Training Today: Early Years Teacher - All about identity

From September, graduates in the early years will be working towards the new status of Early Years Teacher. According to the Department for Education, these will be 'specialists in the early years' and trained to work with babies and young children from birth to five.

The Government's move follows Cathy Nutbrown's review of early years education and childcare qualifications, which highlighted the need to develop a 'strong professional identity' recognised and valued by parents and other professionals.

While the content of the new course is expected to be almost identical to the existing Early Years Professional training, there has been much debate about the rationale of introducing a new, superseding graduate status. This is particularly in light of the fact that it will still not deliver Qualified Teacher Status (QTS).

Jessica Johnson, EYP and EYT programme manager at Kingston University, testifies to the fact that the new programme will represent little change in content from EYPS, although she doesn't yet have the complete picture.

'What we are waiting for are the teaching standards from the Department for Education. We can't finally prepare until we know what they are, but so far they don't look very different. The focus on birth to five, graduate leadership and reflective practice is all the same. The same staff who deliver EYPS are adapting the programme for Early Years Teacher and they all took part in the consultation for the standards.'

Applications rising

It has been emphasised that EYPs will be equal to the new, non-QTS Early Years Teacher and regarded as equivalent when it comes to recruitment. No further training will be required.

Consultant and trainer Kathy Brodie believes the most significant change for new students is the need to have a science GCSE. 'This will force some candidates to defer for a year to gain this qualification, although some universities are offering equivalencies,' she says.

Another difference appears to be the Government's keenness to keep the full title of Early Years Teacher and not shorten it to an acronym.

The changes do not appear to have deterred people from applying for the Early Years Teacher programme. At the University of Northampton, recruitment is actually slightly higher than at this point last year.

The aim of Early Years Teacher status is to build upon the EYPS. Eunice Lumsden, Early Childhood Studies programme leader at the University of Northampton, says, 'It is the professional knowledge, skills and attributes that underpin this inter-disciplinary leadership role in the early years that is the important area to focus on, not the name.

'Those with EYPS or the new Early Years Teacher status need to be able to lead the Early Years Foundation Stage, work across multi-professional and agency boundaries, work very closely in partnership with parents and carers and drive the quality of early years provision in England.'

Michelle Bugby, EYP and owner of Fairy Tales Day Nursery, Leicester, admits she is concerned about Early Years Teacher superseding EYPS.

'We are already experts in child development and early years from birth to five. I fear that because the Government is going down the teacher status route it is aiming to make early learning more structured, missing the importance of play, the point of early years and how it will impact on children's lives in the future.'

She believes the Government should have left EYPS to embed in settings. 'The time and money spent on Early Years Teacher would have been better used to promote EYPs,' she observes. 'It's as if we're not professional enough so they have to change the name to teacher. We are professionals in our own right.'

Jill Johnson, managing director of Twinkles Nursery Group in Leeds, acknowledges that many still do not know what EYP stands for whereas people recognise the word teacher. 'Parents will think that they are better, although it will not necessarily work that way,' she says.

It is not thought that Early Years Teachers will command higher salaries, mainly because settings do not have the budget. At the same time, introducing Early Years Teachers could cause confusion and divisions in the workforce, warns Kate Peach, managing director of Each Peach Childcare in Hove.

'I think there could be resentment between EYPs and new Early Years Teachers. EYPs have slogged hard to receive recognition in the industry then suddenly the Government brings Teacher into the title. It feels like it's changed its mind and EYPs are not good enough so it has come up with something better.'

Another concern is that the youngest children could end up being overlooked. Parents may expect 'formal teaching', warns Ms Brodie, which may increase the pressure for less play and more worksheets.

Staff at Kingston University are making a strong commitment to retain a clear focus on birth to 36-month-olds in their training and are emphasising this when marketing the course.

'We want to nurture the skills of trainees who are committed and passionate about working with infants and toddlers as well as other age groups,' Jessica Johnson says. 'There is concern they are going to be left out but we feel it is a priority to make it clear that trainees need to have experience in the younger age group as well as the older.'

Further information

•  Foundations for Quality, the independent review of early education and childcare qualifications, is at www.education.gov.uk/nutbrownreview

• National College for Teaching and Leadership www.nationalcollege.org.uk

Early Years Teacher Q & A

When will candidates start working towards Early Years Teacher Status?

The new training programme will commence in September 2013. The final standards have not yet been released but are expected in early July. The Department for Education is working with the current EYPS training providers to enable a smooth transition.

What are the pathways to Early Years Teacher Status?

The qualifications needed to get on to an Early Years Teacher training course are the same as those needed for primary teacher training.

There will be three pathways:

• Graduate Entry Pathway

Applicants need a BA degree in any subject plus English language, maths and science GCSE grade C or above, or a recognised equivalent

12 months full time

• Graduate Practitioner Pathway

Applicants need a relevant BA degree and 1-2 years experience of working with babies and young children, plus English language, maths and science GCSE grade C or above, or a recognised equivalent

-Six months part-time

• Undergraduate Practitioner Pathway

Applicants need a full and relevant Level 5 qualification such as Foundation Degree in Early Years, or at least one year's experience of working with babies and young children plus a less relevant honours degree plus English language, maths and science GCSE grade C or above, or a recognised equivalent

12 months part-time

Who is providing the training?

There are eight lead training providers who will work with partners to deliver the training:

• Anglia Ruskin University (London, East of England, North East and North West)

• Best Practice Network (South East, South West, London, West Midlands and Yorkshire and Humber)

• Kingston University (London and South East)

• Manchester Metropolitan University (East Midlands, North West, Yorkshire and Humber, North East)

• Eastern Leadership Centre (East of England)

• University of Northampton (East Midlands)

• University of Chichester (London and South East)

• University of Worcester (South West and West Midlands)