I, too, have had my application turned down. I am a nursery teacher, having qualified almost 30 years ago. I have an MA in Early Childhood Studies. I am a Foundation Stage/nursery manager in a first school and co-ordinate students throughout the school. I also mentor staff, and am an external examiner for a university. I have contributed to both national and local research projects and am at present leading the FS through a QA programme and am about to be assessed as excellent teacher (early years) for the school.
Why have I been turned down? Because I don't have a grade 3 or above qualification in maths.
When I questioned the provider I was told 'Of course we value experience ... but the entry requirements are set and cannot be lowered for any individual ... EYPS is meant to be directly comparable to QTS and for this reason we have to ask for the same entry requirements.' I took my concern to the Children's Workforce Development Council, and was told, 'You gained your teacher status when maths was not specifically required and this status should not be taken away from you, even though maths is now required by the TDA ... We cannot say maths is not required, as we would have some people on EYPS courses who don't have the required mathematical knowledge to work with children.'
If I had gained a GCE in maths 36 years ago I would be fine, even though maths teaching has changed considerably since then. If the maths qualification is so desirable today, why do probationary teachers have to take a competency test in both maths and English even though they must have both of these as entry requirements? To remain a teacher I have not had to gain a retrospective maths qualification.
EYPS is a status. If applicants have a quality childcare/ education qualification and experience that proves their competency, why can't the status be conferred?
I am sure Eileen Breeze and myself are not the only practitioners who have been made to feel 'insulted, excluded and not clever enough to do the EYP.'
It's a sad start to a status that I had hoped would unify and support early years practitioners, rewarding the dedication that is shown every day.
Bryonie Williams, Matchborough First School and Nursery, Redditch, Worcs
