Guide to EYE: part 7 - A higher level

City & Guilds is a skills development organisation that provides more than 500 qualifications over 28 industries. Its origins lie in the capital's livery companies, which were aimed to support craftsmen and members of other vocational industries. It has designed two Early Years Educator (EYE) courses in response to recommendations on qualifications made by Professor Cathy Nutbrown's 2012 review.

The Nutbrown review triggered the organisation's decision to take the work-based units to a higher level. City & Guilds health and social care and children portfolio adviser Suzi Gray says, 'Nutbrown was concerned about the level of understanding practitioners were encouraged to obtain about the core competencies of child development, developmental theory and observation and assessment of children's needs.

'We teased the skills out with our consultant group and when the units on that were designed and credit-levelled, the levelling came out at Level 4.'

The work-based EYE qualification, expected to take up to a year and a half to complete, has 17 units, all of which are compulsory, and three of which are at Level 4. These units will be assessed by assignments, plus a fourth assignment for the unit on 'principles of safeguarding policies and procedures in early years settings'.

Assignments require learners to undertake activities such as exploring a scenario or giving a presentation. They are externally set by City & Guilds but internally marked by occupationally competent assessors. The assignment for the final unit on 'observation and assessment in the early years sector' is a longitudinal study. Awarding body CACHE's EYE qualifications also include such a piece of work. Ms Gray says the study is the major difference between this course and its predecessors.

It requires learners to submit a minimum of four detailed observations of a child or group of children collected over six to eight months. The study does not dictate the learner must observe children of different ages, but this is recommended by City & Guilds.

Other units will be assessed through a portfolio of evidence. The student completes the portfolio by demonstrating aptitude in competencies set out by the units while in practice. 'The assessor must undertake with the learner a minimum of six observation visits and those will be recorded and supplementary evidence developed,' explains Ms Gray.

'For example, within practice a learner would be planning activities with children, and reporting the record keeping in terms of incidents and accidents. They present that evidence within the parameters of confidentiality and data protection. They will be questioned about the validity, authenticity, reliability and currency of that evidence and how it meets policy and legal frameworks.'

The course also encourages students to complete a reflective journal, which notes what has happened in the setting and why. 'They're evaluating their performance constantly,' says Ms Gray.'

Although both the City & Guilds EYEs are available to people from the age of 16, the work-based route is intended for those with practice experience. The body recommends that students not in full-time employment spend 730 hours in placement. Currently, the qualification does not carry UCAS points, but City & Guilds is awaiting confirmation that its college-based route will.

The course has two units focusing on play. A unit on partnership with parents also encourages students to interact with parents or carers from an early stage. 'This can be a challenge because these learners may still not be full-fledged Level 3 folk and therefore some settings might feel a little nervous giving them full access to parents,' says Ms Gray. 'But once learners qualify at Level 3 they will be in front of parents and therefore have to develop that skillset.'

The awarding body expects assessors to have a minimum Level 3 qualification in order to rate students. But because of the Level 4 units, the body invited all assessors to take part in additional training during the summer. 'We looked at neurological development, developmental theory and child development generally,' says Ms Gray.

In addition to the EYE, City & Guilds is currently developing a series of elective study options. These support ongoing continual professional development and will cover subjects such as disabilities, learning difficulties, working with babies and childminding. They do not contribute to the final result of the EYE.

Ms Gray was unable to state how many training providers are delivering the qualification, but says take-up is picking up after a slow start for all the awarding bodies' EYEs.

One organisation offering the course is PBD. Training director Janet Dawson says the qualification has all the units valuable to childcare. She particularly likes the emphasis on study skills. 'It's the first unit we deliver,' says Ms Dawson. 'Before they start on the childcare part of it they are better prepared for the study they're going to do.'

As PBD also delivers Level 5 courses, Ms Dawson says assessors will have no problem with the Level 4 units on the course. She also praises City & Guild's inclusion of the longitudinal study. 'Students should be looking at children's development throughout the course, and this highlights how to do that,' she says.

COURSE UNITS

• - Developing effective study skills.
• - Promote partnership working with parents.
• - Model, promote and support positive behaviour with children.
• - Principles of safeguarding policies and procedures in early years settings.
• - Promoting diversity, equality and inclusion in the early years sector.
• - Working in partnership with colleagues and other professionals in early years settings.
• - Plan and implement activities, play opportunities and educational programmes in an early years setting.
• - Promoting children's health and welfare in an early years setting.
• - Promoting the health and safety of children.
• - Promote children's speech, language and communication development.
• - Support organisational requirements for recording, storing and disclosing information and providing reports in an early years setting.
• - Supporting children's creative and imaginative play and experiences.
• - Supporting children experiencing transitions and significant events in the early years sector.
• - Continuous professional development using reflective practice in the early years sector.
• - Theories which underpin practice in the early years sector. *
• - Child development from conception to seven years. *
• - Observation and assessment in the early years sector. *

*Level 4 courses

EMPLOYER'S VIEW: Sue Meekings, childcare director, Kiddi Caru

'I was involved in the City & Guilds consultation and am delighted to see how much of the professional discussion the EYE includes', says Ms Meekings. 'I particularly welcome three of the units: "theories which underpin practice in the early years sector", "child development from conception to seven years" and "observation and assessment in the early years sector". They are loaded with the most credits and 77 guided learning hours between them.

'The theories unit responds to our recommendations - it even has the New Zealand approach of Te Whariki in it.

I can imagine this spiking an interest in trainees and they'll go away and do some private study.

'An in-depth module on child development is extremely welcome, because in previous qualifications it was as if children just appeared fully formed at each age. And a higher focus on observation and assessment has to be a good thing. We experience difficulties with more-recently qualified staff who struggle with linking what they've seen with what that tells them about children's learning.

'I'm glad these units are all set at Level 4 - I'm for anything that pushes the standard up. We want people who are committed to working in early years, not looking at it as the only place they can work.

'The qualification is open to 16-year-olds, but it's unreasonable to expect someone of that age to fully understand what they're entering. Younger learners will need to be given mentor support.

'A key question now that we have this qualification is how well it will be delivered. Hopefully training providers will respond in kind and meet this standard.'