Early Years Professional Status - Staying on course

A new landmark in the drive to a graduate-led workforce for the early years sector was reached this summer when Nafeesah Rafiq of Leicester became the 10,000th individual to achieve Early Years Practitioner Status.

While more people have attained the status since then, there are concerns about the future of the qualification that have apparently caused some potential candidates to query whether to pursue this route to a graduate-leader role.

EYP Status was devised in 2006 as a way to drive up standards and professionalism in the childcare workforce in response to research such as the EPPE studies, which found children fare better in graduate-led settings. It was designed to be the pinnacle of a practitioner's professional status, and intended to give the sector parity with teaching. It was revised this year after a consultation.

In its short existence, the evidence from research findings and anecdotal accounts is that the scheme has had a positive impact on practitioners and practice.

'EYP Status has definitely made a difference,' says early years consultant and EYP Kathy Brodie. 'I have done a little research and anecdotally as well it has made a world of difference - not only for those who have attained the status but for those working with them.'

Ms Brodie adds that it has improved practice in specific areas, such as speech and language. She says, 'It has also impacted on practice in terms of reflective practice. You can see in settings, where someone has attained the status, they become inspiring and are encouraging others. I have found there are some now where they have two or three EYPs.'

A study, led by Sandra Mathers of Oxford University and evaluating the Graduate Leader Fund for the Government, found settings with an EYP made significant improvements in quality for pre-school children. The evidence also suggested that 'EYPS provided "added value" over and above gaining a graduate'.

SUPPORT FOR THE FUTURE

Much of the current concern and debate, centres on the proposal recently made in the review of early years qualifications, led by Professor Cathy Nutbrown. It suggested introducing a new early years specialist route to Qualified Teacher Status (QTS), specialising in the years from birth to seven, from next year.

Advocates of the proposal see it as a means of achieving the long-awaited goal of parity in professional status with teachers. Opponents worry it will devalue EYP Status.

'I think we should drive forward with what we have got now and work hard at ensuring this role is really understood and embedded rather than change it after such a short time,' says Jeanne Barczewska, senior lecturer in early years and senior assessor for EYPS at the University of Northampton.

'The evidence in support of the EYP role is compelling, not just through the EPPE studies but in recent research too. People working with the youngest children must have experience and knowledge of early years development and child development.

'It is not to say the QTS route wouldn't work, but what happens to all the people who have already worked so hard to attain EYPS? It would not be easy to transfer them all. Some would have to get a science GCSE or top up their degree.'

She points out that people are already asking if EYPS is what they should be doing. 'The Government set all eight providers targets for the numbers they are required to get through successfully,' she says. 'The funding is there but candidates have been ringing up and asking whether they should do EYP Status or not.'

For Heather Langridge, co-owner of York Nurseries in Burnley, the danger is that the early years elements could be lost. She says, 'I think the emphasis would be placed on the school elements. When you think of teaching you think of the over-fives and we have had enough battles in this sector to get people to recognise the value of what we do with the under-fives. I can see some people would maybe like to transfer to school - but not me.'

Earlier this year, responsibility for the EYP programme passed from the Children's Workforce Development Council, where it had been a flagship initiative, to the Teaching Agency, where the focus is on teacher training.

In the light of this many are now questioning whether the programme will survive. According to Ms Brodie, a great deal depends on the support available to EYPs. Effective networks, whether set up by local authorities, colleges or EYPs themselves, tend to gain momentum - inspiring more people to sign up and raising awareness.

Ms Brodie says, 'I did some research on the Bolton EYP network and found that once people had attained the status it encouraged others in their settings to become more skilled and achieve further qualifications, whether EYPS or a foundation degree or degree.'

CASE STUDY: ROSEANNE ALLEN

Roseanne, room leader of the two-to-threes room at Little Monkey's Day Nursery and Pre-school in Horsham, West Sussex, has an early years childhood studies degree, and recently attained the status having followed the six-month graduate pathway at the University of Chichester.

'Studying for EYPS widened my knowledge and understanding of all areas of practice,' she says. 'It has not only made me feel more confident about my own practice but I am now more confident about advising my colleagues about a variety of topics such as involving parents, safeguarding children, observing and assessing children's development and delivering high-quality provision.'

Since attaining the status, she has worked with the practitioners in the room to create a welcoming and stimulating environment.

She says, 'I also want to introduce the Mosaic approach to develop a creative framework through which young children's views and opinions can be listened to and taken in to consideration.'

Ms Allen has clear ideas about how she sees her career developing.

'I would like to work with children suffering from social deprivation. Although I am aware that this would be a challenging role, I could help to make a difference to their learning, well-being and development and give them the best possible start.'