiced, and applied as part of everyday tasks in the workplace
On/Off the Job Essential Skills details (Minimum Credit & Hours)
- 6 credits / 45 Guided Learning Hours Level 2 Essential Skills Wales Communication
- 6 credits / 45 Guided Learning Hours Level 2 Essential Skills Wales Application of Number
6credits / 45 Guided Learning Hours Level 2 Essential Skills Wales Digital Literacy Optional
Other additional requirements
Learners must have enhanced DBS checks and some offences may stop learners from working in these sectors.
Job roles
Visit the Social Care Wales qualification framework for specific job roles in social care. This will explain which qualifications are required for practice.
To look at a range of job roles in the childcare sector, go to the WeCare Wales website for real people’s stories.
Level 2 Children’s Care, Play, Learning and Development
| Job role | Job description |
| Full day care / creche assistant / practitioner | Provides care for children from birth to school age in a safe, nurturing environment. Supports learning through play and planned activities, meets personal care needs such as feeding and changing, and follows safeguarding procedures. Works as part of a team, communicates with families, and help children develop. Welsh language and first aid skills are desirable. |
Sessional day care / Preschool assistant / practitioner
| Supports children aged two to five during structured morning or afternoon sessions in a preschool or playgroup setting. Encourages learning through play, helps plan and deliver age-appropriate activities, and meets personal care needs. Ensures a safe, inclusive environment and follows safeguarding procedures. Works closely with colleagues and families. Welsh language and first aid skills are desirable. |
Level 3 Children’s Care, Play, Learning and Development
| Job role | Job description |
| Flying Start practitioner | Flying Start is a Welsh Government programme supporting families with children aged nought to four. Flying Start practitioners play a vital role by delivering engaging early learning experiences, supporting families, and promoting children’s physical, emotional, and language development. They work as part of multi-agency teams, including health visitors, speech therapists, and parenting support practitioners, to give holistic, tailored support. Practitioners also spot developmental needs early and build positive relationships with parents, offering practical guidance to improve long-term outcomes for children. |
Full day care / Creche practitioner | Working as part of a team, practitioners will create a safe, welcoming and inclusive environment for children, to support their care, play, learning and development. Practitioners will observe and record children’s development, progress, interests, and any problems that may occur. Practitioners plan educational activities to support children’s continued learning. The role includes feeding, changing nappies, and setting routines. Practitioners will encourage socialising and help children discover new interests and prepare children to enter the next level of care into school. |
Sessional day care / Preschool practitioner
| Sessional day care or preschool practitioners care for children aged two to five during set hours, usually mornings or afternoons. They create a safe, stimulating environment that supports early learning through play-based activities. Practitioners help children develop social, emotional, and communication skills, observe and record their progress, and work closely with families. They follow the Curriculum for Wales and make sure all children’s needs are met in line with regulations. Teamwork, safeguarding, and inclusive practice are key parts of the role. |
Childminder assistant
| Childminder assistants support registered childminders in providing home-based care for children from birth to age 12. They help create a safe, nurturing, and stimulating environment, assist with daily routines, and engage children in play and learning activities. The role builds positive relationships with families, support children’s emotional and physical development, keep records, and make sure safeguarding and health and safety standards are met under the childminder’s supervision. |
Childminder
| Childminders are self-employed professionals who provide home-based childcare for children from birth to age 12. They create a safe, nurturing, and stimulating environment that supports learning and development through play and routine. Childminders plan activities based on the Curriculum for Wales, observe and assess children’s progress, and promote emotional, physical, and social well-being. They work in partnership with families, keep records, and make sure they meet with safeguarding, health, and safety regulations. Flexibility, strong communication skills, and a commitment to inclusive practice are key to the role. |
Full day care / Creche deputy manager
| Deputy managers in full day care or crèche settings support the manager in overseeing daily operations, ensuring high standards of care and education for children from birth to school age. They lead staff, help plan and deliver the curriculum, and make sure safeguarding and regulatory requirements are met. Deputies also manage routines, work with families, and step into the Manager’s role when needed. |
Sessional day care / Preschool deputy manager
| Deputy managers in sessional settings help run part-time childcare sessions for children aged two to five. They support staff, help plan and deliver play-based learning in line with the Curriculum for Wales and ensure a safe, inclusive environment. They uphold safeguarding standards, work with families, and take on leadership responsibilities when the manager is away. |
Full day care / Creche manager / Person in charge
| Managers in full day care or crèche settings lead care and education for children from birth to school age. They manage staff, make sure the curriculum is delivered, manage safeguarding and health and safety, and keep the setting compliant with regulations. Managers build strong relationships with families, monitor children’s progress, and make sure the setting runs smoothly and effectively. |
| Sessional day care / Preschool manager / Person in charge | Sessional managers lead part-time early years settings for children aged two to five. They manage staff, plan and make sure the curriculum is delivered, and ensure a safe, nurturing environment. Responsibilities include safeguarding, compliance with regulations, working with families and supporting children’s development. Managers also oversee assessments and ensure inclusive practice in the setting. |
Level 4 Children’s Care, Play, Learning and Development
| Job role | Job description |
| Full day care / Creche practitioner / leader | Practitioners at level 4 will show a strong understanding of child development and curriculum delivery in full day care settings. They build leadership skills, support inclusive practice, and help improve quality. They reflect on their role in promoting well-being, safeguarding, and work together with families and professionals to meet children’s individual needs. |
| Sessional day care / Pre-school practitioner / leader | Practitioners show leadership and reflective practice. They strengthen their ability to plan and deliver play-based learning, support transitions, and promote children’s overall development. They explore ways to engage families, uphold safeguarding, and contribute to help improve quality in their setting. |
| Full day care / creche deputy manager / manager | This pathway helps deputy managers develop leadership and reflective practice in full day care settings. Learners support staff development, lead curriculum delivery, and ensure compliance with regulations. They will also focus on quality assurance, inclusive practice, and building strong partnerships with families and professionals to improve children’s learning and well-being. |
Sessional day care / Preschool deputy manager / manager
| Deputy managers build their leadership and management skills, while helping run sessional settings. They lead practice, mentor staff, and make sure children receive high standards of care and education. The pathway focuses on reflective leadership, safeguarding, curriculum planning, and working with families and agencies to support children’s outcomes. |
Level 5 Children’s Care, Play, Learning and Development
| Job role | Job description |
| Flying Start Leader / Manager / Person in charge | Flying Start Managers lead multi-disciplinary teams to deliver high-quality early years services in their communities. Through the Level 5 pathway, they build strategic leadership skills, reflective practice, and advanced knowledge of child development and family support. Managers oversee service delivery, drive continuous improvement, ensure compliance with regulations, and build strong partnerships with health, education, and social care professionals. They promote inclusive practice, support workforce development, and use data to plan and improve outcomes for children and families. |
Progression
Level 2
Progression into the level 2 apprenticeship
Learners will come from a wide range of backgrounds including:
- schools and colleges
- work
- work experience
- unemployment (possibly through pre-employment courses)
- training or experience in the sector
- following redundancy
- vocationally related knowledge qualifications from the sector (especially level 1 and 2 qualifications)
- Welsh Baccalaureate (PLL) Society, Health and Development. Pre-16 learners take WJEC National/Foundation Welsh Baccalaureate
- WeCare Wales Introduction to Childcare.
Many qualifications offer an excellent background of knowledge and understanding to support learning in this pathway. See the Qualifications framework for early years and childcare
Progression from the level 2 apprenticeship
Progression within the early years and childcare sector affords a wide range of opportunities for learners to take on new roles and responsibilities. Progression shouldn’t only mean moving up. In some instances, progressing into another role at the same level may be just as rewarding as it offers the opportunity to develop new skills and knowledge. This may involve a more specialist role in a different setting and will involve additional training and experience.
Progression to a level 3 apprenticeship in children’s care, play, learning and development (where job opportunities are available).
Please refer to the table above for level 3 job roles.
Please note apprenticeships in children’s care, play, learning and development are not designed to follow level progressions but are related to job roles and function. Learners can progress if they’re able to show they meet the responsibilities of a level 3 practitioner. Learners must be undertaking level 3 tasks within their job role to be able to complete the level 3 apprenticeship. This is required to demonstrate occupational competence.
There is a range of vocational qualifications offered by awarding organisations through colleges and other learning providers to help with progression and specialist skills development. These include:
- research and curriculum planning
- business development information
- advice and training to support self-employment
- starting a new business in childcare.
Practitioners don’t have to start an apprenticeship at level 2. If they are carrying out the functions of a level 3 role, they could start directly on a level 3 apprenticeship, if all the other conditions meet the framework requirements.
Level 3
Progression into the level 3 apprenticeship
Learners will come from a wide range of backgrounds including:
- schools and colleges
- work
- work experience
- unemployment (possibly through pre-employment courses)
- training or experience in the sector
- following redundancy
- vocationally related knowledge qualifications from the sector (especially level 1 and 2 qualifications)
- Welsh Baccalaureate (PLL) Society Health and Development. Post-16 learners (studying at L3) take WJEC Level 3 Advanced Skills Baccalaureate Wales
- Foundation apprenticeships
- WeCare Wales Introduction to Childcare.
Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, can be complicated. It includes taking responsibility for starting and completing tasks and procedures as well as exercising some autonomy and judgement. It also reflects awareness of different perspectives or approaches within an area of study or work.
Progression from the level 3 apprenticeship
Completion of the level 3 children’s care, play, learning and development: Practice qualification enables learners to work as a qualified level 3 childcare worker in an unsupervised capacity and, in many work settings, in a leadership role.
The qualification prepares learners to progress to:
- Level 4 Professional Practice Children’s Care, Play, Learning and Development
- Level 4 Preparing for Leadership and Management in Children’s Care, Play, Learning and Development
- Level 5 Leadership and Management of Children’s Care, Play, Learning and Development: Practice (if in a relevant role)
- Level 4 and 5 vocational qualifications specific to the sector are mentioned above
- Business development skills to become self-employed and create new child care businesses.
Progression to higher education (HE) for level 4, 5 and 6 qualifications can be an option, it may be possible to use apprenticeship qualifications towards entry requirements.
Progression should also not just be seen as vertical, as explained in the level 2 progression section. Sometimes, progressing into another role at the same level may be just as rewarding, as it offers the opportunity to develop new skills and knowledge.
There are opportunities for practitioners to do further training or assessment of competence that allows them to move to other management jobs. In many early years settings, a level 3 qualification is required, but a level 5 qualification is needed in Flying Start settings. Welsh Government’s 10-year workforce plan has an ambition to extend this to other settings.
There are a range of early years foundation degrees and degrees with practitioner status available across Wales, which offer a qualification recognised to practice as an early years practitioner. They all contain Early Years Practitioner Status (EYPS) in their title. There may also be some progression in accessing playwork, teaching, social work or nursing degrees and professional training. But, to progress to these routes the candidate has to meet the HE entry requirements and complete the three-year degree programme.
There’s information later in this framework document about progression into and from level 4 and 5 apprenticeships.
Progression into the level 4 apprenticeship
The pathway has been developed to provide scope and breadth for those in and moving into leadership and management roles in the sector.
As a guide, learners may enter from a range of routes including:
- apprenticeships (level 3)
- through other qualifications
- work experience
- unemployment but with previous related experience in early years and childcare
- NVQ/QCF diplomas at levels 3 and 4 or knowledge qualifications relevant to health and social care (e.g. from colleges or universities).
Progression from the level 4 apprenticeship
Learners may progress from this pathway onto further qualifications specific to their work. There’s a wide range of qualifications available within the early years and childcare sector. These may include specialist qualifications at any level, higher education certificates or diplomas, foundation degree or degree courses in early years and childcare or other work-related education and training to support continuing professional development.
Progression into the level 5 apprenticeship
The pathway has been developed to give flexibility to those in and moving into leadership and management roles in the sector.
As a guide, learners may enter from a range of routes including:
- apprenticeships (level 3) and the Level 4 Professional Practice Pathway
- through other qualifications (for example in management)
- work experience
- unemployment but with previous related experience in early years and childcare
- NVQ/QCF diplomas at levels 3 and 4 or knowledge qualifications relevant to health and social care (e.g. from colleges or universities)
Progression from the level 5 apprenticeship
Learners may progress from this pathway onto further qualifications specific to their work. A wide range of qualifications are available for use within the early years and childcare sector. These may include specialist qualifications at any level, Higher Education Certificates or Diplomas, foundation degree or degree courses in early years and childcare or other work-related education and training to support continuing professional development.
The Level 5 apprenticeship accumulates 120 credits which may be considered towards Higher Education study.
Equality and diversity
It is important that apprenticeship Pathways are inclusive and can demonstrate an active approach to identifying and removing barriers to entry and progression. Pathways should advance equality of opportunity between persons who share protected characteristics and those persons who do not as identified in the Equality Act 2010.
The protected characteristics identified in the Equality Act are age, disability, gender re-assignment, race, religion or belief, sex, sexual orientation, pregnancy and maternity. Marriage and civil partnership is also included although only in respect of the requirement to eliminate discrimination in employment.
Training providers and employers MUST also comply with the other duty under the Equality Act 2010 to ensure that applicants are not discriminated against in terms of entry to the industry based upon those nine protected characteristics.
Employment responsibilities and rights
Employment Responsibilities and Rights (ERR) is no longer compulsory. But, it’s recommended that all learners (especially the 16 to18 years group) receive a company induction programme.
Responsibilities
It’s the responsibility of the training provider and employer to make sure the requirements of this pathway are delivered in accordance with the Welsh Government/Medr Apprenticeships Guidance.
You can get more information from Medr.
Annex 1 Level 4 – Children’s Care, Play, Learning and Development - Professional Practice in Children’s Care, Play, Learning and Development
Relationship between knowledge and competence qualifications
This qualification provides knowledge for learners to achieve the Competence / Professional Practice qualification in Children’s Care, Play, Learning and Development.
Total Knowledge credits are a minimum of 30 credits, and the Competency / Practice credits are a minimum of 30 credits. With the required ESWs at 12 credits, this pathway has a minimum total credit rating of 72, depending on which pathway is chosen.
In addition, if the Level 4 Preparing for Leadership and Management qualification is chosen, the total Knowledge credits are 90 credits and Competency / Practice credits are a minimum of 30 credits. With the required ESWs at 12 credits, this pathway has a minimum total credit rating of 132, depending on which pathway is chosen.
The content covers:
Mandatory for all Professional Practice pathways:
- Leading child-centred practice Professional practice
- Study skills.
Mandatory for chosen Professional Practice routes:
- Working with families and carers to develop parenting skills
- Working with Children with Speech, Language and Communication Needs (SLCN)
- Recognising and Supporting Children with Additional Learning Needs (ALN).
Mandatory chosen Preparing for Leadership and Management pathway:
- Leading child-centred practice
- Theoretical frameworks for leadership and management
- Understand how to lead and manage effective team performance.
Annex 2 Framework Guidance
The Children’s Care, Play, Learning and Development Apprenticeship Framework is for those who work with babies, children and young people (and their families and carers) in settings or services where the main purpose is care, learning and development through play, for example:
- nurseries
- Flying Start
- full daycare
- sessional daycare
- creches
- childminders
- cylchoedd meithrin (Welsh medium nurseries).
It’s suitable for anyone wishing to join the sector and for those already working in it who wish to develop their knowledge and skills and become occupationally competent.
Please note: People working in a school environment who follow the statutory curriculum should undertake the more relevant Supporting Teaching and Learning (STL) Framework and people working in the play sector such as after school clubs should complete the Playwork Framework.
Learners and employers should check with learning providers about the correct qualification and level for their role
Those working in specific health or early years sectors can move between sectors, by using appropriate continuing and additional professional development relevant to the new role.
Aims and objectives of this framework (Wales)
This framework aims to:
- promote the development of a world class workforce: competent, credible, sufficient and confident.
- support employers to deliver this workforce and ensure the provision of accessible, affordable and high-quality childcare that enhances the educational opportunities and outcomes of children
- support Welsh Government to achieve their policy objectives in relation to childcare and their initiatives of Flying Start and the Curriculum for Wales, by providing a high quality, sustainable workforce
- support the economic recovery of Wales through the provision of childcare to working families and carers.
Objectives of this framework
- To support the continued development of a high-quality workforce with a shared and current understanding of early years and childcare practice in Wales.
- To ensure a supply of occupationally competent and experienced practitioners to provide childcare and contribute to an effective workforce that ensures the safety, educational and personal development of children.
- To support the development of a flexible workforce who can work across settings and support children's different needs.
- To help to retain practitioners and encourage progression to level 3 (and above) qualifications where appropriate and possible, (supporting the aspirations within the 10 Year Workforce Plan and the National Minimum Standards for Regulated Childcare for children up to the age of 12 years).
- To ensure the continued provision of high quality childcare that supports working families and carers to join or remain in the workforce.
- To ensure practitioners have support to develop their Welsh language skills.
- To promote inclusivity and explore opportunities to embed anti-discriminatory practice in qualifications.
Purpose of the framework
This framework provides the ‘gold standard’ of initial training for learners who work within early years settings. This framework aims to develop the knowledge, skills and occupational competence of people working with babies, children and young people (including their families and carers) in settings or services (mainly those in early years) that focus on children’s care, play, learning and development.
The framework may also be suitable for some early years health care support practitioners, specifically those working in Flying Start settings. It’s suitable for people seeking to join the early years or children's care, play, learning and development or early years child specific health sector, and provides training and development opportunities for practitioners already employed within the sector.
All childcare in Wales sits within the legislative and policy context of:
- The Well-being of Future Generations (Wales) Act 2015
- Cymraeg 2050 One Million Welsh Speakers
- A Healthier Wales (2018)
- Prosperity for All (2018) economic action plan
- Programme for Government 2021 – 2026
- United Nations Convention on the Rights of the Child (UNCRC)
- National Minimum Standards for Regulated Childcare up to the age of 12 years
- The Additional Learning Needs Code for Wales 2021.
The health, well-being and prospects of babies, children and young people are highlighted within all these documents, and they also acknowledge the need to have a highly skilled workforce to support their development.
Taken from the 10 Year Childcare, Play and Early Years Workforce Plan: Review and Refresh (2024):
“Published in 2017, the Early Years, Childcare and Playwork 10 Year Workforce Plan set out our vision for children from all backgrounds to have the best start in life, to ensure all children can reach their full potential and lead a healthy, prosperous, and fulfilling life. Ensuring we have a highly skilled, qualified and supported workforce is central to achieving this.
“For the remainder of this plan’s life, we will work tirelessly to attract the right people into the sector, to support them to develop so that they may provide high quality play, learning and care. We are determined for the workforce to thrive, feel valued and want to stay and progress in this hugely valuable and rewarding sector.”
The Welsh Government has a powerful vision to make sure the needs of the babies, children and young people of Wales are met and their rights respected so they reach their full potential.
Childcare and early years’ services play a vital role in helping to deliver this vision by supporting children and their families and carers, through high quality provision. There’s a substantial body of evidence to show that high-quality childcare provision has positive effects on child development, particularly for disadvantaged children. There is a strong link between high quality childcare and a highly qualified workforce, reported in Welsh Government: Early Childhood Education and Care (ECEC) policy; 10-Year Childcare, Play and Early Years Workforce Plan: Progress reports (last updated in 2023).
The Welsh Government’s key objectives for childcare are:
- ensuring quality
- developing the workforce
- joining-up programmes including Flying Start and the Curriculum for Wales
- supporting Childcare Enterprise
- ensuring sufficient provision
- developing the infrastructure
- promoting an inclusive and anti-discriminatory sector
- improving information.
This framework aims to support government and employers in the sector to achieve these aims.
Pathway level 2
The Level 2 Foundation apprenticeship is for those who work under supervision in settings. It shows occupational competence in the Welsh early years and childcare sector and helps deliver high-quality childcare.
At this level, practitioners contribute to inclusive and anti-discriminatory practices that help support children’s physical, intellectual, language, emotional and social development. Their work is guided by more experienced colleagues, and the specific roles they may hold are described in the job roles section of the framework.
Pathway level 3
The Level 3 apprenticeship is for practitioners who take on more responsibility in childcare settings. They work independently and use their initiative to observe, plan, and organise activities that promote children's development.
Level 3 practitioners champion inclusive and anti-discriminatory practices. They help children develop physically, intellectually, emotionally, socially, and in their language skills. They support children's health and well-being, including promoting nutrition and hydration, and respond appropriately to childhood illnesses.
Level 3 practitioners work more independently and may take on developmental or supervisory roles, supporting less experienced practitioners. Some may also be employed to support key Welsh Government programmes, including Flying Start (for children aged nought to three) and the Curriculum for Wales (for children aged three to eight).
Some learners can move directly onto the Level 3 pathway if their role and responsibilities allow them to carry out the tasks required for the mandatory and chosen optional units.
The specific roles they may hold are described in the job roles section of the framework.
Pathway level 4
The Level 4 apprenticeship helps experienced practitioners who want to progress their careers by leading and specialising in their practice. This pathway offers three routes:
- working with families and carers to develop parenting skills
- supporting children with speech, language and communication needs (SLCN)
- recognising and supporting children with additional learning needs (ALN).
Learners will develop and use specialist knowledge, skills, and understanding in their chosen pathway. They’ll use relevant theories and approaches to guide reflective and independent practice, and use critical thinking and self-awareness to improve outcomes for children. Their role will also include literacy, numeracy, and digital skills.
Learners will lead a change in practice by planning and evaluating, and will compile a portfolio of evidence.
This pathway also gives learners a strong foundation for moving into leadership or management roles, and gives them the skills and confidence they need for future responsibilities.
Learners may choose to complete the Level 4 Preparing for Leadership and Management in Children’s Care, Play, Learning and Development qualification as part of their apprenticeship.
Learners taking this pathway usually already hold a recognised Level 3 qualification. The specific roles they may hold are described in the job roles section of the framework.
Pathway level 5
The Level 5 apprenticeship is designed for experienced practitioners in leadership or management roles within children’s care, play, learning and development settings.
This qualification helps learners apply leadership and management theories in real-world settings, using critical thinking and data to improve child-centred services.
Learners show their leadership skills through a workplace-based business project, a portfolio of evidence, and a professional discussion. They show how they lead teams, make informed decisions, and communicate effectively. They also use numeracy and digital skills to support performance and development in their setting.
In this pathway, learners must already hold a recognised Level 3 qualification and meet the National Minimum Standards. They also need to be actively engaged in leadership or management activities To show evidence for the Practice qualification.
Learners must also complete the Level 4 Preparing for Leadership and Management in Children’s Care, Play, Learning and Development qualification before progressing to Level 5. This can be done as part of the apprenticeship pathway.
The specific roles for this practice-based pathway are described in the job roles section of the framework.
Visit the Social Care Wales qualification framework to find specific job roles in early years and childcare. It explains which qualifications are needed for practice.
Outline of the workforce
The Welsh Government has commissioned comprehensive reports to map the childcare and play workforce in Wales. The Phase 2 report, published in July 2024, estimates there are more than 16,000 practitioners in the sector. It projects a 24 per cent increase in staffing needs by 2027 to 2028 because of the expansion of the Flying Start programme.
Why do we need to develop the workforce?
The provision of affordable, accessible, quality early years provision, available at the times parents need it, plays an essential role in the expansion of our economy, helping parents to return to work and creating further employment opportunities within childcare itself. This provision continues to be important as children reach school age as it allows working parents to continue to support their families financially, knowing that their children will be cared for, kept safe, and involved in positive activities.
Research tells us that high-quality early education and childcare produces greater long-term benefits for our children and strongly influences their future life chances. When the workforce has the knowledge, skills and behaviours to provide high-quality childcare and play, the effects on children can be profound. It particularly benefits children from disadvantaged backgrounds, and children who are disabled or have additional learning needs. (Curriculum for funded non-maintained nursery settings (2022); Welsh Government: Early Childhood Education and Care (ECEC) policy; 10-Year Childcare, Play and Early Years Workforce Plan: Progress reports (last updated in 2023)
Wales already has a dedicated and highly qualified childcare and play workforce, but we know we can do more to change perceptions about a career in the sector so it’s an attractive career choice. Those who wish to change career can bring a fresh perspective and a range of experience to the workforce. It’s important to help the sector attract and retain quality practitioners, to achieve high standards of childcare and develop a professional workforce that’s skilled enough to meet the challenges of the next decade and beyond.
The quality of childcare and play provision is crucial
Practitioners need a range of skills to make sure our children receive the right learning and development support to reach their full potential. We want to support practitioners to gain a wide range of appropriate qualifications and raise their skill levels, with a universal approach to standards and qualifications across public, private and voluntary settings. We want to support managers of all settings to aspire to and reach level 5. We’ll support the sector by developing appropriate progression routes to achieve these qualifications and access structured training and career paths.
“On 15 March 2024, the Early Childhood Play, Learning and Care in Wales Plan (ECPLC) was published, bringing together all our policies and programmes relating to ECPLC from across Welsh Government. The plan places the child and child development at the heart of everything we do and was developed around three themes: quality of provision, access to provision, and supporting and developing the workforce. By focusing on these themes, the plan supports the development and delivery of high–quality, inclusive, play–based childcare and education opportunities for all babies and young children aged nought to five years old.”
(Welsh Government website ECPLC Plan Annual Infographic)
Flying Start provision has expanded under the ECPLC plan. The primary objectives for expanding Flying Start are to:
- make sure children get the best possible start in life
- tackle poverty and deprivation
- increase the provision of high-quality childcare services and of Welsh medium childcare places and settings.
Equality and diversity
The Welsh Government is committed to a more equal Wales through the Well-being of Future Generations Act. Welsh Government also “believes that every person should be treated fairly, and we are working towards a more equal Wales, a country which ensures equity of access to services, tackles inequality and discrimination and seeks fairer outcomes for all our citizens, both current and future generations.” (Jane Hutt MS, Cabinet Secretary for Social Justice, Trefnydd and Chief Whip: Strategic Equality and Human Rights Plan 2025 to 2029).
Apprenticeship pathways should be inclusive and show an active approach to identifying and removing barriers to entry and progression. Pathways should promote equal opportunities for everyone, including people with protected characteristics as identified in the Equality Act 2010.
The protected characteristics identified in the Equality Act are:
- age
- disability
- gender re-assignment
- race
- religion or belief
- sex
- sexual orientation
- pregnancy and maternity.
Marriage and civil partnership is also included, but only to eliminate discrimination in employment.
Training providers and employers must also comply with the other duty under the Equality Act 2010 to make sure learners aren’t discriminated against when entering the industry, based upon those nine protected characteristics. Reasonable adjustments can be considered in line with qualification requirements.
Traditionally, childcare work has been provided by women. Previous recruitment campaigns have focused on attracting more men, young people and international practitioners into the profession to make sure care can be offered so that babies, children and young people get the best start to reach their full potential.
Sector bodies continue to raise awareness of the need to promote equality and anti-discriminatory practice to employers, training providers and learners to encourage local recruitment to reflect the community. Apprenticeship completion data provides an insight into how apprenticeships reflect equality and diversity across Wales.
Welsh language
Our research shows that we need more Welsh speakers in childcare. This is essential to meet the Welsh Government’s Cymraeg 2050 target of a million Welsh speakers, but also to promote equity and inclusion in line with the Anti-Racist Wales Action Plan.
Improving access to services in Welsh makes sure children and families who speak Welsh aren’t disadvantaged. Language inclusion is a key aspect of anti-racist practice because it supports cultural identity and removes barriers that may exclude non-English speakers.
In Wales, apprenticeships can be completed in Welsh or bilingually. This helps create a more diverse and representative workforce and is in line with the Action Plan’s commitment to equitable opportunities and inclusive learning environments.
Responsible sector bodies also have materials to promote and engage learners and employers. They have created bilingual resources to support and encourage a diverse workforce.
These include:
- Camau Welsh language courses
- More than just words – five year strategy
- Prentis Iaith – language resource by the Coleg Cymraeg Cenedlaethol.
They support Welsh language development and also contribute to the Anti-Racist Wales Action Plan by promoting inclusive, culturally responsive practice and equitable access to learning and services.
Additional learning needs (ALN)
Learning providers must identify and support apprentices with ALN from the start. This includes carrying out initial assessments to find out if there any barriers to learning and making sure the right support is in place. These plans must be regularly reviewed and updated to reflect the learner’s progress and changing needs.
The framework highlights the importance of inclusive practices. Providers must take effective measures to make sure that learners with ALN stay on their courses and achieve their aims. This includes promoting equality and diversity, following disability discrimination legislation, and making sure that all learners has fair access to learning opportunities. Providers should work with employers, support agencies, and other stakeholders to give tailored support that meets individual learner needs, including putting reasonable adjustments in place.
The framework puts ALN support as a key part of delivering quality apprenticeships. Providers must be proactively identify needs, implement support strategies, and monitor outcomes so that all learners can succeed. Further information about ALN support can be found in the Apprenticeship Commissioning Programme Wales Framework.
Well-being and resilience: promoting compassionate leadership
Learners’ well-being and resilience is essential for high quality early years and childcare in the Children’s Care Play Learning and Development frameworks. Leaders play a key role in compassionate leadership, which involves actively listening, showing empathy, and creating safe environments where staff feel valued and understood. By promoting reflective practice, encouraging peer support, and prioritising mental health, leaders can build resilient teams that thrive even in challenging circumstances. This approach supports individual practitioners and strengthens the overall caring ethos in early years settings.
Employer support
In 2024 there were:
- 1,064 childminders
- 1,028 full day care settings
- 327 sessional day care settings
- 10 creche facilities.
(Care Inspectorate Wales SASS return 2024).
Employers continue to use the children's care, play, learning and development apprenticeship to recruit practitioners to the sector and to support the development of existing practitioners to meet the industry preferred (and occupational competence) qualification. Employers must make sure trainees are closely supervised at all times, as noted in the National Minimum Standards, standard 13.8.
Following an apprenticeship programme produces a competent worker or manager, qualified to the level expected within the National Minimum Standards for Regulated Childcare. The early years sector recognises that to meet the needs of employers and the aspirations of those who use the services and work in them, accredited qualifications that meet the regulatory needs of the workforce remain important. In early years and childcare, there’s a qualification framework, which sets out the required and recommended qualifications for practice. Employers have been closely involved with the development of the qualifications within this framework and we continue to work with them, through focus groups, to review and make changes to it.
This apprenticeship framework aims to support the professional development of practitioners already working within the industry, and meet the professional qualifications and requirements to support their journey towards leadership and management within childcare settings. It enables level 2 and 3 practitioners to extend their knowledge and competence to carry out more complex activities in work with babies, children and young people. It introduces the leadership role at level 4 with the opportunity for sector specific management development at level 5.
You can find manager workshops and development opportunities signposted through the Social Care Wales website events page, to support leadership and continuous professional development across the sector.
Annex 3 Further Guidance for Learning Providers
We believe learning providers are working towards the optimum apprenticeship achievement levels within the sector. But, during the Qualifications Wales review of the sector’s qualifications and learning system, published in 2016, there were concerns around quality and consistency. Qualifications Wales used its powers under the Qualifications Wales Act 2015, to restrict the awarding bodies who can deliver the suite of qualifications for the sector. Following a procurement process, a consortium made up of City & Guilds and WJEC (The Consortium) was appointed as the only provider for a five-year period. Since 2017, Qualifications Wales, The Consortium, Social Care Wales and Health Education and Improvement Wales have been working together with the sector to develop qualifications that meet the changing needs and expectations across early years and childcare in Wales.
The restriction on qualifications in the suite ended on 31 August 2025. WJEC and City & Guilds have confirmed they will continue to offer these qualifications. The end of the restriction means other awarding bodies may submit qualifications for approval against published approval criteria. They must ensure the qualifications are fully bilingual and engage with Social Care Wales to seek inclusion on the qualification framework.
Learning providers have been actively involved in the development of this framework and will continue to be involved in future reviews. Please note that this framework isn’t suitable for everyone.
There’s a separate Playwork Framework for employers and learners working with older children between the ages of 8 to 12.
There’s also a Learning Support Framework designed for classroom assistants.
Learners and employers should check with learning providers about the correct qualification for their role.
Annex 4 Further Guidance for Entry Requirements
Learners don’t need specific qualifications for entry to these pathways, but they must be ready to take on responsibilities in line with the level of the apprenticeship.
Potential learners must have an enhanced DBS (Disclosure and Barring Service) check.
The Level 2 Children’s Care, Play, Learning and Development Core qualification is aimed at:
- post-16 learners in Wales, working in regulated childcare settings with families/carers and children under the age of 8, and/or
- NHS children's services for those working with families/carers and children aged 0 to 19. This includes child health settings.
The Level 2 Children’s Care, Play, Learning and Development Practice qualification is mainly for:
- those working in regulated childcare settings with families/carers and children under the age of 8
- NHS children’s services for those working with families/carers and children aged 0 to19
- learners who’ve achieved the Level 2 Children’s Care, Play, Learning and Development: Core qualification
The Level 3 Children’s Care, Play, Learning and Development Practice qualification is suitable for:
- learners working in a childcare setting undertaking level 3 roles and responsibilities
- learners who have achieved the Level 2 Children’s Care, Play, Learning and Development: Core and/or Practice and/or practice and theory qualification
- people working in Flying Start, and those delivering the curriculum for three to seven year-olds in Wales
- learners who hold a level 2 legacy qualification as listed in the qualifications framework for Social Care and Regulated Childcare in Wales, work in a childcare setting and want to progress on to level 3.
It’s strongly encouraged that learners complete the Core qualification before or alongside the Level 2 and 3 Children’s Care, Play, Learning and Development: Practice, as this will be a requirement for practice set by Social Care Wales.
Level 1 Essential Skills qualifications are the minimum requirement for this pathway. Learners will be encouraged and supported to progress to higher levels where appropriate, to boost their competence and confidence in the workplace.
Please note it’s a requirement set out in Social Care Wales’s Qualification Framework that to work within specific job roles, an individual working within the early years and childcare sector will need both the:
- Level 2 Children’s Care, Play, Learning and Development: Core and
- Level 2 or 3 Children’s Care, Play, Learning and Development: Practice qualification.
Learners for this pathway must be interested in, committed and suitable to working with children (particularly young children). It’s anticipated that learners will come from a variety of previous experiences and opportunities.
Employers in childcare carry out Disclosure and Barring Service (DBS) checks, and certain offences may disqualify potential learners from employment, so they’re automatically prevented from completing the framework. Potential learners should therefore discuss any relevant matters with their employer before enrolment. This is a requirement of safeguarding regulations.
All practitioners in these sectors also need a range of characteristics and personal attributes, and employers are increasingly using values-based recruitment. There are different resources available to employers for recruitment such as:
- A Guide to Recruiting Well
- A Question of Care, an interactive video to see what working in care is like
- Introduction to Childcare Training Course, which can be recognised by employers
- WeCare Wales Career Cards, a tool providing information about different roles in childcare
- the WeCare Wales website, which hosts lots of apprenticeship resources.
Initial assessment of the suitability of learners for the programme must include, at a minimum, an indication that the learner accepts the principles and values that support working with children, which are:
Principles
- The welfare of the child is paramount.
- Practitioners contribute to children’s care, learning and development and this is reflected in every aspect of practice and service provision.
- Practitioners work with parents and families / carers and are partners in the care, learning and development of children and are the child’s first and most enduring educators.
Values
- The needs, rights and views of the child are at the centre of all practice and provision.
- Individuality, difference and diversity are valued and celebrated.
- Equality of opportunity and anti-discriminatory practice are actively promoted
- Children’s health and well-being are actively promoted.
- Children’s personal and physical safety is safeguarded, while allowing for risk and challenge as appropriate to the capabilities of the child.
- Self-esteem, resilience and a positive self-image are recognised as essential to every child’s development.
- Confidentiality and agreements about confidential information are respected as appropriate, unless a child’s protection and well-being are at stake.
- Professional knowledge, skills and values are shared appropriately to enrich the experience of children more widely.
- Best practice needs reflection and a continuous search for improvement.
Employers’ selection process, in partnership with learning providers, may include initial assessment where learners will be asked if they have any qualifications or experience that can be accredited against the requirements of the apprenticeship.
Employers and learning providers are interested in learners who:
- are keen and motivated to work in an early years and childcare environment
- are willing to do training both on the job and off the job and apply this learning in the workplace
- have previous work experience or employment in the sector
- have a Welsh Baccalaureate.Pre-16 learners take WJEC National/Foundation Welsh Baccalaureate; post-16 learners (studying at L3) take WJEC Level 3 Advanced Skills Baccalaureate Wales
- have GCSEs, Key Skills or Essential Skills or equivalent qualifications, in Welsh, English and maths
- have completed or are willing to complete tests in basic numeracy and communication skills to reach a minimum of level 1. If a learner doesn’t hold the above qualifications before starting their learning, the apprenticeship provides the opportunity to gain the relevant Essential Skills qualifications. The apprenticeship can only be fully achieved if these are completed alongside the vocational qualifications. To help learners develop their communication and application of number skills in a way that reflects real-life work scenarios, we recommend using the Social Care Wales e-learning modules. They have been specifically designed to reflect the kinds of scenarios learners may face in early years and childcare settings. They match the learning outcomes required for Essential Skills Wales qualifications and give a practical approach to skill development. These modules allow learners ton build confidence and competence in essential skills through relevant, sector-specific examples that support their understanding, application in practice and preparation for assessment
- have international qualifications in English and maths that have been deemed equivalent by the UK National Information Centre (UK ENIC). An ENIC statement of comparability will need to be submitted as evidence alongside the qualification certificates when claiming an apprenticeship framework certificate.
The tasks required in these apprenticeships involve meeting the job role requirements. There will be an interview to make sure learners have selected the right occupational sector and are motivated to become an apprentice learner, as an apprenticeship is a major commitment for both the individual and employer.
Learners who have completed the Welsh Baccalaureate or other full-time college courses may have completed units or courses (for example the Level 2 Core qualification) which will provide credit or knowledge towards the Foundation Apprenticeship or Apprenticeship in Children’s Care, Play, Learning and Development.
There are processes to make sure learners with prior knowledge, qualifications and experience aren’t disadvantaged by having to repeat learning. Training providers/colleges and awarding bodies will be able to advise about the current rules for accrediting prior learning and recognising prior experience. There are relaxations or proxies for transferable skills qualifications (Communication and Application of Number) and these details can be found on the Apprenticeship Certification Wales (ACW) website.
Practice qualifications within this framework need evidence collected from work activities. To complete the qualification, people working towards levels 2, 3, 4 and 5 must be undertaking tasks that meet the level descriptors for their role.
What to consider at entry
Many employers will look for desirable skills and attributes in potential learners. These could include:
- putting babies, children, young people and family and carers’ rights and views at the centre of all practice
- valuing and celebrating individuality, difference and diversity
- actively promoting equality of opportunity and anti-discriminatory practice
- motivation to work and succeed within the sector/s
- good interpersonal skills, effective verbal and physical communication skills
- actively promoting the health and well-being of babies, children and young people
- respecting confidentiality and agreements about confidential information unless safety and well-being are at risk
- willingness to undertake training and learning programmes and applying that learning in the workplace
- ability to work in small informal teams, demonstrating listening skills and contributing towards decision making and professional practice
- a standard of communication and numeracy required for the demands of the job.
The pathways for Leadership and Management in Children’s Care, Play, Learning and Development is suitable mainly for learners who have experience in the sector. The qualification is designed to help learners over the age of 19 to practice as leaders and managers in the sector.
They must be in a management or team leader/supervisory position that provides real life work opportunities to meet the requirements of the framework. They could perhaps be an assistant manager or Flying Start Leader looking to improve their progression opportunities and help with the succession planning for managers within their employment situation.
Some employers may see this as an opportunity to develop their own future managers. They can offer ‘acting up’ positions for practitioners who can be given more responsibilities to complete the requirements of the qualifications.
Achievement at level 4 and 5 reflects the ability to identify and use relevant understanding, methods and skills to address broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them. Learners will need to be prepared for study at this level before starting the apprenticeship.
Learners following the level 4 pathway should ideally have completed the Children’s Care, Play, Learning and Development Apprenticeship at level 2 or 3, or any of the legacy qualifications on Social Care Wales’s qualification framework, and are now acting as leaders, deputy managers or managers. Learners who haven’t completed these qualifications must have significant previous experience of working in supervisory or management positions in the sector.
Learners following the level 5 pathway must already hold a recognised Level 3 qualification, meet the National Minimum Standards, and be actively involved in leadership or management tasks to provide the necessary evidence for the practice qualification. They must also complete the Level 4 Preparing for Leadership and Management in Children’s Care, Play, Learning and Development qualification before progressing to Level 5. This can be done as part of the apprenticeship pathway.
The job roles covered by this pathway involve working with vulnerable adults and children, so learners need clean enhanced Disclosure and Barring Service checks (DBS), as described in the entry requirements section for the level 2 and 3 apprenticeships.
Practitioners in these sectors also need a range of characteristics and personal attributes.
Each learner should be assessed before the start of their programme to identify:
- any specific training needs
- what support and guidance they may need when working towards their qualification
- the appropriate type and level of qualification.
It’s highly likely that learners will be asked to undertake Welsh Essential Skills Tests (WEST) for Welsh or English, and Application of Number. These aren’t meant as a barrier to entry, but to help understand the learner’s ability to achieve the programme. They can also help tailor the individual learning plan to meet their needs and those of the employer, taking account of any reasonable adjustments that may be needed. Learners will be supported to develop communication and application of number skills appropriate to the function of their role, if they don’t already hold the relevant qualifications.
There are processes to make sure learners with relevant prior knowledge, qualifications and/or experience aren’t disadvantaged by having to repeat learning. Training providers, awarding bodies, and colleges will be able to advise about the current rules for accrediting prior learning and recognising previous experience. This may be particularly relevant if the learner is changing service areas, such as from social care children’s services to childcare. Since learners will already be working in the sector or will have recently worked in the sector they can apply to have their experience formally recognised by an awarding body and this will count towards the qualifications in this pathway.
To help learners develop their communication and application of number skills in a way that reflects real-life work scenarios, we recommend using the Social Care Wales e-learning modules. They have been specifically designed to reflect the kinds of situations learners may face in early years and childcare settings. They match the learning outcomes required for Essential Skills Wales qualifications and give a practical, approach to skill development. These modules allow learners can build confidence and competence in essential skills through relevant, sector-specific examples that support their understanding, application in practice and preparation for assessment.