level 3 early years educator knowledge, skills & behaviour ... ksb... · behaviour (ksb) what is...

Level 3 Early Years EducatorKnowledge, Skills & Behaviour (KSB)

What Is end-point assessment?

End-point assessment (EPA) signifies one of the biggest apprenticeship reforms in recent times, and will constitute a large part of the new Trailblazer approach. An EPA is a collection of assessments that offers confirmation of knowledge, skills and behaviours (known as KSBs) for a particular role. It takes place once the apprenticeship training has been completed, and the apprentice is deemed ready for EPA. The EPA must be achieved before an apprenticeship certificate can be issued.

This approach stems from the 2013 government-commissioned Richard Review into apprenticeships, which called for an end to continuous assessment – in favour of an external assessment that more accurately reflected a learner’s capabilities and readiness for a particular role.

What’s more, the independent nature of the assessment is designed to ensure that skills are transferable across different organisations and respected industry-wide.

The EPA doesn’t have to cover every aspect of the standard; instead, it’s designed to be holistic – evaluating the Knowledge Skills Behaviours (KSBs) that should be met over the duration of the apprenticeship.

This is covered by a professional discussion – all details are listed below.

Overview A multiple choice test is an effective way of accessing the associated knowledge and skills for this occupation as there is a substantial quantity of theories, psychological practices and safeguarding knowledge to test and assess before competence can be confirmed. Test Format

The test can be: • computer based • paper based It will consist of 35 questions, consisting of closed response questions ( i.e. multiple-choice questions)

Method 1: Test

KSBs Knowledge Test Links to Main Aim – Units – LO - Criteria

K1 The expected patterns of children’s development from birth to 5 years, and have an understanding of further development from age 5 to 7.

EYE 2

K2 The significance of attachment and how to promote it effectively.

EYE 2

K3 A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice.

EYE 2, EYE8, EYE 11

K4 How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care.

EYE 2, EYE 7, EYE 13

K5 K5 the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.

EYE 9, EYE 5

K6 The importance to children’s holistic development of: - speech, language and communication - personal, social and emotional development and physical development.

EYE2, EYE8, EYE11

K7 Systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics.

EYE 1, EYE8

K8 The potential effects of, and how to prepare and support children through, transitions and significant events in their lives.

EYE2, EYE8

K9 The current early education curriculum requirements such as the Early Years Foundation Stage.

EYE 8, EYE11

K1 The importance of undertaking continued professional development to improve own skills and early years practice.

EYE10

K12 The legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children. K13 Why health and well-being is important for babies and children.

EYE4, EYE6, EYE7, EYE13

K15 Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual.

EYE3, EYE5

This assessment method will offer a full synoptic assessment of the apprentice, testing aspects of knowledge, skills and behaviours. It will allow the apprentice to evidence both the knowledge gained and its application through skills and behaviours. The discussion will allow the assessor to thoroughly test understanding through open and follow up (clarification) questions. This method also complements the qualification and the knowledge test, giving apprentices the best possible opportunity to evidence their competence, including beyond the level outlined in the standard (distinction). The underpinning portfolio also includes naturally-occurring evidence, which can be probed in detail to ensure understanding of the KSBs Delivery The independent assessors will conduct and assess the professional discussion. Prior to the professional Discussion, the independent assessor must have reviewed the apprentice’s portfolio in preparation for this assessment. Where video-recorded observations are included within the portfolio, time should be scheduled for the Independent Assessor to view these at the employer’s premises prior to the Professional Discussion.

The professional discussion must last for 90 minutes. The independent assessor has the discretion to increase the time of the professional discussion by up to 10% to allow the apprentice to complete their last answer. Further time may be granted for apprentices with appropriate needs, for example where signing services are required. During this method, the independent assessor must combine questions from the EPAO's question bank that will be used as assessor starter questions, but will be followed up with those generated by the assessor themselves that target specific elements of the apprentice’s portfolio. The discussion should be a 1:1 conversation, underpinned by the portfolio. Both the assessor and the apprentice must have access to the portfolio during the discussion. Video conferencing can be used to conduct the professional discussion, but the EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided in some way, for example, screen share and 360-degree camera function with assessors. The independent assessor must use the assessment tools and procedures that are set by the EPAO to record the professional discussion. The independent assessor will make all grading decisions.

This assessment will take the form of a professional discussion, which must be appropriately structured to draw out the best of the apprentice’s competence and excellence and cover the KSBs assigned to this assessment method. It will involve the questions that will focus on coverage of prior learning or activity. The professional discussion can take place in either of the following:

• Employer’s premises• Suitable venue selected by the EPAO (e.g. a training provider's premises)

Method 2: Professional Discussion Underpinned By A Portfolio

Knowledge KSBs Professional Discussion Links to Main Aim – Units – LO - Criteria

K2 The significance of attachment and how to promote it effectively.

EYE 7 outcome 1 (1.1)

EYE 2 Outcome 5 (5.1, 5.2, 5.3) EYE 13 Outcome 1 (1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.4, 3.5)

Scheme of work resources.

• Theorist PowerPoint

• Transitions handouts

K4 How children’s learning and development can be affected by their stage of development and individual circumstances such as moving school, birth of a sibling, family breakdown and adoption and care.

EYE2 (4.1, 4.2, 5.1, 5.2, 5.3)


EYE 13 Outcome 1 (1.1, 1.2)




• Transitions case study

K5 The importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.

EYE 9 (1.1,1.2,1.3, 1.4, 1.5, 2.1, 2.2, 2.3)

All of it EYE5 (2.1, 2.2, 2.3, 2.4, 3.1)

EYE 1 (1.5, 4.2) EYE 11 (2.1, 2.4, 3.3, 3.4)

Scheme of work resources

• PP EDI

• Handout on Equality definitions cards

• There are some leaflets for autism, ADHD and Asperger’s under EYE 8 resources and also a video about supporting children with additional needs

K8 The potential effects of, and how to prepare and support children through, transitions and significant events in their lives.

EYE2 (4.1, 4.2, 5.1, 5.2, 5.3)


EYE 13 Outcome 1 (1.1, 1.2)




• Transitions case study

K10 When a child is in need of additional support such as where a child’s progress is less than expected. How to assess within the current early years’ education curriculum framework using a range of assessment techniques such as practitioners observing children through their day-to-day interactions and observations shared by parents and/ or carers.

EYE 8 Unit as a whole

EYE 5 (1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3)

EYE 11 (1.3, 2.1, 2.4, 3.2)

EYE 9 (1.5, 2.2)

EYE12 1.1, 1.2, 1.3, 1.4, 5.1, 5.2, 5.3)

Scheme of work

• Leaflet - Factors that influence child development

• Handouts - Child development and understanding child development

• Scenarios personal and external factors

K10 When a child is in need of additional support such as where a child’s progress is less than expected. How to assess within the current early years’ education curriculum framework using a range of assessment techniques such as practitioners observing children through their day-to-day interactions and observations shared by parents and/ or carers.


EYE 5 (1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3)

EYE 11 (1.3, 2.1, 2.4, 3.2)

EYE 9 (1.5, 2.2)

EYE12 1.1, 1.2, 1.3, 1.4, 5.1, 5.2, 5.3)

Scheme of work

• Leaflet - Factors that influence child development

• Handouts - Child development and understanding child development

• Scenarios personal and external factors

• Behaviour resources - Behaviour assessment check list and patterns and triggers.

• Resources 11, 13, 14 scenario, PP on Observations

K12 The legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.

EYE 4 (1.1, 1.2, 1.3, 1.4, 2.3, 2.4, 3.1, 4.1, 4.2, 5.1, 5.2)

EYE 6 The whole unit

EYE 11 (1.1)

EYE 12 (6.1)

EYE 3 (1.1, 1.4, 1.5, 2.2, 3.4, 4.2)

Scheme of work

• TQUK – Health and safety units (Table and risk assessment form)

• Safeguarding resources

K14 How to respond to accidents, injuries and emergency situations.


EYE 4 (4.1, 4.2)

EYE 7 (1.2, 1.3)

Scheme of work

• TQUK – Health and safety – Hazard picture and map

K15 Safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse include domestic, neglect, physical, emotional and sexual.



EYE 7 (2.3, 2.4, 2.5)

EYE 13 (4.2, 4.3, 4.4, 4.5)

Scheme of work resources

• Safeguarding -PPT

• Mind map

• Factors of abuse match cards and handout

• Vulnerable factors

Skills KSBs Professional Discussion Links to Main Aim – Units – LO - Criteria

K16 How to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely.

EYE 4 (5.1, 5.2,5.3)

EYE 7 (1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4)

EYE 13 (1.1, 4.2,4.3, 4.4, 4.5)

Scheme of work

• Health and safety – Handout about spreading the disease

S1 Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances such as the needs of children learning English as an additional language from a variety of cultures.

EYE 1- 1.1, 1.2, 1.5, 3.1, 3.2, 4.1, 4.2

EYE 2- 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.2, 4.2, 4.3, 5.1, 5.2, 5.3,

EYE 9- 2.1, 2.2

EYE 5- 2.1, 2.2, 2.3, 2.4 - in addition- 1.2, 1.2, 1.4, 3.1

SOW resources-

• PowerPoint on understanding the child’s development.

• Factors which influence child development

• Child development scenarios

• Stages of attachment

S2 Promote equality of opportunity and anti-discriminatory practice.

EYE 9- Whole unit

EYE 5- Whole unit

EYE 3- 4.1

SOW resources

• Resources as a whole

S3 Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements.

EYE 8- Whole unit

EYE 1- 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

EYE 12- 3.3, 3.4, 5.1, 5.2

Any other direct observations that includes any element of play

SOW resources

• 11, 13, 14 – Purposeful play, characteristics of effective learning, how to extend children’s learning, handout on play types.

S4 Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care and responding quickly to the needs of the child.

EYE 1- 1.1, 1.2, 1.5, 3.1, 3.2, 4.1, 4.2

EYE 2- 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.2, 4.2, 4.3, 5.1, 5.2, 5.3,

EYE 9- 2.1, 2.2

EYE 5- 2.1, 2.2, 2.3, 2.4 - in addition- 1.2, 1.2, 1.4, 3.1

EYE 13 -

SOW resources

• PowerPoint on understanding the child’s development.

• Factors which influence child development

• Child development scenarios

• Stages of attachment

S5 Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children

EYE 9- Whole unit

EYE 5- Whole unit

EYE 3- 4.1

SOW resources

Resources as a whole

S6 Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities.

EYE 1 – Outcome 4 – All

EYE 8 – Whole unit

EYE 7 – 3.1

EYE 9 – 2.2,2.3

SOW Resources

• Child Dev – Play PPT

• Theory into practice

• Observation PPT

S7 Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

SOW Resources

• Handout –Understanding sustained shared thinking

EYE 8 – Outcome 5

Unit as a whole

EYE 11 – EYFS practice in context

S8 Support and promote children’s speech, language and communication development.

SOW Resources

• Speech, language and emergent writing booklet

• Characteristics EYFS – speech and language

• Child Dev – Chart for development milestones – Communication and language

EYE 1 – Unit as a whole

EYE 8 – Whole unit with focus on speech & language

S9 Support children’s group learning and socialisation

Direct Observations across a range of units – holistic approach

SOW Resources

• Play types linked to EYFS

• PPT importance of play

• Different types of play

• Shared sustained thinking

S10 Model and promote positive behaviours expected of children such as turn-taking and keeping reactions and emotions proportionate.

SOW Resources

• Theories of development – Behaviour / Morals

• File as a whole - Behaviour

EYE 2 – Outcome 6

EYE 7 – 1.1

EYE 13 – 2.2,2.3,2.4

EYE 13 – Outcome 3

S11 Support children to manage their own behaviour in relation to others.

SOW Resources

• Theories of development – Behaviour / Morals

• File as a whole - Behaviour

EYE 2 – Outcome 6

EYE 7 – 1.1

EYE 13 – Outcome 2 & 3 as a whole

S12 Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate.

EYE 5 – 2.1, 3.2

EYE8 – Unit as a whole

EYE 9 – 2.2, 2.3

EYE 13 – Outcome 4

SOW Resources

• SEND information & COP

• Unit 8 file– Additional information of individual needs

• Handout – Help Parents participate

S13 Carry out and record observational assessment accurately.

SOW Resources

• Observation Training 2 PPT

• Terms of EYFS

• Purpose of observation methods

EYE 8 & 11 – Unit as a whole

EYE 5 – 3.1

S14 Identify the needs, interests and stages of development of individual children.


SOW Resources

• C dev unit as a whole

S15 Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities.

EYE 8 & 11 – Unit as a whole

S16 Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers.


S17 Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals.


SOW Resources

• Reflection – File as a whole

S18 Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages).


SOW Resources

• Reflection – File as a whole

S19 Plan and carry out physical care routines suitable to the age, stage and needs of the child.

SOW Resources

• Well being & Resilience PPT

• Early Years Menu’s

• Activity plan – blank

EYE 7 – Outcome 3

S20 Promote healthy lifestyles for example by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity through the day.


EYE 13 – Outcome 3 & 4 - full

SOW Resources

• Well being & Resilience PPT

• Early Years Menu’s

• Activity plan – blank

S21 Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment.

SOW Resources

• Hazards Map / Picture

• How to avoid spreading disease

• Assignment Unit 4

EYE 4 – 1.2,1.3,1.4, 5.1,5.2,5.3

EYE 7 – Outcome 3

S22 Carry out risk assessment and risk management in line with policies and procedures.

EYE 4 – 2.1,2.2,2.3,2.4, 3.1,3.2,3.4,

SOW Resources




• H&S match cards

S23 Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural.

EYE 4 – 4.1,4.2


SOW Resources


S24 Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.


SOW Resources




• H&S Legislation fact sheet

S25 Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress.

EYE8 – 4.2

EYE12 – 3.3,3.4

EYE3 – 2.4

EYE5 – 1.2,1.3

SOW Resources

• PPT Working Together

• Mind map

• Barriers activity

• Case studies

• EYFS – Guidance to working with parents

• Help Parents to participate – Handout/guidance

S26 Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development.

EYE8 – 4.2

EYE12 – 3.3,3.4

EYE3 – 2.4

EYE5 – 1.2,1.3

EYE7 – 2.4

EYE8 – 4.2

SOW Resources


• Mind map


• Case studies



Behaviours KSBs Professional Discussion Links to Main Aim – Units – LO - Criteria

B1 Care and compassion - provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice.

EHolistic Direct Observations

Reflection on practice

Witness accounts to show best practice

Assessors feedback – best practice

SOW Resources

• Reflection file as a whole

B2 Being team-focused - work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience.

Holistic Direct Observations




SOW Resources


B3 Honesty, trust and integrity - develop trust by working in a confidential, ethical and empathetic manner with a common-sense and professional attitude. B4 Commitment to improving the outcomes for children through inspiration and child-centred care and education.





SOW Resources


S27 S27 Encourage parents and/or carers to take an active role in the child’s play, learning and development.

EYE8 – 4.2

EYE12 – 3.3,3.4

EYE5 – 1.2

EYE8 – 4.2

SOW Resources


• Mind map


• Case studies



B5 Work in a non-discriminatory way, by being aware of differences and ensuring all children have equal access to opportunities to learn, develop and reach their potential.





EYE 9 – as a whole

EYE 8 – Units as a whole

EYE 7

EYE 13

SOW Resources


• Equality & Diversity unit as a whole

B6 Working practice take into account fundamental British values including democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

The Prevent Duty, Run Hide and Tell units sit alongside this as well as:

EYE 9 Out comes 1, 2, 3, & 5. EYE 5 outcome 1&2

EYE 6 outcome 1

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