End Point Assessor for Apprenticeship Early Years Lead Practitioner (Level 5)(Birmingham Only)

Independent end-point assessor for Early Years Lead Practitioner (Level 5) (Birmingham Only)

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the apprentice at the centre of everything we do, because wherever learning flourishes, so do people.

Overview of the independent end-point assessor role

Government has introduced a requirement that all apprenticeships contain an end-point assessment (EPA) which is a holistic assessment of the Knowledge, Skills and Behaviour (KSBs) that have been learnt throughout the apprenticeship. This is to make sure that apprentices meet the rigorous standard set by employers and are fully competent in the relevant occupation. Pearson must provide employers with the confidence that completing an apprenticeship means an individual is fully job-ready and that all apprentices, following the same standard, are assessed consistently, regardless of where they are undertaking their apprenticeship or who they are doing it with.

An independent EPA means that those deciding on the competency of the apprentice have nothing to gain from the outcome of the assessment. To maintain independence within the scope of this EPA, an independent end-point assessor (IEA) can only undertake end-point assessments of apprentices, with whom they have no conflict of interest. This means they must be independent of the registered apprenticeship training provider at which the apprentice completed their on-programme element and must not have been involved in the on-programme training, assessment, or line management of such apprentices.

The end-point assessments will be conducted onsite, or remotely, on dates agreed with employers and/or providers if appropriate. Independent end-point assessors will record and submit the EPA outcomes, with clear justifications for the grading decisions. EPA activities will be quality assured by Pearson quality assurance representatives. IEAs for these EPAs will be qualified IQAs that meet the occupational profile of the apprentices they are assessing and will be trained, standardised and approved to operate as IEAs. The IEAs will undertake EPAs in line with the associated apprenticeship assessment plan, and the materials provided by Pearson.

Key Accountabilities

• Take part in regular training and standardisation activities, associated with the role of independent end-point assessor for this EPA
• Maintain and provide evidence of ongoing, relevant Continuous Professional Development (CPD)
• Assess the performance of candidates in accordance with published assessment and grading criteria and procedures, ensuring overall standards are maintained
• Follow the protocols set out in Pearson's specifications, assessment materials and quality assurance protocols, relating to the EPAs
• Maintain service-level agreements with regards to responding to EPA planning, operational activities, reports and submissions of assessment outcomes
• Report all risks and issues encountered during the end-point assessment to Pearson, including any suspected malpractice/maladministration
• Ensure all EPA reports and assessment evidence are high quality and recorded accurately
• Support Pearson, if necessary, with any appeals from apprentices, regarding assessment decisions
• Allow additional time for travel, when making EPA arrangements
• Raise any conflicts of interest, including in relation to the independence of assessment
• Ensure that any personal actions are completed, as required by Pearson
• Contribute to the continuous improvement of Pearson's end-point assessment activities
• Contribute to the external quality assurance activities undertaken by the Institute for Apprenticeships (IfA)

Person Specification

This occupation is found in a range of settings which can include day nurseries, playgroups, nursery schools, pre-schools, kindergartens, primary schools, hospitals, social care settings, out of school environments and local authority provision. The broad purpose of the occupation is to be a proactive and influential practitioner, working directly with children, skilfully leading day to day practice at an operational level. As active practitioners they are effective role models of play based learning, supporting others to develop their own practice. They are highly skilled professionals who take an operational lead for the care, learning and development of all young children within their care, adapting to individual needs providing inclusive and holistic provision. They engage with sector developments both locally and nationally, with a commitment to developing their own professional and educational competencies.

In their daily work, an employee in this occupation interacts with children aged birth to eight years, families, practitioners, other professionals and appropriate agencies. An employee in this occupation will be responsible for supporting the quality of learning and development in their setting. They lead on the operational aspects of this provision and are typically responsible for leading other practitioners, an aspect or environment such as Communication and Language, Planning and Assessment, Forest School, Physical Activity and Nutrition. They usually report directly to the head of the setting (The Manager, The Leader, The Director).

Occupational Profiles

• Have the competence to assess the apprentice at this level and hold any required qualifications and experience in line with the requirements of the independent assessor as detailed in the IQA section of this EPA plan
• Understand the occupational standard and the requirements of this EPA
• Have, maintain and be able to evidence up-to-date knowledge and expertise of the subject matter
• Deliver the end-point assessment in-line with the EPA plan
• Comply with the IQA requirements of the EPA
• Have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances, including when the EPAO is the training provider (i.e. HEI)

Background and Experience (essential)

• Independent assessors who hold a relevant Level 6 qualification, hold a qualification that meets the criteria as set by Department for Education and have 2 years postgraduate relevant experience within Early Years Practice. Their knowledge and skills must be maintained through ongoing CPD through their employment as an independent assessor.
• Hold an assessor's qualification (A1 assessors award or TAQA qualification)
• Hold a minimum Basic DBS that is registered for the update service.
• Willing to travel to employer locations for face-to-face practical assessments
• Minimum of two working days during the week will be required for EPA role.

Essential (others)

• Only UK based candidates will be considered for this role due to requirements

Background and Experience (desirable)

• Experience of Marking or grading Judgements
• Experience in all areas of Early Years.

Skills & Knowledge (Essential)

• Excellent written, verbal and interpersonal skills, including the ability to effectively respond to conflicts
• Knowledge of relevant legislation, codes of practice
• In-depth knowledge of the associated apprenticeship standard, assessment plan, specification, assessment instruments and recording tools
• Ability to assess, free from bias
• Ability to assess and report risks
• Ability to meet deadlines

Other requirements

• Have personal IT equipment capable of running Pearson required software
• Have a suitable broadband connection, Microphone, Headphones and a webcam
• Have a personal and secure email account
• Have a postal address in the United Kingdom or Republic of Ireland, Guernsey, Jersey Isle of Man
• Have the right to work in the UK
• Allow additional time for travel, when making EPA arrangements

Application Information

We have a number of opportunities available for teaching professionals to join our growing teams of examiners, moderators and verifiers.