Often seen as stepping stones to further study, Level 1 childcare qualifications allow learners to dip a toe into the water, finding out whether they are suited to a career in early education. Level 1 – which is comparable to GCSE grades 3, 2, 1 or D, E, F, G – does not qualify aspiring childcare practitioners to work with children.
‘Nursery providers are unable to count those achieving Level 1 qualifications within their child-to-staff ratios as this is not accepted within the Department for Education’s full and relevant qualification list,’ says Stella Ziolkowski, director of quality and training at the National Day Nurseries Association.
Nursery managers do not necessarily rule out employing someone with a Level 1 qualification, but candidates would have to be willing to continue their study. ‘To be honest, I think it would depend on the candidate,’ says Louise Hayes, managing director at First Friends Day Nursery in Salisbury. ‘If they showed passion for the early years and had a nice and fun way when interacting with children, then yes, I would employ a Level 1. I would also like them to want to work towards their Level 2 or Level 3.’
‘While it is encouraging to see individuals entering the sector and accessing Level 1 courses, we would very much like to see Level 1 as the stepping stone to Level 2 and beyond,’ agrees Ms Ziolkowski. ‘Having a base of knowledge of working with children is much better than having to employ staff with no knowledge at all,’ she says, but adds: ‘We would be keen to see colleges working with these students to encourage them to step up to the Early Years Practitioner qualifications at Level 2 to support the sector with the existing recruitment challenges.’
A number of awarding organisations offer Level 1 childcare qualifications, including NCFE Cache, City & Guilds and Pearson. Qualifications include:
- Awards, up to 130 hours of training.
- Certificates with between 130 and 370 hours of training.
- Diplomas that require more than 370 hours of training.
The majority of those studying for Level 1 are young people who have just completed their GCSEs. The courses are fully funded for 16- to 19-year-olds, while vulnerable learners, including those from a low-income background, care-leavers and those in care, can access bursaries of up to £1,200. Trainers can also make discretionary bursary awards available to support students who cannot stay in education without financial help, to cover necessities such as transport, meals, books, equipment or specialist clothing such as uniforms.
Mix of candidates
While the Level 1 is actually a lesser qualification than a pass-grade GCSE, that does not mean all those who take it did not do well in their GCSEs, says Harriet Pacey, sales and marketing director at Hadland Care Group, which includes Tops Day Nurseries and Aspire Training.
‘Those who didn’t pass any GCSEs are suited to the Level 1 on an academic level,’ she says. ‘But those that did get higher grades may also want to try out the Level 1 to see if they like childcare without the pressure of an apprenticeship or job. Those with higher grades may also not have the confidence needed to go on to the next level yet. So there really is a mix.’
Katie-Louise Connors, early years tutor at Greater Brighton Metropolitan College, agrees. ‘Some do have the requirements to work at Level 2 but want to work at Level 1 to take a slower pace and find out what it is all about.’
Modes of delivery
The awards, certificates and diplomas comprise a number of units looking at different aspects of children’s growth and development. The way in which the qualifications are delivered varies according to the training provider. Many include work placements as part of the course, although this is not a requirement, and Level 1 qualifications can be delivered online.
Level 1 students aged 16 to 18 who do not hold a GCSE grade 9 to 4 or equivalent in maths or English must also study the relevant subject as part of their programme. This also applies to those aged 19 to 25 who have an Education, Health and Care (EHC) plan and who do not have pass grades in maths or English.
Level 1 qualifications are also available in specialist subjects and as such can form part of CPD. A 30-hour Level 1 Forest School qualification, for example, gives an idea of the principles and practice of Forest Schools but does not equip the learner to run one. It is aimed at volunteer helpers, managers who do not want to practice but need to know about the principles behind Forest Schools and people who want to dip their toes in before committing to become a recognised leader.
Personalised programme
Aspire Training Team offers NCFE Cache’s Level 1 Caring for Children qualification and positions it as a practical alternative to going to college. Depending on age and experience, students can choose from a six-month, nine-month or one-year course, and can be awarded a Level 1 Diploma, Certificate or Award.
‘It is a completely personalised programme, quite different from going into a college,’ says Ms Pacey. Due to its association with Tops Day Nurseries, Aspire is able to run the course from nursery settings, although it is also offered in primary schools. Students access a mix of group and one-to-one teaching depending on their needs, covering four units for the award and nine for the certificate, and spend three days a week in early years placements putting what they have learned into practice.
‘They get an insight into what it is like without the pressure of being there as a job,’ explains Ms Pacey. ‘This also gives them experience of working life, of having to get up and out of the door.’ The course also covers employability skills, such as interview techniques, and English and maths support is on offer alongside the childcare qualification.
Greater Brighton Metropolitan College also offers the NCFE Cache Level 1 Diploma in Caring for Children. The course is open to 16- to 19-year-olds, with most starters aged 16. There are no entry criteria but the college wants students applying to the course to show an interest in working with young children, perhaps through volunteering. The college offers maths and English support, looking to help students move up a level from whatever they have previously achieved. ‘Some might have done very well at maths but require support in English or vice versa,’ says Ms Connors.
The year-long course covers topics such as human growth and development, Forest Schools and healthy living. ‘It is a hands-on, practical course,’ says Ms Connors, ‘For example, if we are looking at science, we will make chocolate bombs.’ Each unit is assessed and signed off by the tutor, and learners are judged either ‘competent’ or ‘not yet competent’. Usually young people spend one day a week in an early years setting, but unfortunately this year, Covid restrictions have made it impossible.
Around a quarter of learners on the course are male, a much larger percentage than the proportion of male childcare workers in the workforce, and it looks to be the same next year, says Ms Connors. The majority of young people on the course intend to carry on with their early years studies, which is good news for the sector. ‘Out of the 14 I am teaching this year, all bar two are progressing on to Level 2, despite the issues they have experienced,’ says Ms Connors. ‘I also teach apprenticeships and several are interested in taking that route.’
Level 1 students
Sophie Cable, aged 17, is studying for a Level 1 diploma in Caring for Children at Greater Brighton Metropolitan College.
‘I chose the course because I wanted to work with children in a nursery or similar setting,’ she says. ‘But I have since decided I would like to train as a paramedic.’ Ms Cable, whose next step is to study for a Level 2 qualification in Health and Social Care, enjoyed the hands-on approach of the course, which she contrasts favourably with her experiences of school. ‘I enjoyed finding out about Forest Schools, lighting fires and cooking s’mores,’ she says.
Seventeen-year-old Charlie Davis, on the other hand, plans to be a nanny, and like the majority of his class will be progressing to a Level 2 diploma in early years. ‘I prefer college because they treat you more like an adult,’ he says. At school, Charlie studied for GCSEs including food tech and drama, and enjoyed building on this by learning about healthy eating on the Level 1 course. He also valued the course module that focused on respecting and valuing children.
‘I liked learning about how to be patient around children,’ he says. ‘I liked learning about children and how they behave and what they might enjoy at certain ages.’