Nursery Management: Training - Let's keep on the right path

When the idea of Early Years Professional Status (EYPS) was introduced back in 2007 under the previous Labour government, it was largely welcomed by the sector. As well as providing a recognised career path, it was also hoped that the new qualification would increase both the status and salary of experienced professionals working with very young children.

Labour's pledge to have a graduate leader in every daycare setting by 2015 provided further hope. For the first time, it seemed, senior early years practitioners might be viewed on an equal par with those in similar professions, such as teaching.

So three years and a change of government later, how has EYPS fared? And what has been the impact on the workforce and children's learning?

CHANGING THE CULTURE

The early findings of a three-year research project into the role and impact of EYPS, commissioned by the Children's Workforce Development Council (CWDC), are encouraging.

In the study, carried out by Wolverhampton University, 92 per cent of those surveyed - around a third of the 6,000 practitioners who have achieved EYPS - agreed strongly that becoming an EYP had improved their own knowledge and skills. Seventy six per cent agree, at least in part, that EYPS had increased their professional status and confidence as a practitioner, with 49 per cent saying that colleagues now accept their ideas more readily, giving them the confidence to lead and implement change.

For Clare Phizacklea, human resources and training manager at the Busy Bees chain of nurseries, the biggest impact of EYPS has been a shift in mindset from 'manager to practitioner'. She explains, 'Even if the EYP does happen to be a manager, they see themselves as working alongside and not "above" the rest of the nursery staff, which does have an impact on the culture of the setting.'

Keeley Hogben, owner of Nannas Day Nurseries in Colchester, Essex agrees. 'In the past, the best early years practitioners often ended up moving into office-based management roles. Having EYPs means the best practitioners are still "on the ground".'

In practice, this means spending more time in the nursery rooms, modelling good practice. For Ms Hogben, making this happen has meant rethinking the role of managers and looking for ways to delegate their former roles and responsibilities.

An EYP herself, she now encourages room leaders to become involved with writing nursery policies. As well as freeing up managers to spend more time working with children, giving more responsibility to room leaders has created another level of management, which has helped staff feel more confident and valued. This has had the added bonus of improving recruitment and retention.

She says, 'This shift in emphasis has cascaded through the team. The conversations I am having with staff of all levels are more thoughtful. Now, rather than looking to managers for the answers, they have the confidence to explore problems and suggest possible solutions of their own.'

For Cathy Griffin, human resources director at Children 1st @ Breedon House, which provides childcare for children in 13 settings across the Midlands, the role of the EYP is all about - 'providing mentoring, role modelling and support'.

Becky Woolley, an EYP at the Bridge Farm Nursery in Crewe, agrees. 'It's about getting the room leaders to develop their knowledge and practice and understand their leadership and management qualities. Sometimes that might be about modelling good practice when working with children, families or support services. Other times it might be about supporting them in coming up with ideas.'

Kathy Brodie, an EYP and trainer based in East Cheshire, says the role of EYP is also about seeing the bigger picture. 'As well as coaching and modelling good practice, EYPs need to be up to speed on new developments in the sector and government policy, so this can be shared with colleagues.'

For Ms Woolley, being part of a local EYP network that meets regularly for training and to share ideas and good practice, has been an invaluable way to make sure her knowledge of the sector is up to date. It has also helped her take a more innovative approach to continuing professional development (CPD).

'We've had "train the trainer" sessions which have helped me think about how I can get across complex topics in a more accessible way. We recently ran a session on child protection and set it up like the Jeremy Kyle show. It was a really fun session and the role play element helped staff retain the information they needed to know much more easily.'

RAISING AMBITIONS

Ms Woolley also reports that children's centre teachers Elizabeth Appleton and Carol Middleton have had the opportunity to travel to Sweden and Reggio Emilia in Italy to observe the practice of early years specialists. Developing a deeper understanding of the EYFS through her EYP training has also inspired Ms Woolley to change her approach to planning.

'Reflection is very much at the heart of EYP training. Now instead of planning our activities days or weeks ahead, we have a general framework but reflect after each session and plan our next steps according to what has caught the children's interest.'

Carol Middleton says that gaining EYP status has given her more 'credence' with colleagues in the settings she works with. 'I am from a teaching background, so early years practitioners didn't always have that confidence in me that I knew what I was talking about. Being an EYP has really changed that.'

It has also inspired less experienced staff to extend their own learning. 'In the past, people would get their Level 3 qualification and feel as if they had gone as far as possible,' says Ms Woolley. 'Now staff are asking about doing foundation degrees or possibly taking their learning further.'

NEED TO KEEP TALENT

But the CWDC report shows there is still work to be done to change attitudes, beyond the sector, with 86 per cent of survey respondents saying that people outside their settings have little understanding of EYPS.

An even more pressing issue for the 6,000 who have completed EYPS or the 4,200 currently working towards it, is whether the status will still be recognised five years down the line.

Children's minister Sarah Teather recently announced that funding for EYPS will continue for a further year. But with the Graduate Leader Fund that provides cash for training and enhanced salaries for those with or working towards EYPS being absorbed into the Early Intervention Grant, which provides additional funding for Sure Start, youth and family support for the most vulnerable, the future is uncertain. While the Government argues this will free up local authorities to design services that best meet the needs of their communities, many in the sector fear there will be less money around for CPD and training.

'I have four staff who are part way through their EYPS wondering if they will be funded at all next year,' says Ms Hogben. 'Even if they manage to get funding for the course itself, we just don't have the funds to support the salary enhancement they rightly deserve for that level of experience.'

It would also appear that the Government has abandoned the target of having a graduate leader in every daycare setting. Ms Woolley fears this will mean talented early years practitioners leave the sector to train as teachers, consultants or even work abroad.

She says, 'We could end up with a situation where there are many more EYPs than there are jobs. Even those who stick around may find they are overqualified for jobs they apply for.'

Most agree it would be a crying shame if the status were to lose momentum after it has come this far. Although it is still relatively early days, there can be little doubt that EYPs significantly improve standards of provision and, most importantly, boost outcomes for children.

Further information

www.cwdcouncil.org.uk