Low pay and status put Early Years Professional programme at risk, says union

The EYP section of Aspect (Association of Professionals in Education and Children's Trusts) said that pay levels are unacceptably low and that there is a gulf between the Government's view that EYPs are 'graduate leaders' and the perception of their status by local authorities, teacher colleagues and potential employers.

Comments from EYPs around the country reveal a growing level of disillusionment, with many EYPs feeling short-changed after being promised a career, status and position similar to that of teachers.

Helen Willis, Aspect's national lead for EYPs, said, 'EYPs are excited about being EYPs and feel they can make a difference. But if we want to keep these people, we need jobs and a platform for them to be recognised for their expertise. There are a huge number of [early years] jobs that don't advertise for EYPS.'

She said nurseries and children's centres were 'only very occasionally' advertising roles requiring EYPS.

In a briefing paper presented to the Department for Children, Schools and Families last week, Aspect said, 'In reality, the gulf between the professions remains as deep as ever - from status among colleagues, to employment opportunities, to pay and conditions.'

In December there were 2,500 graduate-level EYPs and a further 2,400 in training, and the Government said it was on track to meet its target of having a graduate in every early years setting by 2015. It is also considering making it a legal requirement to have a graduate in every full daycare setting (News, 17 December 2008).

EYP experiences
Aspect's report is based on research to be published this month of the experiences of 300 EYPs around the country and people currently on pathways towards EYPS.

It found that the understanding of the status among head teachers, the wider children's services workforce, and parents, remains very low.

EYPS was 'a foreign concept' for many, while concerns over pay and status are fuelled by lack of clarity over recognition of EYPS and what the term 'graduate leader' means, it said. Aspect suggested using the term 'registered EYP' to make the term Early Years Professional less confusing.

The union is calling for national, funded and enforced pay scales and clear guidance on EYPS distributed to local authorities and professional bodies.

One EYP said, 'I am aware of EYFS advisors' posts being advertised. QTS is stated as a requirement - EYP is not even mentioned. When people have enquired about the job they have been told that EYP is not acceptable.'

The report said the fact that EYPs are not able to lead the Early Years Foundation Stage in nursery or reception classes in schools 'adds to the sense of an inferior profession, as well as being frustrating' for EYPs looking for job opportunities.

Aspect said issues to do with the regulatory and statutory framework worked against EYPs.
It said that because children's centres are required to have access to a qualified teacher and a graduate leader, someone with qualified teacher status (QTS) 'ticks both these boxes'.
Schools with nurseries appear to believe they have to employ someone with QTS.

Targets for graduate leaders for children's centres by 2010 and full daycare settings by 2015 have 'no force or weight and "graduate leader" still fails to specify the need for EYPS', said the report.

Teachers also need reassuring that EYPS does not threaten their standing, it added.
'Clear and funded pay scales, providing parity for EYPs with teachers, will of course go a long way towards reassuring teachers that the intention is not to reduce pay, status or professionalism in the early years, but to enhance the sector as a whole, with more recognition and status for all.'


WHAT EYPs REALLY THINK
'Time is running out for many of us who initially committed to the role with high expectations. I personally feel incredibly disillusioned by the way this is developing.'
(East EYP)

'Teachers in the school we are attached to do not understand my role. They are very dismissive of the qualification and still see me as a plucky amateur.'
(North East EYP)

'I have been told that we are undermining the role and rights of teachers and that we are a cheaper, second-class version of a teacher.'
(South West EYP)

'Why can somebody with an early years degree, a good understanding of child development, years of experience of working with children from 0-5, and a postgraduate qualification level 6 EYP not be allowed to lead practice in the EYFS in a school nursery, but somebody with a non child-related degree, one year PGCE - not necessarily in early years - be allowed to lead a nursery class in a school when they have QTS but very little experience?'
(EYP)

WHAT THE OFFICIALS SAID
Children's Workforce Development Council
'CWDC welcomes this thorough analysis of what is an important aspect of our work. We will now look in more detail at the findings of this report and consider carefully how we can address those areas that fall within our remit.'
 
Department for Children, Schools and Families
 'We have invested £380m through the Graduate Leader Fund to help subsidise the cost of salaries, training and continuing professional development for graduate early years professionals. Eighty per cent of early years settings are in the private, voluntary and independent sector, where pay and conditions for practitioners are matters for individual employers. Local authorities are best placed to decide how best to support workforce development in their area, which can include subsidising salary costs.'