Training Today - Find a best fit

There are a wide range of entry points to a career in early education and childcare, depending on age and experience. School-leavers, for example, can choose between an apprenticeship, a traditional classroom-based qualification or one of the new T-Levels, while a suite of qualifications from Level 1 to degree-level provides stepping stones for practitioners to progress at a rate that suits them.

NCFE created an early years Career Pathway map which aims to help practitioners plan their career progression (https://www.ncfe.org.uk/media/mrxhz3m0/dfe-career-pathway-map.pdf). While the apprenticeship route is popular, NCFE has found that classroom-based qualifications also have significant take-up, says Julie Hyde, director, external and regulatory affairs at NCFE.

‘The Level 2 Early Years Practitioner is a popular way for school-leavers to start that career journey,’ says Janet King, sector manager for education and childcare (CACHE portfolio of qualifications) at NCFE. ‘As a mature student, the pathways are a little bit more fluid: students will tend to be offered places on a Level 3 qualification but it depends on their previous experience.’

‘There are huge benefits to the apprenticeship route, because when it’s done well, there is a lovely balance of understanding something theoretically, seeing it in practice, and building your own skills at the same time,’ says Sarah Mackenzie, chief executive of nursery group Storal Learning. ‘But I don’t think there’s one perfect route that works for everybody – we’re all very different.’

‘My advice to people thinking about early years is to start with the Level 2 or Level 3 apprenticeship,’ says Sian Marsh, director, early years and ITT at training provider Best Practice Network. ‘Practitioners can go through an apprenticeship route all the way up to Early Years Initial Teacher Training (EYITT).’

There has been an encouraging take-up of the new Level 5 apprenticeship, which provides an important stepping stone between Level 3 and a degree, she adds.

ON TRACK

N Family Club induction programme, N Brilliant Basics, aims to support unqualified staff take their first step into an early years career. ‘Ideally they will progress onto an apprenticeship,’ says Lucy Lewin, learning and development manager at N Family Club.

N Family created N Family Academy in 2021, giving staff access to e-learning on a range of topics, as well as face-to-face training. A 14-week intensive room manager leadership development programme has proved popular.

‘Our educational programme is based on our seven strands of pedagogy underpinned by Montessori and Steiner,’ says Lewin. ‘We use the same kind of spiral curriculum for practitioners as we do for children – it is about returning to knowledge and going deeper each time.’

Storal Learning has introduced a Promotion Track, which supports practitioners to progress their careers. Line managers and practitioners work together where appropriate to create a plan which puts the practitioner on track to achieve a certain promotion within a timeframe. ‘It can include anything from professional qualifications, project-based work, mentoring, coaching, or more informal training,’ Mackenzie explains.

Storal also promotes training and qualifications for staff who want to upskill within their current role, rather than seek a promotion. An online platform covers core training modules, while staff can also access more targeted training. Inset days allow for whole team training, and practitioners are supported to gain formal qualifications, including Level 2 to Level 5, Early Years Teacher Status, degrees and more specialist areas such as Forest and beach school training.

AT DEGREE LEVEL

Michelle Wisbey, owner of a small group of Montessori nurseries and pre-schools in Essex, believes the number of qualifications available can be confusing, where even ‘full and relevant’ degrees often do not allow graduates to meet the 13:1 adult/child ratio conferred by Early Years Teacher Status. However, she still encourages staff to do a degree if appropriate. ‘It is opening more doors for them,’ she says. ‘We ask that managers have a minimum of a foundation degree.’

Those seeking to enter the childcare sector have a wide variety of qualifications and experience. Wisbey says her last four nursery recruits had early years degrees, while those applying for the pre-school are mostly unqualified.

‘Most new entrants will join with a Level 3 of some sort, but we’re also recruiting at the moment for people who are degree-qualified, who want to come and do their EYTS with us,’ says Mackenzie.

The Government has committed to increasing the number of EYITT places to boost graduates in the sector. Zoe Austen, head of professional development at Bright Horizons, says the group supports graduate leadership in the sector.

‘However, we would like to see a greater focus on an exceptionally high-quality Level 6 vocational programme, which has the full agreement of the DfE prior to launch, through training providers or via universities and colleges,’ she says. ‘We would like a combined qualification for the private early years sector that focuses on pedagogical leadership for managers who support high numbers of children and manage large teams over the entire early years age range.’

In September 2022, Bright Horizons is introducing a graduate scheme which it describes as ‘the first of its kind’. During this two-year programme, graduates will take on the role of an early years practitioner for the first 12 months, gaining experience of a variety of roles within the nursery environment, as well as attaining relevant qualifications through a development programme. ‘Within two years, graduate recruits could be leading Bright Horizons nursery teams or they can become Early Years Teachers,’ says Austen. ‘The programme will open a career path for key leadership and teaching roles within early years.’

It is often difficult for financially pressed nurseries to reflect career progression in salary scales, but it is important to do so. ‘We have recently made a significant investment in our early years practitioners’ salaries and benefits, spending more than £10 million to ensure that we offer some of the most competitive salaries in the UK’s early years sector,’ says Austen.

The pandemic has had an obvious impact on child development, and training needs to reflect this going forward. ‘I’d like to see more focus on how we support children through challenging times, and see a more coherent approach to trauma-informed practice,’ says Mackenzie.

‘Preparing the team to proactively look after their own mental health is also often missing from qualifications. I would like to see more nursery owners investing in staff – they are your most important asset.’

CASE STUDY: Level 3

Raheemah Begum, 19, Matchbox Day Nursery, London

‘After studying Level 3 health science and computer technology and A-Level maths at college, I looked at university or an apprenticeship. I always wanted to work with children, and I learn better when it is hands-on and practical, so I chose an apprenticeship with Best Practice Network, starting in September last year.

‘I spend four days a week working in the setting and one day doing coursework. As well as my tutor, I have a mentor in the setting to support me. I love seeing the children grow and develop, it’s amazing watching them come up with games and their imagination going wild. The training provider sets assignments which range from theory to practical work, which I have to show evidence for.

‘Once I have gained my qualification, I would like to stay at the nursery for a year or so and then maybe progress to a school, and eventually I would like to run my own playgroup. I hope to do a Level 4 and then a Level 5 later on.’

Laura Moore, 33, Ashton Vale Pre-school

‘I was working in higher education but was also on the management committee of my children’s nursery. I began to take an interest in becoming a practitioner during lockdown. When I got made redundant, I started a Level 3 apprenticeship in September 2021, after my children had left the setting.

‘The apprenticeship is an 18-month course, but it is flexible and I hope to finish it in 12 months. I already have a Level 4 teaching qualification and a Level 3 assessor qualification.

‘The combination of sit down written work and practical learning is very balanced, we reflect on our week and pick out the skills we have shown evidence of in our daily work. Tutors are aware of our circumstances and understanding when we can’t complete work on time because of our children.’

CASE STUDY: degree-level

Elizabeth Skinner, owner and manager, Lime Tree Day Nursery, Norwich

My original degree was in business management, and I worked in financial services. I couldn’t bear the thought of leaving our third child after maternity leave ended, and a friend suggested childminding. I initially thought it would just be a stopgap but I absolutely loved it so I did my Level 3, and then opened Lime Tree Day Nursery in 2016.

Last year I completed a year-long Postgraduate Certificate in Early Years Teaching, which leads to Early Years Teacher Status (EYTS), with Pen Green Centre for Children and Families. The course is funded by the Government, and as the employer I also got £7,000 on top for cover when I had time off for placements and to write assignments.

I decided to do the EYTS course because I wanted to make sure we are doing the best we can for the children with us – I knew it would help us improve our practice. The assignments I carried out drove improvements in our setting and I know the course will help us to retain our Outstanding Ofsted rating.

As well as working in my own setting, I spent time in Reception and Key Stage 1, and had a placement in another setting to gain experience working with babies. Spending time in Reception helped me see how the foundations we put in place in the early years help with the next stage of learning.

The EYTS was an amazing experience. I was initially nervous about going back to uni after so many years, but the tutors were incredibly supportive. I am now doing an MA in Early Childhood Education with Pen Green, and am hoping to go on to take a PhD. I feel there is a lot more to learn.