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Level 1
Unit No:
Guided learning hours:
30 hours

Assessment Guidance

Portfolio of Evidence


This unit will give learners an insight into the types of early years settings that are available to young children. It will also help them understand the wide range of job roles available to them.

Unit Learning Outcomes


Know the range of settings in early years provision.

Additional details

Examples of child care provision and their features may include:

  • creche - wide age range of children; staffed by paid staff or volunteers
  • parent and toddler group - usually for under 4s with carers; groups run by parents/carers who are responsible for their own children; may have a committee that oversees the work
  • pre-school playgroup - usually 3-5 years; qualified staff; must be registered and subject to inspection
  • daycare or day nursery - 6 weeks to school age; must be registered and subject to inspection
  • nursery schools can classes - usually 3-4 years; qualified teachers and assistants; operated within the education authority
  • out of school care - usually 4- 11 years; staff must have relevant qualifications; operate before and after school hours
  • childminder - birth to 12 years of age; registered childminders are self-employed and subject to inspections; care usually provided in own home

Assessment Criteria

  • 1.1

    Identify the different types of provision for early years.

  • 1.2

    Outline the features of different types of early years settings.

  • 1.3

    Outline the key services offered in different types of setting.


Know the roles, responsibilities and possible career progression routes in early years settings.

Additional details

There is a wide range of job roles and job titles within early years provision. For example Area Manager, Assistant Manager, Assistant Practitioner; Early Years Educator, Early Years Practitioner, Early Years Teacher, Early Years Worker, Head of Early Years, Head Teacher; Nursery Manager, Nursery Nurse, Nursery Practitioner, Nursery Teacher. 

Learners do not need to have a in-depth knowledge of job roles and responsibilities.

Learners should select a job role and describe the work patterns, responsibilities and activities. Job descriptions will be a useful tool for this criterion within the learning outcome. 

Progression routes do not need to be detailed, but might include management responsibilities or specialisation and any associated additional training or qualifications required.

Assessment Criteria

  • 2.1

    Identify key job roles in different types of early years settings.

  • 2.2

    Identify the responsibilities of management within an early years setting.

  • 2.3

    Describe the nature of the work related to a chosen job role in an early years setting including:
    •likely working patterns
    •activities undertaken

  • 2.4

    Outline possible progression routes for workers in the sector.


Know the core skills required for work in an early years setting.

Additional details

Examples of core skills for working in early years settings may include:

  • excellent communication skills
  • numeracy skills
  • interpersonal skills
  • ability to work as an effective team member
  • ability to organise own work
  • creativity and imagination

Early years workers must be positive role models for the children they are working with. They need to be able to support and promote children's development. To do this they need to have the skills listed above and many others. 

Assessment Criteria

  • 3.1

    Identify the core skills required to work in a chosen job role in an early years setting.

  • 3.2

    State why these skills are important to the job role.


Be able to plan own learning and development in order to prepare for a career within the early years sector.

Additional details

Learners will be able to use the skills identified in learning outcome 3 to create a checklist for themselves. They can then identify their own skills for working with children and any areas that they can develop. Learners need to know what opportunities are available to them to progress in their career e.g. further qualifications, job opportunities, work experience or volunteering opportunities to enhance skills and experience. 

Assessment Criteria

  • 4.1

    Identify own existing, relevant skills and areas for development.

  • 4.2

    Identify further learning, including qualifications where required, needed to progress into a career in the early years sector.

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