Dear Bridget Phillipson,
The prospect of a new government gives hope to those working in early childhood education and care, particularly with your Labour manifesto making specific reference to this sector. In honouring the Conservative commitment, to make the education and care of young children (I refuse to minimise it and call it ‘childcare’), more accessible for working parents, it is positive that you are going to continue with the rollout of provision for babies from nine months. This includes a pledge to provide 100,000 more early years places in school-based nurseries, utilising underused classrooms.
But 100,000 new nursery places, needs qualified staff to run them, with expertise in the needs and education of the youngest child.
I have an idea, and it won’t cost you anything, as I am aware of the budgetary constraints you are under.
Please use this opportunity to finish what New Labour started under Tony Blair and give those with Early Years Teacher Status (originally called Early Years Professional Status), the recognition and parity they deserve with others working in the education of young children. Place EYTS on a par with Qualified Teacher Status (QTS), allowing us to work within maintained nurseries, attached to schools and/or Reception. In a sector that is struggling to retain and recruit staff, why not use those with EYTS towards your quota of finding 6,500 new teachers?
Those professionals, with EYTS, are specialists in the early years, which is reflected in the degree that they undertake, yet they have never been recognised by the Department for Education, for the job they do, or the qualification that they hold.
Under the current system, running a maintained nursery is only open to those with QTS. If you hold EYTS you can work in the maintained setting, but only as a member of staff, under the leadership of someone with a Primary teaching qualification. Yet those who graduate with QTS, even if they choose to specialise in the early years, only have training in children aged three to four years. Surely, when working with babies, infants and two year olds, you want someone who can meet their specific needs?
New Labour’s ‘Ten Year Strategy’ and the subsequent ‘Workforce Strategy’, lauded by those who understood the importance of the early years, was the first to put forward the idea to raise the status of those, working with pre-school children. It proposed creating an Early Years Professional role, bringing it in line with teaching children in schools (DfES, 2004); hence the introduction of an early years degree and teacher status. However, sadly, despite setting the goal to have a graduate led workforce in all full-time day nurseries by 2015, your party did not stay in power to see this realised.
However, in 2018, under the Conservative government, it looked as though this would come to fruition. As part of their Early Years Workforce Strategy (DfE, 2017), the Department for Education said they would recognise the EYTS qualification and allow professionals, with that qualification to lead school-based nurseries, or Reception classes, but one month before it was to come into force, the government reneged on their decision. Their argument, for not following through with the plan, was based on the fact that they were not intending to pay those (with EYTS), as much or on the same pay scale as other teachers and thought that this would cause disharmony in the staff room! I'm not sure why they thought that was fair or appropriate. Same job, same responsibilities, specific early years teaching degree. Therefore the ‘public recognition and status’, that was envisaged with the introduction of EYTS (DfE, 2013), has never been realised. If disparity in pay and conditions exists, then those with this qualification will always be recognised as ‘second class teachers’ (Einstadt et al, 2013, p.2).
The early years sector is struggling to recruit and retain staff, and the numbers applying for Early Years Initial Teacher Training courses plummet year-on-year. This simple move could turn-the-tide on those leaving the sector and reassure them that there is a career pathway open to them.
While you are considering this, why not also look at career progression for the school staff. As an idea (I have so many), opening up pathways of training for those with EYTS, to study modules that would allow them to implement the National Curriculum and move into Primary education, would give schools greater flexibility with staffing. Conversely, those who have trained in Primary school teaching, could undertake modules teaching them about the importance of play-based learning, child development of the younger children and how to meet their specific needs, child observation and working in partnership with parents. In so many other countries, which we hold up as providing exemplary early childhood education and care (for example Sweden, Finland, New Zealand), its is required that the majority of the staff, have a degree that covers the age range from birth.
In the short term, recognising the EYTS qualification, is something that can be addressed immediately, but in the long-term, setting the target for a graduate-led workforce, across all early years provision is needed to ensure that all children benefit from the expertise and experience of these professionals. Research has proven, time-and-time again, that it can be transformative for a child’s outcomes.
Turn the tide on those experienced, dedicated professionals leaving the sector, by taking this opportunity to recognise those with EYTS as specialists in the important role that they can play in the education and care of young children.
