Common questions about Education and Early Years industry placements

T Level industry placements help students build confidence, apply their learning in real settings, and develop the skills they need for a future career. In education and early years settings, placements typically involve supporting children’s learning and development in schools, nurseries and childcare providers.

Below are some of the most common questions employers ask – along with guidance on how schools and colleges can support you to get involved.

What if we can’t offer a full-time, long-term or regular placement?

That’s absolutely fine. T Level placements are designed to be flexible, and schools and colleges will work with you to agree a model that fits your needs.

The 315-hour requirement can be delivered through:

• One or two days a week during term time
• Blocks of time, such as half-terms or holidays (if appropriate)
• A hybrid model of days and blocks
• Shared placements – for example, split across a school and a nursery
• Some simulated activity, where necessary and agreed in advance

Placements must meet course requirements, including contact time with children or learners. Your school or college will help structure this correctly.

Can we offer placements in admin or IT roles within our school or nursery?

Yes – not all placements need to be classroom-based. If you have other departments that offer meaningful tasks aligned to a T Level, you may be able to host students from other specialisms.

For example, your setting might support:

• A Digital student with IT support or website updates
• A Business and Administration student in your office or reception
• A Finance student in your school business team

Speak to your local school or college about what’s possible – they’ll help ensure the placement supports the student’s learning.

Can any of the placement be completed remotely?

Because placements in education and early years involve face-to-face interaction with children or learners, it is expected all hours must be completed in person.

In exceptional cases for students on the Assisting Teaching occupational specialism, a small proportion (up to 63 hours) of activities such as training, planning, or observation review may be completed off site – if this is agreed in advance and still meets the requirements of the qualification.

Your school or college will advise on what’s appropriate.

What sort of tasks can students help with?

Depending on the student’s programme and your setting, they may:

• Support children during play or learning activities
• Assist with setting up and tidying classrooms
• Observe and reflect on child development
• Help manage resources or learning materials
• Support children’s social, emotional and language development

Students are not expected to lead lessons or be left unsupervised. Tasks are always planned to reflect their level of learning and experience.

What if we don’t have time to supervise a student?

You don’t need to assign one person full-time to supervise the student. Many settings share this across a team or nominate a key mentor. Schools and colleges can support you by providing:

• Simple supervision checklists
• Mentor training or guidance
• Ongoing contact and visits to check how things are going

Most employers find that students become more independent and helpful over time.

Do students need a DBS check?

Yes. Because this placement involves working with children or young people, your school or college will carry out an Enhanced DBS check before the placement begins. You’ll be kept informed and involved in the process.

Can we support students with additional needs?

Absolutely. Schools and colleges will work with you to plan appropriate support. This might include:

• Adjusted hours or duties
• Extra check-ins or buddy systems
• Use of assistive technologies
• A tailored support plan to ensure success

With the right planning, many students with additional needs thrive in technical settings and contribute positively to teams.

What support will we receive during the placement?

You’ll be supported from start to finish. Schools and colleges will:

• Help plan the placement
• Provide documents or training to support your staff
• Maintain regular contact
• Step in to help resolve any issues

You’ll never be left to manage the placement alone – there’s always someone to contact for help.

What are the benefits for our setting?

Employers often say that T Level placements:

• Help spot future staff early
• Support staff development through mentoring
• Bring energy, enthusiasm and new ideas into the team
• Strengthen your relationships with local schools and colleges

Placements are a meaningful way to give back to the profession while shaping the next generation of educators.

What if things don’t go to plan?

Even well-planned placements can come with a few bumps along the way – and that’s completely normal. Your school or college is there to support you. Whether it’s adapting tasks, re-setting expectations, or pausing and restarting the placement, you’re not expected to manage challenges alone.

Top tips for a smooth placement

• Keep communication open between you, the student and the school or college

• Treat the student like a new team member – set clear expectations and offer feedback

• Start small – confidence builds quickly with encouragement and structure

• If anything isn’t working, talk to your provider early – most issues can be easily resolved

How do we get started?

Contact your local school or college offering T Levels in Education and Early Years. They’ll guide you through the process, help you plan the placement, and support you every step of the way.

Even small, part-time opportunities can make a big difference to a young person’s career.