- The sector has welcomed the removal of the maths requirement for Level 3 adult apprentices, but flagged concerns it could hinder career progression.
- Many nursery groups say they will continue to encourage apprentices to pass their functional skills, despite it no longer being mandatory.
- Other apprenticeship reforms introduced by the Government include changes to the end-point assessment.
While the removal of the maths requirement for Level 3 adult apprentices has been largely welcomed, the sector has stressed that this must not ‘hinder career progression’.
The Government announced during National Apprenticeship Week (10-14 February) that adult apprentices will no longer be required to hold or achieve English and maths qualifications to pass their apprenticeship, effective immediately.
Instead, apprentices will demonstrate their proficiency through the development and assessment of ‘occupationally relevant English and maths skills’ as part of their apprenticeship.
Apprentices will still need an English qualification to be counted in ratios at Level 3 within settings, however, and funding will continue to be available for English and maths qualifications for all apprentices.
The Department for Education has said that employers and providers have until 1 April 2025 to agree with their existing adult apprentices whether to continue or discontinue studying towards English and maths. They will need to update their training plans accordingly.
While the sector believes the move will be largely beneficial for apprentices struggling to pass their maths functional skills, and could increase apprenticeship take-up among adults, there are worries that the changes will prevent former apprentices from climbing the career ladder, as nursery managers are now required to hold a Level 2 maths qualification.
Following consultation with the sector, the Government announced last year that Level 3 Early Years Educators (EYEs) will no longer need to have a maths GCSE or equivalent to count in ratios, moving the requirement to managers. Nursery managers employed on or after 4 January 2024 must now hold a Level 2 maths qualification or achieve one within two years of starting the position.
Michelle Phoenix, head of quality and curriculum at CT Skills, told Nursery World, ‘We have some learners who struggle to complete functional skills, particularly maths. They have worked hard for over a year and have definitely improved their maths and English skills but just can't pass the test.
‘The changes will allow learners to walk away with a certificate to prove they have the knowledge, skills and behaviours to work in an early years setting.
‘To be a nursery manager, a learner requires maths at Level 2 currently and so opting out will not always be the right choice, however. At CT Skills we value the importance of functional skills, and we will still be an advocate for them and promote completing them where it's the right decision.
‘Removing functional skills will support some learners in the sector who have simply chosen not to complete an early years apprenticeship due to the maths and English requirements. Removing the pressure will encourage more learners into the sector and support the skills gap in early years. We just need to be careful that we don't end up with no-one progressing to manager level.’
The London Early Years Foundation (LEYF) said it shares similar concerns and warned that the move risks creating inequality in career development opportunities between younger and older apprentices.
Mandy Cuttler, head of pedagogy, learning and development at LEYF, explained, ‘While we welcome the increased accessibility this change brings, particularly for those who found traditional schooling challenging, we must consider its long-term impact. Apprentices will still need an English qualification to be counted in ratio at Level 3, and while removing the maths requirement aligns with EYFS, it may hinder career progression, particularly for those aspiring to management roles.
‘The differing requirements for younger and older apprentices also risk creating inequality in career development opportunities. Additionally, we urge a broader conversation about the value of learning at an individual pace – apprenticeships should prioritise developing skilled, confident educators rather than simply speeding up completion times.’
While Bright Horizons has welcomed the decision to remove the English and maths requirement, it said it will be encouraging its adult apprentices to complete functional skills as it believes ‘developing English and maths skills are crucial in teaching and providing better outcomes for children’.
James Sharrod, pathways manager at Bright Horizons UK, explained, ‘It is welcome news that the previous barriers to maths will no longer prevent a learner from not completing their apprenticeship. This will help Bright Horizons and the wider sector.
‘We have found that some learners have been put off starting an apprenticeship due to the maths requirement. We welcome that for these learners, progression in their early childhood career will no longer be restricted by this. Creating inclusive pathways aligns directly to our company values, and by removing the compulsory maths component, more people are likely to join the sector.
‘All Bright Horizons learners will be encouraged to continue completing functional skills, however.’
Gill Mason, training academy director at Kids Planet, suggested that the removal of the maths requirement will take the pressure off adult apprentices struggling to achieve functional skills alongside apprenticeships.
‘It's a lot for some apprentices to undertake a rigorous occupational standard alongside functional skills, which often do not relate to their role. Although maths and English skills are fundamental, it should be about the essential maths/English skills they require to perform their role effectively rather than being able to pass an exam, which should not be a barrier to their progression,’ she explained.
For adult apprentices without Level 2 maths wanting to become managers, Mason said they ‘can be encouraged to undertake maths on their individual journey’.
Storal's head of apprenticeships, Kate Bickley, believes the move will ‘attract and welcome a broader range of individuals into the sector’.
‘Many people perceive maths as a significant obstacle to their progress,’ she said.
‘The removal allows learners to focus on core early years skills. Without the pressure of maths being a mandatory exit requirement for the apprenticeship, early years educators may be able to focus more on essential child development skills, such as communication, emotional intelligence and enabling creativity. This could potentially lead to a more holistic and child-centred approach.
‘It will reduce barriers for entry: for those who may have struggled with maths skills previously, removing the requirement can make it easier to enter and remain in the profession. This may attract more individuals to the early years workforce, especially those with strengths in areas other than maths.
‘Far too often, exceptional practitioners have been unable to progress in their learning journey due to the maths requirement.
‘It could also encourage a more diverse workforce, which can bring varied experiences and perspectives to early childhood education. This could lead to richer learning environments for children.’
She went on to say that a number of learners at Storal have been unable to take their Level 3 apprenticeship due to the maths and English requirement, and added that one of its learners was ‘in tears when she heard the news’ as now she can progress to Level 3.
End-point assessment reform
The removal of the Level 2 maths and English requirement was one of a number of apprenticeship reforms announced by the Government during National Apprenticeship Week. Other changes include:
- Shortening the length of adult apprenticeships. From August, subject to the legislative timetable, the minimum duration of an apprenticeship will reduce to eight months.
- Changing the end-point assessment (EPA) so more assessment is done during the apprenticeship rather than at the end.
To make the ‘system simpler and more flexible while ensuring apprentices prove their competence for skilled work’, the Government has changed the EPA so that, where appropriate, apprentices will be assessed on some things during the apprenticeship rather than all at the end. Training providers may be able to deliver elements of the assessment, rather than having to rely on external assessors.
End-point assessment organisations will continue to be responsible for developing all assessment materials and ensuring the validity of outcomes.
The Government says the move is designed to ensure apprentices don't have to be re-tested on the same skills they have already demonstrated.
Existing assessment plans will be rewritten on a standard-by-standard basis to reflect these changes, with the first plans being revised from April.
It comes after Realise launched a campaign to increase the number of Level 2 early years apprentices.
According to the training provider, the number of Level 2 apprentices in early years has declined by 5 per cent over the last three academic years – from 6,972 in 2021-22 to 6,457 in 2023-24.
It says research also shows 72 per cent of settings spent more on agency staff in 2024 than the two years prior.
While Level 2 apprenticeships have fallen by 5 per cent in early years over the past three years, Realise's intake at that level has increased by 67 per cent.
Realise is urging settings and the Government to place a ‘renewed focus’ on Level 2 apprentices.
Karen Derbyshire, operations director for early years, said, ‘Many of our managers and leaders in nurseries would have started out as a Level 2 apprentice – and there are no reasons why we can't be saying that about “the class of 2025” in ten to 15 years’ time.’
