All about the role of ... Early years consultant

To fulfil this requirement, local authorities employ early years consultancy teams which may comprise a lead early years consultant (EYC) with countywide responsibility, a number of EYCs, a childcare co-ordinator, a childminder co-ordinator, an early years inclusion co-ordinator and a business support officer. Depending on size, a region may be divided into smaller areas, each of which has one or more dedicated EYCs who work under the lead EYC.

The role of the EYC is to support the successful implementation of the EYFS and to enable the implementation of the Quality Improvement Programme - a plan for focused activity to drive up standards. The EYC provides effective support to leaders, managers and practitioners in all types of early years provision including schools, children's centres, private, voluntary and independent settings and to childminders. The EYC ensures that the essential characteristics of high-quality provision are in place with regard to workforce practice, the settings and the home learning environment. Duties include: monitoring quality and evaluating progress made in relation to Ofsted inspections; identifying and promoting the training and professional development needs of practitioners; providing professional advice and written reports to the team; and, providing individual support plans for leaders or practitioners with agreed timescales and outcomes. They may also initiate buddying or mentoring schemes.

Support is targeted at those settings and providers which most need it - that is, where outcomes for children are the poorest. Developing a trusting relationship with a setting is the key to initiating improvements. It enables practitioners to build their capacity and empowers them so that difficult questions can be tackled and all the options explored. The consultancy process is one of providing challenge as well as support.

QUALIFICATIONS AND TRAINING

Applicants for EYC posts should be qualified teachers with a minimum of five years' teaching experience in the EYFS and a knowledge and understanding of the differing types of settings in which they would be required to work. They should have completed recent and relevant further study and have a clear understanding of pupil assessment and systems for ensuring good pupil progress in attainment and other aspects of child development.

Some of the essential personal qualities required are enthusiasm, diplomacy, commitment to quality and a desire to work in partnership. Another key quality is the ability to develop trust and empathy while setting boundaries to inspire and motivate others. Keen observation and communication skills are essential in order to provide developmental feedback to practitioners. EYCs must be able to support and challenge appropriately. As the work involves travel throughout a borough, a post holder must have access to transport.

Newly employed EYCs are given an induction period. As the role is so varied and requires a breadth of knowledge in so many areas of child development, learning and teaching and inclusion, an experienced team member is available to answer any questions. The EYC work shadows visits to settings and is supported to understand the many aspects of the role through discussion with the mentor.

Teams of EYCs are able to access their CPD opportunities through attendance at conferences and training events, and in EYC team meetings.

FURTHER INFORMATION.

Early Years Consultant Handbook. www.education.gov.uk/publications/

CASE STUDY: JULIE PADDICK

Julie Paddick took on the role of EYC six years ago and is responsible for early years settings in East Devon. Previously, Ms Paddick worked as a teacher in a mixed EYFS and KS1 class and as a Foundation Stage advisory teacher when the FS curriculum was first introduced.

Ms Paddick says, 'As an EYC it is vital to stay up to date with the latest research and developments in education and child development while also remaining in touch with the needs of early years practitioners and the reality of how it is working in a classroom or setting. I am currently supporting settings and schools with the implementation of the revised EYFS and am thrilled that there is such a strong emphasis on the importance of how children learn - the Characteristics of Effective Learning.

'One of the challenges of the role, as well as one of the most enjoyable aspects, is the fact that every day is different. One day, I could be writing or delivering a training course or publication for EY practitioners, advising a setting with an inclusion concern the next, and then supporting the headteacher of a school in special measures to make rapid improvements in the EYFS, analysing data outcomes and supporting lesson observations. I am an accredited EYFS profile moderator so much of the summer term is spent carrying out moderation visits in schools across Devon. Typically, most days begin and end with emails and phone calls and there will inevitably be some travelling between settings, visiting many beautiful parts of the county from the seaside to the moors.

'The most enjoyable part of my work is meeting practitioners, building up trusting relationships with them and seeing them implement changes to their practice to improve experiences and outcomes for children. It is a hugely rewarding role and I feel privileged to be in a position where I can make a difference for children.'