Guide to EYE: part 5 - The CACHE approach

Specialist awarding body CACHE (the Council for Awards in Care, Health and Education) aims to ensure that all students gain a rounded qualification that equips them with everything they need. So, all of the units within its Level 3 Diploma for the Early Years Workforce, Early Years Educator (EYE) are compulsory.

This is a different type of qualification from that offered by Pearson ('An eye for a specialism', 8-21 September), whose students can choose to specialise in a number of areas, including Steiner and Montessori practices.

CACHE's work-based Level 3 Diploma is one of three EYE qualifications offered by the awarding body - its other two are college-based. CACHE would not reveal how many centres deliver the work-based course and is yet to receive information about current take-up. But CACHE senior subject specialist Janet King did state the body had sold 'several thousand' handbooks.

Ms King says the work-based qualification was designed with students aged over 16 in mind, who already have experience working in the sector. She suggests the course could be for 'a more mature student thinking about this as his or her career', but adds 'it's not restricted to any particular age-group.'

Colleges or independent training providers can deliver the course, which has a maximum of 468 guided learning hours. It is designed to prepare students to work with children from birth to five years, and gain knowledge of children up to seven years old.

Its 23 units are grouped under four themes: health and well-being; legislation, frameworks and professional practice; play, development and learning; and professional development (see box, below right). These, Ms King says, were carefully planned so as to avoid repetition. 'If there is going to be any overlap, it may happen within the family themes,' she says. 'The division of the units aids holistic delivery.'

All of the units are at a Level 3 standard, except for three at Level 2 within the first theme. Ms King says this is not because the training does not require students to achieve a high level, but because the depth of knowledge needed in practice for these subjects is less profound. She gives the example of the unit on supporting healthy lifestyles for children through exercise. 'We're not aiming to create PE teachers, but you do need to know that exercise and movement can affect a child's overall development,' she says.

As with the other awarding bodies, CACHE consulted early years professionals when designing the course, as well as meeting the criteria set by the National College for Teaching and Leadership. The discussions led CACHE to discover that previous courses often covered critical subjects such as play and children with additional needs in optional units, so could be missed by students. Making all the units mandatory is an attempt to overcome this problem, Ms King says.

'We found training centres thought it could be more straightforward to offer a qualification as a package with mandatory units so learners were getting absolutely everything that they needed,' she says.

Students must pass all the units. They are internally assessed using standard methods of assessment - for example, training centres using direct observation, a portfolio of evidence, or written assignments. Ms King says that course providers can choose how to teach the course, whether through workshops, in a classroom-setting, or by distance-learning. Each centre has an 'occupationally competent' assessor who visits the learner to make judgements and give feedback.

In a situation where it would be intrusive for an external assessor to seek evidence within a setting, such as in the case of a child with special educational needs, the setting can instead provide an expert witness testimony.

A new feature of the workplace qualification is the 'longitudinal' (in reality, six-week) study. This component requires students to spend a minimum of six weeks on two separate child-focused studies. The subject of each must be of a different age, and the learner's observations will focus on a specific aspect of the child's care.

'For example, I could choose a baby in my baby room,' explains Ms King. 'You have to complete four observations, so with a young baby, I might look at physical development. I would use at least two different methods of observation to collect and record my observations so I'm also learning about these. I might write an account of what I see over a set period, or do a checklist and comment on how well the baby is developing.'

The qualification also requires students to complete a minimum of 350 'placement hours', in at least one setting. However, Ms King says CACHE recommends two settings for the course. 'If a learner was within a provision that had access to all age ranges, it's possible to complete in one setting,' she says. 'But it's good practice to move around.'

Chiltern College is one training provider delivering CACHE's workplace EYE. Principal Chris Lawrence says she is pleased the qualification focuses on birth to seven years, unlike the former Children and Young People's Workforce qualification it replaces, which extended to age 19. 'It recognises under-fives are a specialist area, which is important,' she says.

Ms Lawrence is confident the units cover all necessary training for an EYE. But she is concerned that the numbers of teaching and placement hours are too low.

'Although the work-based qualification is theoretically for more mature students with experience working in the sector, in reality 16-year-olds will be taking it up on apprenticeships,' she suggests.

She also encourages training centres delivering the course to send students on more than one placement. Chiltern's own nursery covers the full age-range of children, but Lawrence says her students will still be placed in additional settings. 'It's important students see a range of placements and practitioners to get a better overview,' she says.

EMPLOYER'S VIEW: JILL MANNERS, CHUCKLES DAY NURSERY, TRURO

'The fact CACHE has made all the units mandatory is helpful for us when we're hiring. If two people applied to us having followed this course, it would be easier to compare them. Often you get people applying with different qualifications, and it takes time to find out what they have learnt and achieved.

'I like the way the units have been split into themes - that gives the course a holistic feel. I'm happy to see play and SEN are in there. Students need to know what strategies they can put into place if they come across a child with SEN.

'The longitudinal study is also a really good idea, because the learner will be able to see how that child develops. They will be able to put what they learn in the classroom into practice. We do a lot of assessment of children, such as for two-year-olds, so that's relevant when they start working.

'CACHE has also included a unit on preparing for school readiness. That's a new one and really apt because Ofsted is looking at that now when inspecting pre-school rooms.

'It's quite a robust qualification and the assessment is excellent. It's vital to see the learner in practice, and for the assessor to talk to other practitioners about how they're getting on.'

UNITS

Theme 1: Health and well-being

- Support healthy lifestyles for children through the provision of food and nutrition

- Support healthy lifestyles for children through exercise

- Support physical care routines for children

- Promote children's emotional well-being

- Understand how to support children who are unwell

Theme 2: Legislation, frameworks and professional practice

- Understand legislation relating to the safeguarding, protection and welfare of children

- Use legislation relating to the health and safety of children

- Follow legislation relating to equality, diversity and inclusive practice

- Working in partnership

Theme 3: Play, development and learning for school readiness

- Understand the value of play in early years

- Plan, lead and review play opportunities which support children's learning and development

- Promote enabling play environments

- Developing children's emergent literacy skills

- Developing children's emergent mathematical skills

- Support children's transition to school

- Develop children's cognitive skills

- Promote children's speech, language and communication

- Promoting children's physical development

- Promoting children's personal, social and emotional development

- Support children with additional needs

- Use observation, assessment and planning to promote the development of children

- Use longitudinal studies to observe, assess and plan for children's needs

Theme 4: Professional development

- Engage in professional development.