The EYP section of Aspect (Association of Professionals in Education andChildren's Trusts) said that pay levels are unacceptably low and thatthere is a gulf between the Government's view that EYPs are 'graduateleaders' and the perception of their status by local authorities,teacher colleagues and potential employers.
Comments from EYPs around the country reveal a growing level ofdisillusionment, with many EYPs feeling short-changed after beingpromised a career, status and position similar to that of teachers.
Helen Willis, Aspect's national lead for EYPs, said, 'EYPs are excitedabout being EYPs and feel they can make a difference. But if we want tokeep these people, we need jobs and a platform for them to be recognisedfor their expertise. There are a huge number of (early years) jobs thatdon't advertise for EYPS.'
She said nurseries and children's centres were 'only very occasionally'advertising roles requiring EYPS.
In a briefing paper presented to the Department for Children, Schoolsand Families last week, Aspect said, 'In reality, the gulf between theprofessions remains as deep as ever - from status among colleagues, toemployment opportunities, to pay and conditions.'
In December there were 2,500 graduate-level EYPs and a further 2,400 intraining, and the Government said it was on track to meet its target ofhaving a graduate in every early years setting by 2015. It is alsoconsidering making it a legal requirement to have a graduate in everyfull daycare setting (News, 17 December 2008).
Aspect's report is based on research to be published this month of theexperiences of 300 EYPs around the country and people currently onpathways towards EYPS.
It found that the understanding of the status among head teachers, thewider children's services workforce, and parents, remains very low.
EYPS was 'a foreign concept' for many, while concerns over pay andstatus are fuelled by lack of clarity over recognition of EYPS and whatthe term 'graduate leader' means, it said. Aspect suggested using theterm 'registered EYP' to make the term Early Years Professional lessconfusing.
The union is calling for national, funded and enforced pay scales andclear guidance on EYPS distributed to local authorities and professionalbodies.
One EYP said, 'I am aware of EYFS advisors' posts being advertised. QTSis stated as a requirement - EYP is not even mentioned. When people haveenquired about the job they have been told that EYP is notacceptable.'
The report said the fact that EYPs are not able to lead the Early YearsFoundation Stage in nursery or reception classes in schools 'adds to thesense of an inferior profession, as well as being frustrating' for EYPslooking for job opportunities.
Aspect said issues to do with the regulatory and statutory frameworkworked against EYPs.
It said that because children's centres are required to have access to aqualified teacher and a graduate leader, someone with qualified teacherstatus (QTS) 'ticks both these boxes'.
Schools with nurseries appear to believe they have to employ someonewith QTS.
Targets for graduate leaders for children's centres by 2010 and fulldaycare settings by 2015 have 'no force or weight and "graduate leader"still fails to specify the need for EYPS', said the report.
Teachers also need reassuring that EYPS does not threaten theirstanding, it added.
'Clear and funded pay scales, providing parity for EYPs with teachers,will of course go a long way towards reassuring teachers that theintention is not to reduce pay, status or professionalism in the earlyyears, but to enhance the sector as a whole, with more recognition andstatus for all.'
WHAT EYPs REALLY THINK
'Time is running out for many of us who initially committed to the rolewith high expectations. I personally feel incredibly disillusioned bythe way this is developing.' - (East EYP)
'Teachers in the school we are attached to do not understand my role.They are very dismissive of the qualification and still see me as aplucky amateur.' - (North East EYP)
'I have been told that we are undermining the role and rights ofteachers and that we are a cheaper, second-class version of a teacher.'- (South West EYP)
'Why can somebody with an early years degree, a good understanding ofchild development, years of experience of working with children from0-5, and a postgraduate qualification level 6 EYP not be allowed to leadpractice in the EYFS in a school nursery, but somebody with a nonchild-related degree, one year PGCE - not necessarily in early years -be allowed to lead a nursery class in a school when they have QTS butvery little experience?' - (EYP)
WHAT THE OFFICIALS SAID
Children's Workforce Development Council
'CWDC welcomes this thorough analysis of what is an important aspect ofour work. We will now look in more detail at the findings of this reportand consider carefully how we can address those areas that fall withinour remit.'
Department for Children, Schools and Families
'We have invested 380m through the Graduate Leader Fund to helpsubsidise the cost of salaries, training and continuing professionaldevelopment for graduate early years professionals. Eighty per cent ofearly years settings are in the private, voluntary and independentsector, where pay and conditions for practitioners are matters forindividual employers. Local authorities are best placed to decide howbest to support workforce development in their area, which can includesubsidising salary costs.'