options, Charlotte Goddard tracks the progress of a former geologist on
the graduate entry pathway.
Kate Martin abandoned a lucrative career advising oil and gas companies for nappies, forest school and circle time. The mum of two worked for five years part time at a geological consultancy, and, after her children were born, got involved at the local playgroup.
'You can guess which one paid the bills' she says. 'But then I got to like working with children, so I got a job in a pre-school. I found working with children to be more sociable than my previous role, which was a very masculine environment.'
Dr Martin, who has a PhD in palaeontology to her name, is currently training to attain Early Years Teacher Status (EYTS). She enrolled at the University of Northampton in September 2014, one of eight providers piloting the new early years initial teacher training (EYITT) scheme last year. Dr Martin joined the graduate entry route - one of four available pathways to EYTS (see box).
'I wanted to get some qualifications, but I didn't fancy the NVQ because I had already got a PhD, and I felt the EYTS would challenge me more,' she explains.
Dr Martin was not eligible for the employment-based route to EYTS because she wasn't working the requisite 20 hours per week minimum, and there was no one at her setting qualified to act as her mentor during the course. She decided instead to take the graduate route. 'Also, I felt the experience of lots of settings I would get on this route would be really beneficial,' she says. 'The best bit of the course is the placements. I have had placements in a private day nursery with babies and toddlers, spent two weeks at a primary school with Key Stage 1 and four weeks in a Reception class. This week, I am in a pre-school.'
Northampton University head of early years Eunice Lumsden says, 'The graduate entry route has more days of placements (than the employment route), and the requirements are more aligned to teacher training.' Placements are usually five days a week, and last the course of the day, the precise hours depending on the setting.
Placements are backed with theoretical learning. Assessment is through students' online portfolios, which show how students are meeting the teaching standards, as well as observations from placements.
Dr Martin has also visited centres of excellence such as Pen Green Children's Centre in Corby as part of her course. 'I feel I have much more aspiration now,' she says. '(At Pen Green) I got such a feel for how I can stretch what I, and the children, can do. I have more confidence to follow child-initiated learning. Before I used to copy what others were doing, without the understanding.'
Early Years Teacher standards
Like many in the sector, Dr Martin has concerns that the 'teacher' reference is misleading.
The Government maintains that the EYTS is equivalent to Qualified Teacher Status (QTS), but for many the fact that EYTS does not confer equal pay, or the ability to teach in schools that QTS does, negates this equivalence. Dr Martin says it is also confusing for students.
'At least one person on the course was disappointed that EYTS is not the same as QTS - I don't think they had realised until they started the course,' she says. 'I had it explained at interview that the course was not the same as QTS, but I think there is confusion among applicants and employers.'
Gill Handley, director of Early Years Teacher Status at the University of Northampton, echoes this. 'A number of issues have come up from our trainees - they say 'We are not given QTS. What does that mean?' The fact they are called teachers is a good thing but there is still some confusion as to how that fits with other teacher roles.'
Additionally, unlike the predecessor qualification, Early Years Professional Status, which had its own set of standards, EYTs are judged against standards that are closer to the teacher standards. These have caused concern for not mentioning play, though the Government says it recognises play is 'essential' in the early years, and adds 'The standards are designed to allow for a range of pedagogical approaches, thus giving these highly qualified professionals the freedom and flexibility to deploy a range of methods and to decide how best to structure children's activities throughout the day.'
Dr Martin points out that, unlike in the teacher standards, there is a standard dedicated to safeguarding, which she thinks is a 'really important point about the EYT qualification.'
On completing the course, she would like to work in a pre-school or in Reception as a teaching assistant. 'I think the EYTS can be really good in a Reception class because you are learning from the bottom up, rather than (in the case of) primary school teachers who study the three to eight range,' she says.
Graduate entry route
The graduate entry route to EYTS is suitable for graduates with a degree in any discipline. At least two weeks' experience in an early years setting is required for course entry, but applicants do not have to have any other experience of early years work.
Entrants must hold maths, English and science GCSE at grade C or above or the equivalent, and pass the professional skills test in numeracy and literacy. Candidates also have to attend an interview and have DBS clearance.
'The skills tests posed some problems - many applicants didn't pass them in time,' says Ms Lumsden. 'We have put in support for our own undergraduates and other applicants so that once a place has been offered maths and English specialists will help address any problems with drop-in sessions in the student support centre.'
The university's Ms Handley adds, 'We work very closely with local employers and local authorities, and feedback says our trainees do make a difference.'
The University of Northampton plans to offer the option to gain a 0-5 PGCE and two masters level modules from next September.
ROUTES TO EARLY YEARS TEACHER STATUS
1. Graduate entry, a full-time, 12-month course for graduates, of which 120 days are placement. All entrants have their fees fully covered, with a £7,000 grant to cover course fees as well as bursaries of up to £9,000 for graduates with a first class degree and £4,000 for graduates with 2:1 degrees.
2. Graduate employment-based: a one-year part-time route for graduates working in an early years setting. Applicants must be employed in an early years setting and their employer needs to support their application and agree to release and support them to undertake the course. All entrants have their fees fully covered, with a £7,000 grant to cover course fees, and an additional £7,000 as a contribution to costs incurred by their employer. Applicants need to hold at least GCSE Grade C (or a recognised equivalent) in maths, English and science, and a degree in any subject, and must pass the professional skills tests for trainee teachers.
3. Undergraduate: a full-time, three- to four-year route leading to EYTS. This route is for undergraduates completing a degree in an early childhood related subject, who will earn EYTS as well as their degree. There is no additional fee for the EYITT element, and tuition fee loans are available from Student Finance England. Degree courses will have varying entry requirements. Undergraduates wanting to incorporate EYITT into their degree must have a GCSE Grade C and above (or recognised equivalent) in maths, English and a science subject, and must have passed the professional skills tests for trainee teachers. Students must carry out 120 hours of paid or voluntary early years experience
4. Assessment only: three months, self-funded for graduates with experience of working with children from birth to five years old who can meet the Teacher Standards (Early Years) without further training, for example an early years teacher from overseas. Applicants must have achieved a GCSE grade C (or equivalent) in English, maths and a science subject, hold a first degree (Level 6) from a UK higher education institution or equivalent qualification, and have passed the required professional skills tests. Fees vary depending on the training provider, with some providers offering additional tutor visits or support prior to the course at extra cost for example.
5. School Direct (Early Years): route 1 is delivered by a nursery provider or school along with a training provider. Results in EYTS. Training is fully funded by NCTL through a grant of £7,000 available to all trainees. Bursaries are available: £9,000 for graduates with a first-class degree and £4,000 for graduates with a 2:1. Prospective students for the School Direct route 2015/16 should apply directly to one of the nine lead organisations. See www.gov.uk/government/publications/school-direct-early-years-initial- teacher-training-lead-organisations
- The DfE provides information on the different entry routes, case studies and a list of accredited providers, www.education.gov.uk/get-into-teaching/subjects-age-groups/ early-years
- Teachers' Standards (Early Years), www.gov.uk
- Professional skills tests, http://sta.education.gov.uk.
TEACH FIRST (EARLY YEARS)
A two-year training programme for 'high calibre' graduates working full-time in schools, nurseries and early years settings. Applicants must have a degree at 2:1 or above, and two relevant A-Levels at a B or above if their degree is not in early years, psychology or a relevant curriculum subject. If the applicant passes the initial application they must attend a day-long assessment process, followed by an online test and a six-week summer school. They then start working at a school or nursery while studying for their PGCE after one year, and QTS after two.
Further information
More details about the EYTS courses offered by the University of Northampton can be found at www.northampton.ac.uk
- Part 2 of this series will look at the graduate employment-based route
