Revised Early Years Professional standards set out

The standards, which are the basis for awarding EYPS to graduates working with children from birth to five, cover essential aspects of high quality practice and leadership.

The original 39 standards, which have been in place since EYPS was introduced in 2007, were reduced to eight draft standards put out for consultation earlier this year.

These have now been finalised, after taking into account responses from the sector.

The standards are the benchmark which a graduate practitioner must achieve to gain EYPS. Each standard includes a number of bullet-pointed statements to support it. The bullet points represent the scope and extent of the skills, knowledge and understanding that EYPs should demonstrate to meet the standard.

The revised standards were developed through consultation with the early years sector,  including EYPs and training providers.

Discussions also took place with the national Early Education and Childcare Workforce co-production group, the CWDC members group, and an external reference group of experts.

The Teaching Agency, which took over leading the review from the CWDC, said that the standards have been strengthened, particularly around leadership, supporting children’s learning and safeguarding. They promote mentoring, reflection and working in partnership with parents and professionals for the early education and care of all children.

In a change from the original standards, leadership is now a separate standard in its own right.

Alongside the standards, the Teaching Agency has published a report about the review, including findings from the online consultation.

The consultation received 343 responses, with 71 per cent of respondents agreeing that the revised standards met set appropriate expectations for what a candidate must achieve to gain EYPS. Three-quarters of respondents held or were working towards EYPS.

A small number of respondents highlighted the importance of ensuring EYPS candidates had experience working across all of the birth to five age range, and some felt that more emphasis was needed on working with the under-threes.