Those working in the early years sector often feel marginalised in comparison with the wider education sector when it comes to professionalism. Early Years Teacher Status, for example, was designed to be broadly equivalent to Qualified Teacher Status, but in practice offers more limited opportunities and does not bring an equivalent salary. However, the new National Professional Qualification in Early Years Leadership (NPQEYL) could help to even things out, says Lyn Challender, senior education adviser for early years at the Education Development Trust.
The NPQEYL is part of a suite of eight professional development programmes developed by the Education Development Trust on behalf of the Department for Education, and was developed to align with other National Professional Qualifications in senior leadership, headship and executive headship.
‘There has been a lot of investment in the past on the teaching side of things, but it’s fair to say early years is not always treated with parity in terms of educational status and professionalism,’ says Challender. ‘The fact that an early years leader is doing a qualification that looks the same in its presentation, its learning format and its content as something that an executive head teacher is doing in a multi-academy trust is very appealing.’
Delivered by Ambition Institute, the Education Development Trust, School-Led Network, Teacher Development Trust, Teach First and the UCL Institute of Education, the NPQEYL is aimed at professionals who are, or are aspiring to be, managers of PVI nurseries, head teachers of school-based or maintained nurseries, or childminders with leadership responsibilities.
Early years input
The new qualification aims to equip leaders to deliver high-quality early education and care, and covers areas including organisational management and staff development, developing an evidence-based teaching culture, creating fair and inclusive policies, processes and systems, working with children who have additional and special educational needs and implementing improvements in the setting.
Early years leaders have a very different role from school leaders, and the qualification needed to reflect that. Pen Green has joined with the Education Development Trust as a delivery partner.
‘It was really important to me that Pen Green could contribute to the content of the programme, to be involved in the writing, to offer that early years expertise, to think about what this looks like in practice and what does leadership mean for the early years sector?’ says Felicity Dewsbery, deputy head of Pen Green Centre.
Pen Green has developed case study material to show how various challenges and situations play out in practice. ‘We’ve spoken to the DfE because there were not a lot of early years references within the materials,’ says Dewsbery. ‘We are looking to incorporate some of the practice-based research evidence out there that they didn’t really tap into when they were writing this particular qualification.’
Challenges and criteria
Early years leaders are facing a raft of challenges, from an increase in children requiring extra support to practical difficulties around recruitment and funding. ‘It is a sector that doesn’t necessarily align themselves to leadership very comfortably, but there is no reason why it shouldn’t, because the early years sector is very strong with some amazing practitioners within it,’ says Dewsbery. ‘The important bit is thinking about what kind of leader I am, how do I facilitate the leadership of others, what is the difference between leadership and management?’
‘While having to worry about organisational challenges, leaders also have to keep at the forefront of their minds that their role is about improving the quality of education and care for the children,’ says Challender. ‘I think this qualification has got a good balance between tactical strategies and making sure that quality is at the forefront for the children and practitioners.’
The NPQEYL is fully funded for the academic years 2022-23 and 2023-24, for professionals who meet the criteria:
- Teachers and leaders, employed in state-funded schools in England, including nurseries in schools and local authority nursery schools.
- Early years practitioners and leaders employed at providers registered on the Ofsted Early Years Register which provide childcare on non-domestic premises or domestic premises
- Childminders registered on the Ofsted Early Years Register or with an Ofsted-registered agency, caring for early years children.
The course comprises 81 hours of study, delivered through face-to-face training, live webinars, online training and self-study. It is not set at a specific academic level, although those signing up must hold a full and relevant Level 3 qualification.
Different providers may have different approaches to content and delivery, but all will follow the framework created by the Education Development Trust, developed in consultation with an early years advisory board. The framework sets out what learners need to know at the end of the qualification and includes sections on culture, child development curriculum and assessment, additional and special needs and disabilities, professional development, organisational management, implementation, and working in partnership.
Teach First, for example, has developed a series of modules based on the framework, with each module including evidence-based online content to refresh and build knowledge, as well as showing what these issues look like for the learner’s role and level of leadership. Modules also include a formative assessment task, a face-to-face seminar with peers, and the opportunity to record reflections and consolidate learning.
‘Learners will also take a module focused specifically on effective implementation,’ says Bridget Clay, programme director – school leadership at Teach First. ‘This provides an opportunity to plan a strategic improvement, focused on their context and pupils. There will be ongoing support through a seminar group and discussion forum.’
The networking aspect of the qualification is important, she says. ‘Learners will become part of a community of leaders who share a passion for addressing educational disadvantage across a variety of settings and contexts, and can build valuable connections with other leaders from across the country and learn how they faced and overcame similar challenges.’
Wide interest
The NPQEYL differs from Early Years Teacher Status, which is a more practice-based qualification, says Clay. ‘It is specifically focused on the leadership of early years settings, although it does cover what effective teaching practice looks like.’
Interest in the qualification has been strong, with a good mix of school-based, PVI and childminder applicants, says Richard Warenisca, NPQ programme delivery manager at the Education Development Trust. ‘The criteria for the qualification itself have been set quite widely to allow all types of practitioners to get involved,’ he says.
Dewsbery hopes the qualification will link with other DfE initiatives, such as Early Years Stronger Practice Hubs. ‘People who have an NPQEYL should be at the forefront of some of these processes,’ she says.
CASE STUDY: Frances Golec, Featherstone Girnhill Infant School
After completing the Government-funded two-year Early Years Professional Development Programme (EYPDP), delivered by the Education Development Trust (EDT), Frances Golec has applied to study for EDT’s National Professional Qualification in Early Years Leadership.
‘I am currently a nursery teacher at my setting, and this year I will be developing myself further by taking on the role of early years leader, working alongside and shadowing the current early years leader,’ she says.
Frances is particularly passionate about supporting early communication development, and uses her own time to develop her skillset in this area.
‘One of the ways I have done this is through sourcing and undertaking Makaton qualifications and cascading my knowledge and skills to others within our setting,’ she says. ‘I was very excited to join the EYPDP programme and found it very interesting and thought-provoking. It challenged my thoughts and current practice and enabled me to see a wider perspective around communication. I have started to implement the principles within my own practice and nursery team, and as I am taking on the role of early years leader this year, I will be cascading this wider.’
Frances hopes the NPQEYL will support her as she moves forward in her career. ‘I hope it will help me to become confident and competent in my new role,’ she says. ‘I am looking forward to developing my knowledge, understanding and leadership skills to help our children have the best possible start in life.’
COURSE FACTS
NATIONAL PROFESSIONAL QUALIFICATION IN EARLY YEARS LEADERSHIP
Level: N/A
Duration: 81 hours over 18 months
Units: Varies by provider
Cost: Fully funded for most early years leaders and aspiring leaders, otherwise varies by provider
More information here