All about the role of ... Early Years Professional

It is awarded to graduates who demonstrate that they have met the 39 national standards that set out the knowledge, understanding, skills and other attributes that an EYP working with children from birth to five years will need.

There are currently more than 8,300 trained and accredited EYPs and a further 1,800 candidates in training. The new EYPS programme rolls out in January 2012 until 2014, with 1,700 funded places, and it is to be delivered in all regions across England.

A report carried out by the Department for Education in July, Evaluation of the Graduate Leader Fund, found that settings which gained a graduate leader with EYPS made significant improvements in quality for children aged 30 months to five years, compared with settings which did not. The improvements related most strongly to direct work with children such as support for learning, communication and individual needs, reflecting the role of EYPs as 'leaders of practice'.

The report also found that the more time EYPs spent in rooms with children, the greater the impact they had on the quality of provision in that room. It also found that they were more influential on the quality of practice in their own rooms than on quality across the whole setting.

The role of the EYP is to lead practice across the Early Years Foundation Stage. By working with the children, they role-model and implement best practice within their setting and support and mentor other practitioners. It is expected that the EYP's increased knowledge and professional expertise will be cascaded throughout the setting to practitioners, parents and other professionals and result in improved outcomes for children.

EYPS PATHWAYS AND ELIGIBILITY

There are four pathways to EYPS. Two are part-time pathways designed for current practitioners and two are full-time, designed for new entrants to the workforce.

• The Graduate Practitioner Pathway is typically for graduate candidates currently working in the sector who require a small amount of learning or experience before they can demonstrate the EYPS standards (six months part-time).

• The Undergraduate Practitioner Pathway is typically for candidates currently working in the sector with a Level 5 qualification - for example, a foundation degree in Early Years (12 months part-time).

• The Graduate Entry Pathway is typically for degree-holder candidates with limited experience of working with children from birth to five who are looking to pursue a career working in early years (12 months full-time).

• The Undergraduate Pathway is typically for undergraduate candidates undertaking a degree in Early Childhood Studies (12 months full time).

All applicants must have been subject to a Criminal Records Bureau enhanced disclosure, hold GCSE maths and English at a minimum grade C and be able to demonstrate that they are able to read effectively and communicate clearly.

From January 2012, the Children's Workforce Development Council CWDC will provide funding for an allocated number of staff working across all setting types delivering the EYFS. Funding will cover course fees, bursaries, mentor costs and supply cover costs. Candidates may also self-fund, providing they meet all the entry requirements.

The CWDC holds the list of training providers and is responsible for the selection of candidates.

FURTHER INFORMATION.

Children's Workforce Development Council,  www.cwdcouncil.org.uk

EYPS forum, www.eyps.info

The Evaluation of the Graduate Leader Fund final report, www.education.gov.uk/publications

CASE STUDY: CLAIRE SEELEY

In September 2010, I applied to Derby University for a place on the EYP course and in October 2011 started on the Long Vocational Pathway with funding from my local authority. After qualifying in January 2011, I took one of the EYP posts at Elan Day Nursery in Steyning.

I think the most important part of my role is to be a professional role model. Working alongside staff in their rooms is really beneficial. It helps create sound relationships - staff find me less intimidating and respond positively to my guidance and praise.

I hold regular meetings with room leaders each month where we discuss any issues or new procedures. I keep notes and ideas are cascaded to the team. Supervision is done one-to-one, privately with staff every three months or more often if needed. I support and guide them with Individual Learning Plans and transitional plans giving feedback and suggestions.

To help me reflect on my own practice, I keep notes and make action plans. I'm implementing a number of new projects which include developing our outdoor space and creating parent feedback displays in the two entrance halls so that parents can give feedback about the service we provide. I've also introduced three sensory boxes containing natural materials to the rooms with guidelines and ideas attached, and later I observe staff using these with the children and give feedback.

It is through my own quarterly supervision with the childcare director that aims/targets are identified to ensure I am constantly adding value to the service we provide, as well as enabling individual staff to reach their full potential. I find it so rewarding to see the benefits of my leadership within the team. There have been stressful times, but I manage these with support from my managers. By talking through issues I find the right way of dealing with them.