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.
Consequently. within the revised standards, candidates are required to provide evidence of knowledge and ability to work across the birth to five age range.
Nikki Fairchild, EYP programme co-ordinator for the University of Chichester, said that although the standards had been cut in number, the ‘rigour’ was still there.
‘The depth and breadth are still evident because of the statements under each standard which are there to support them.’
She added that slimming the standards down had got rid of some of the duplication which had been apparent in the past.
Commenting on the revision to make leadership a separate standard, she said, ‘You can’t always separate leadership from professional practice. Although there is a specific standard on leadership which brings it to the forefront, EYPs may still show leadership and professional practice across many of the standards as they are likely to look at them in a more holistic way.’
For example, for standard five, which relates to observation and assessment, she said that ‘EYPs may already be leading on this, for example taking a leadership role in the new two-year-old check detailed in the revised EYFS.’
Overall, Ms Fairchild said that she was happy with the revised standards.
‘They still deliver the breadth and depth we hoped for and we’re ready to deliver them from September.’
The guidance to support the standards is being finalised and shared with key organisations delivering EYPS.
The revised standards will be implemented for all new EYPS candidates from September.
Revised standards for EYPS
The eight standards are:
- Support the healthy growth and development of children from birth to the age of five
- Work directly with children and in partnership with their families to facilitate learning and development
- Safeguard and promote the welfare of children
- Set high expectations which inspire, motivate and challenge every child
- Make use of engagement, observation and assessment to meet the individual needs of every child
- Plan provision taking account of the individual needs of every child
- Fulfil wider professional responsibilities by promoting positive partnership working to support the child
- Lead practice and foster a culture of continuous development.
Read the full standards with bullet-point statements here.
