There has been a raft of changes to early years qualifications over recent years. Maths rules were relaxed for apprentices in all fields earlier this year, with those aged 19+ no longer having to pass maths as an exit requirement. (Level 3 apprentices under 18 still have to have English and maths qualifications at level 2 to complete their apprenticeship, however.) Other moves to ease recruitment difficulties specifically in the early years include only managers requiring L2 maths, and experienced Level 2 staff being able to count in Level 3 ratios.
T-Levels, introduced in September 2020, have been slow to take off but are growing, making up 19 per cent of NCFE's child development/wellbeing enrolments for 16/18s in 2022/23. This represents an increase to 27 per cent in 2023/24. Nearly 5,000 young people undertook an early years T-Level last year. There is no formal requirement for T-Level students to have English and maths to complete their course.
At level 6, degrees and Early Years Teacher Status are available, including through a new EYTS apprenticeship (in development), as well as funded leadership qualifications.
LEVEL 2
Level 2 Early Years Practitioner (college based)
(free if you are 16-18 or 19+ and eligible for e.g. the Adult Skills Fund, which gives access to entry qualifications)
Apprenticeship: Level 2 Early Years Practitioner
(new standard has been developed and awaiting final funding band)
LEVEL 3
Level 3 Early Years Educator (college-based)
(self-funded or free for adults eligible for e.g. the Adult Skills Fund, and loans)
(note: 16-18s would do an apprenticeship or T-Level instead)
Apprenticeship: Level 3 Early Years Educator
T-Level Education and Early Years – EYE occupational specialism
What is the experience-based route (EBR)?
Non-statutory guidance on this was published in March following a brief consultation. It is fundamentally being introduced by the DfE in response to ongoing concern from the sector regarding recruitment and retention of Level 3 qualified staff as per ratio requirements for the EYFS. Furthermore, the continued, and expanded, funded places for babies and children will place a greater demand on staff.
The DfE has included eligibility criteria for the implementation of the EBR. Janet King, sector manager, education and childcare, at NCFE, said, ‘The sector are curious but a little suspicious about the implementation of the EBR. The NCFE Professional Practice Framework could support settings to develop a route to EBR that maintains quality.’
NCFE's Professional Practice Framework (PPF)
Janet King explains, ‘The PPF is a motivational tool to boost professional development for anyone working in the early years and is aligned to the Early Years Educator criteria. It operates through a self-assessment process using a red, amber or green risk rating, highlighting opportunities for CPD.
‘There are templates for action planning and supervision. I often refer to this as top and tailing the sector, encouraging and valuing highly skilled practitioners through mentoring and supervision and developing a growth culture. The PPF is also a useful aid for those considering the experience-based route.’
LEVEL 5
Courses such as: NCFE CACHE Level 5 Diploma for the Early Years Senior Practitioner (Higher Technical Qualification), City & Guilds Level 5 Diploma In Leadership for the Children and Young People's Workforce – Early Years (Advanced Practice)
(funding for these may be in the form of loans – advanced learner loans or the lifelong learning entitlement)
Apprenticeship: Level 5 Early Years Lead Practitioner
(new standard awaiting DfE sign-off)
Bridging the gap between vocational and academic qualifications
The University of Northampton has created a distance learning BA Hons Top Up. It can be accessed by either those with academic or vocational qualifications, meaning those on the Level 5 Early Years Lead Practitioner Apprenticeship can top up their apprenticeship to degree level.
Tanya Richardson, course leader for early childhood studies, says, ‘The progression options for those completing the Level 5 Apprenticeship has remained a concern as some universities require students to hold “credits” (UCAS points), which an apprenticeship does not provide.
‘This gives those who hold the Level 5 Apprenticeship a clear route to gaining Early Years Teacher Status, as you have to have a full degree in order to access EYITT [Early Years Initial Teacher Training].’
Students will have the option to do the Graduate Practitioner Competencies.
LEVEL 6
Early Years Teacher Status
Apprenticeship: Level 6 Early Years Teacher (EYTS)
(not expected to be on offer until September 2026, awaiting end point assessment organisation)
Degrees such as early childhood studies – and Graduate Practitioner Competences (GPCs), which were developed by the Early Childhood Studies Degrees Network to add extra rigour. The GPCs are embedded in the degrees offered by around 50 HEIs.
Leadership qualifications: e.g. National Professional Qualification for Early Years Leadership (NPQEYL), an 18-month course funded by DfE
