It may be early days for the Early Years Professional, but the Children's Workforce Development Council (CWDC) is determined that once the ball gets rolling, there will be no holding it back. The first batch of candidates is set to embark on the programme in September and will graduate in January next year. Jane Haywood, chief executive of CWDC, concedes that the timetable is tight, but believes the first graduates will provide a glowing testimony for the EYP.
'The first candidates will be those who have the shortest distance to travel to acquire the status but will have to meet very high standards,'
she says. 'If fewer numbers than expected apply and graduate, then so be it. We believe that those who do, will provide a shining example.'
The range of individuals who may apply is potentially wide. They will have varying experience and qualifications, be from a range of settings and roles, and might even be new recruits.
Although there are varying 'pathways' for candidates to gain EYP status, Ms Hayward emphasises that there will be an initial mandatory, three-day diagnostic or needs assessment process.
'To ensure there is consistency across the country, this will follow a prescribed process and will enable the accreditation of prior experience and learning,' she says.
Assessment is key
The main aim of the EYP pilot programme starting this autumn will be to see how well the assessment process works. One of the challenges is to ensure consistency nationwide.
According to CWDC, the process will be rigorous, based on procedures that are centrally defined and clear. All aspects of the programme, including preparation, will be the same for every candidate, on every route and with every provider.
While training and support will differ between individuals, the way in which their work and tasks are assessed will be identical for all. It is proposed that final assessments may take place at regional assessment centres.
CWDC is keen to underline that there will not be a tick-box approach. In keeping with level 6 standards, assessment will concentrate on the practical application of skills.
Training providers involved in the pilot are confident about delivering programmes that effectively support the standards for the EYP and meet the needs of individual candidates. They have a free rein to determine content and methodology which fit in with the CWDC's broad learning objectives.
It will also be largely down to providers to promote their EYP programmes and target recruits with local advertising.
The big picture
One of the biggest challenges for the CWDC is getting the message about the EYP across to the sector, and providing a solid understanding of how it fits in with long-term goals for early years education.
Ms Hayward says, 'As already highlighted, CWDC believes that over time only those with EYP status should lead practice in the new Early Years Foundation Stage (EYFS).
'The relationship between Qualified Teacher Status (QTS) and EYP status will need to be clarified in time for the introduction of the new EYFS.
'We also need to consider how to address the need for professional leadership in home-based childcare and sessional care.'
With the current proliferation of awards and the difficulty in making upwards or sideways moves, there is clearly a need for qualifications to be streamlined.
The aim is to achieve this with the creation of an Integrated Qualifications Framework by 2010. This will rationalise awards and have significant impact not just for early years but for all children's services.
CWDC will be working closely with the QCA to ensure that this fits in with its Framework for Achievement - a unit-based qualifications framework underpinned by a system of credit accumulation and transfer.
But in the meantime, the focus is very much on getting the programmes for the EYP rolling.
'The creation of the EYP will raise the bar,' says Jane Haywood. 'Anyone who is looking to make a career for themselves in the early years sector will need to start thinking about it.'
* For information, visit www.cwdcouncil.org.uk and www.qca.org.uk
