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Association for Professional Development in Early Years

OCCASIONALPAPER9-EarlyYearsTrainingandQualificationsinEngland:Issuesforpolicyandpractice

ProfessorJayneOsgood,Dr.AlexElwick,Dr.LeenaRobertson,Dr.MonaSakrandDilysWilsonCentreforEducationResearchandScholarship,MiddlesexUniversity

Introduction

“It’sliketherearemillionsofdifferentoptions,pathwaysandstatuses;likehowdoyoudecidewhichonetodo?Onlytofindinayear’stimetheyhavechangeditallagain.Iknowtherearesometeachersinthenurserybuttheycouldn’tgetintoaschoolwiththeirqualification.It’sjustahugemess!”

TheNutbrownReview(2012)soughttoaddressdisparitiesandweaknesseswiththeEarlyYearstrainingandqualificationframeworkinEngland,includingthedivisiveeffectsofEYPS.Althoughmanyoftherecommendationsinthereviewwererejectedoronlypartiallyimplemented,anotableexceptionwastheintroductionoftwonewqualifications:EarlyYearsTeacherStatus(EYTS)andtheEarlyYearsEducator(EYE).However,itquicklybecameapparentthatEYTSwasdeniedqualifiedteacherstatus(QTS)andalltheassociatedbenefits,includingsupportduringanewlyqualifiedteacher(NQT)yearandnationalpayscales.ThisresearchcommissionedbyTACTYCwasundertakenatatimewhenEYTsaresubjectedtothesameexpectationsanddemandsonteachertrainingprogrammesasthoseinthemaintainedschoolsectorbutenjoyfewerbenefits(seefullreportformoredetails:www.tactyc.org.uk/research).EarlyYearsEducator(EYE)wasintroducedin2014,forpractitionersseekingaLevel3nationalvocationalqualification.LikeEYTS,theEYEqualificationhasbeenthesubjectofmuchcontroversyandfrustrationacrossthesector,becauseithasrequiredapplicantstoholdGCSEEnglishandMathsatgradeA-C.Thishasbeenadeterrentformanyapplicants,andpresentsrecruitmentchallengestotrainingprovidersandemployers.Theimpact,experiencesandassociatedissueswiththeintroductionofthesetwonewqualifications:EYTSandEYEprovidedthecentralfocusofthestudythatinformedthispaper.ThestudysoughttolocatetheissuessurroundingtheintroductionofthesenewqualificationswithinbroaderdebatesabouttrainingandqualificationsinECEC;debatesshapedbypolicyimperativesto‘raisequality’,ensure‘schoolreadiness’(seeMcDowallClark,2016)andmeasuretheeffectivenessoftheworkforcebaseduponchildoutcomes.Attentionwasalsogiventotheinvestmentsmadeinpursuingearlyyearsqualificationsandtheultimateexchangevaluetheyrepresentwithinthelabourmarket.AimsandScopeThisstudywascommissionedinaquesttomapthemainissueswithwhichthesectoriscurrentlygrapplinginrelationtothecurrenttrainingandqualificationscontextthrougha

reviewofpoliciessince1997andbypresentingthedebatesgeneratedinresearchliteratureandthroughmediarepresentations.Bygatheringempiricaldatathestudyaimedtoidentifytheimpact,experiencesandassociatedissueswiththenewlyintroducedqualificationpathways:EarlyYearsTeacherandEarlyYearsEducator.MethodologyTheaimsandquestionsoutlinedwereaddressedthroughasmall-scale,mixedmethodsscopingstudythatcaptured breadth(intermsoftheliteratureandpolicyreviewed,rangeofparticipantsincluded,andgeographicalcoverage)aswellasdepth(detailedaccountsabouttheexperiencesofdelivering,receivingandenactingthetrainingandqualificationsunderinvestigation).Therangeofmethodsincludedaliteraturereview,collationandanalysisofon-linemarketingmaterialsforEYTS,EYITTandEYEcourses,anon-linesurveyoftrainingproviders,telephoneinterviewswithfourstakeholders,threecasestudiesandaone-dayfocusedseminar.SummaryoffindingsEntryrequirementsforthenewqualificationsarecontributingtoacrisisAlthoughnowdropped,thepreviousrequirementforallmembersoftheworkforcetoholdGCSEsatgradesA-Chasresultedina‘crisis’inECECintermsofrecruitingnewmembers,retainingexperiencedpractitioners,andsupportingcareerprogression.Despitethepolicy-drivetoraisequalifications,levelswithintheearlyyearsworkforcearedropping.MostnotableisthedropinnumbersofLevel3qualifiedstafffrom83%to75%since2015(NDNA,2016a).Overallstaffturnoverishigherthaninpreviousyears,at19percentwithturnoveratLevel3being21%,reportedlyduetolowwagesandlackofprogression,i.e.ithasnotbeenpossibletoprogressfromLevels1and2iftheA-CGCSErequirementsarenotmet.NDNA(2016)alsofoundthatemployershavereducedstafftrainingbudgetsasaresultoftheheavyfinancialburdensstemmingfromusingagencystafftocovervacancies,keepingpacewiththeNationalLivingWageandpensionauto-enrolmentcosts.Thisresearchsupportedthesetrends.Forexample,theA-CgradeGCSEentrypointforEYEApprenticeshipshasnegativelyimpacteduponrecruitmentandretentionofstaff.LondonEarlyYearsFoundationreportedan80%dropinrecruitmentanda96%dropinEYEApprenticeshipsdirectlyattributabletotherequirementforapplicantstoholdGCSEMathsandEnglishgradesA-Cuponapplication.Theexpansionandaffordabilityagendaspursuedbygovernment(i.e.thedemandformorechildcareandthehigherentryqualifications)are

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incommensurateanddirectlycontributingtothe‘crisis’inchildcareidentifiedbythePLA(2016).TheserequirementshavealsohadanegativeimpactupontherecruitmenttoEYITTandEYTSuniversityprogrammes.Scott(2016)warneduniversitycoursesofferingtrainingforEYTSarefacingclosureduetolownumbersandthiswassupportedbyaccountsfromtrainingproviderssurveyedinthisstudy.Policy-drivendemandsto‘upskill’and‘raisequality’havewitnessedtheintroductionofthesenewqualificationsbutwithinsufficientclarityanddetailedinformationabouttheircontentandvalue.Thegovernmentagendatoraise‘quality’throughincreasedlevelsofqualificationhasadirectbearingupontheemphasisthatisplacedoncertainqualificationsandtrainingoverothers(i.e.thosethatarechargedwithpromotingtechnicalcompetenceanddeliveryofprescribedoutcomesabovedevelopingcriticalityandreflexivity).ButasChalke(2013:219)asserts:

Whileitisvitalwehaveearlyyearsspecialistteachers,thatisonlyhalfthebattleforchangingtheprofessionalidentityandconsequentlytheconditionsofallthoseworkingwithyoungchildren…itisimportanttoseektocaptureandpromoteaspectsofaground-upprofessionalismsuchas:thepedagogicalapproachthatallowsrecognitionofworkwiththechild,aswellaswiththeirparentandcarers;therecognitionofthemindfulrequirementsofanethicofcare;andtheimportanceofreflexivityforprofessionalpractice.

Curriculumcontentoftrainingandqualifications

“I’vebroughtstuffbackfromuniandI’vesuggestedtomyroomthatwetrydifferentthingsouttoseeifitactuallyworksanditdoes.Sothereisthatopportunity.Yougaintheknowledgeofhowchildrenlearnandthenyoucanapplyit.Actually,it’snotroutine,it’sthechildactivelylearning,it’stheenvironment,sowecandeliberateonthatandreflectonwhythingsarehappeningandhowtomakethemhappendifferently.”

Researchparticipants,likethisdeputymanager,reflecteduponthecontentoftrainingandqualifications.AtLevel3,theNNEBDiplomainChildcarewaslookedbackuponasrepresentinga‘goldstandard’becauseitfocusedonbirth-to-seven,offeredathoroughgroundingintheoriesofchilddevelopment,providedevidenceofrigorousteachingandassessment,andofferedtraineesdiverseexperiencesofearlyyearscontexts(throughseverallengthyplacements).Thein-depthobservationalchildstudiesundertakenaspartoftheNNEBwereheldinhighregard.ThenewlyintroducedEYE,whichhasbeenbroadlymodelledontheNNEBDiploma,was,therefore,considered(byemployers,trainingprovidersandtrainees)toprovideappropriatecoursecontent,aflexiblemodeofdelivery,andappropriatesupportfromassessors,mentorsandmanagersandpeers.AtLevel6,theprogrammesheldinhighestregardwerethosethatwereregardedas‘rigorous’andthatenabledstudentstodirectlyconnecttheorytopracticeandtodevelopdeeperpedagogicalknowledgethatwasspecifictotheearlyyears

(birth-to-five).AttainingaspecialistECECdegreeinstilledagreatersenseofprofessionalconfidenceandthecapacityfordeeperreflectiononallaspectsofworkinginECEC.Trainingproviderssurveyedreportedfeelingconcernedthattherewaslessemphasisonplay,children’srightsandleadershipontheEYITTpathway.CombiningworkwiththepursuitofaLevel6qualificationwasreportedasachallengeand,therefore,thegeographicalproximityoftrainingprovidersisasignificantfactortodeterminechoice.AbiggerfactortodeterminechoiceofLevel6pathwaythoughisQTS;therewereexamplesofparticipantsrejectingEYITTandEYTSinfavourofPGCE.AlthoughoptingforaPGCEensuresgreatercurrencyandtransferabilityofthequalification,itlacksearlyyearsspecialismandresultsinaneedto‘top-up’.Thissaysmuchaboutthecareeraspirationsandexchangevalueplacedonthesedifferentqualificationsinrelationtoworkwithyoungchildrenaswellashowpolicymakersandprovidersdifferentiallyvaluedifferentearlyyearsroles.EYPScameundermostcriticismforitspreoccupationto‘tick-box’technicalcompetence,asonerespondentstressed:‘I’venotevenmentionedthatbecauseitwasinsignificant…justtickboxingaboutwhatIalreadydo;ithadlittleimpactonmypracticeandwayofthinking”.Inthisresearch,participantsmadeconstantreferencetoacrisisinchildcare,downwardspirals,unevenplayingfieldsandmovinggoalposts:theparticipantsfeltstronglythattheremustbedecisiveactionbygovernmenttorevokemanyoftheill-conceiveddemandsbeingmadeofthesector.Whilstgeneratingevidencetosupportthisbleakpicture,thisresearchwasalsoconcernedtoidentifywaysinwhichthesectormightmoveforward.Whilstmuchofthisreportisdevotedtoaccountsofcreativeandeffectivewaystoensurequalityofearlyyearsprovisionthroughthedevelopmentofstaff,thebroaderissuesremain.Trainingcanbetaken‘in-house’and,asthecasestudiesinthisresearchhavedemonstratedeffectively,‘upskill’theworkforceanddevelopdeepcriticalthinking,whichismadeeasierthrougheconomiesofscaleorlocalisedcommitmentsonthepartofsingle-settingstomakecostlyinvestmentsinstaffdevelopment.Attentionmustbepaidtotheentireworkforceandcollectively,asasector,theremustberecognitionthatthecurrent‘unevenplayingfield’withits‘constantlyshiftinggoalposts’isamatterofgravesocialinjustice.Anintegralpartofthestudyofferedaninvitationtoresearchersandparticipantstograpplewiththeimageofthechild,imageofthesettingandimageoftheworker.Takingtimetodothisgeneratedlivelydebate,consensusandhope.Workingtoreconceptualiseentrenchedideasaboutquality,theworkforceandimpositionofpolicy(asfixedandproblematic)generatespossibilitiestothinkmoreexpansivelyaboutwhatmightbepossible.Cruciallytheone-dayeventunderlinedtheurgentneedtoshiftunderstandingsandpublicperceptionsofthesector.Workingwithyoungchildrenisthemostimportant,worthwhileandvaluableoccupation:yetitisroutinelyandpersistentlydenigrated.Asasector,atalllevels,thereisanurgentneedcollectivelytoresistfurtherdamagingpolicy

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reformandinsteadrecognisetheneed,asabody,toinsistupongenerativedevelopments.ContinueddisparitiesbetweenstatemaintainedandPVIDespitesustainedreformandtheintroductionofnewqualifications,theresearchconfirmedthatthereremainsconsiderablevariationacrosstheearlyyearssector,specificallybetweenmaintainedsettingsandprivate,voluntary,independent(PVI)settings.AlthoughEYTsareemployedinthemaintainedaswellasPVIsectors,theylackthepayandconditionsofthosewithQTSandcannotbepaidasqualifiedteachersinthemajorityofmaintainedsettings,whichcontinuestoaffecttheirprofessionalstatus(Nutbrown,2013;Barron,2015).Asonemanagerreflected:

“Itookthedecisiontoworkinearlyyearsbecauseitismypassion.IcouldhaveearnedsignificantlymoremoneywithmyqualificationselsewherebuttheearlyyearsisthereasonIgetoutofbedeverymorning.Butifyouarelookingatthesectorasawhole,andyouinsisteveryonehastohaveadegreethenyouhavetostartpayingsalariestoreflectthetrainingandcommitmentthey’vemadetoprovidethebestquality.”

Policydemandsfor‘affordablequality’cameunderattackfromparticipantsinthisstudyforfailingtorecognisethatdevelopingandenhancingthequalityoftheworkforcenecessitatesasustainedandcommittedinvestment.Whilstmuchofthisresearchisdevotedtoaccountsofcreativeandeffectivewaystoensurequalityofearlyyearsprovisionthroughthedevelopmentofstaff,thebroaderissuesremain.Lackofclearinformation

“It’sconfusing,it’sawkward.Youdon’tknowwhichonetodo.Atfirst,youthink‘lotsofchoices:brilliant!’Butthenitcanalsobeapain.Ithinkit’saproblembutit’sjustknowingwhotoask,wheretogo.It’shavingthosetrainingproviderstogotoandsitdownwith,andgoright,thisiswhatIwanttodo,andbegivenparticularadvice.Ithinklefttoyourownitcanbedaunting.”

Anotherfundamentalissueconcernstheclarityofinformationaboutqualifications,theirvalueandusefulness.The‘fullandrelevant’qualificationscheckerontheDfEwebsitewasbemoanedbyallrespondentgroupsinthisstudy.Itwasreportedlycumbersome,inaccurateandtime-consumingtonavigate.Consequently,therewasliberalreferencetorelyingonGoogleasasourceofinformationabouttherelativemeritsofdifferentqualificationsandtrainingavailable.RelyingonGoogleasaprimarysourceof(mis)informationgeneratesgreaterconfusionanduncertaintyasinformationtendstobeambiguousandpartial.

Importanceoflearningcommunities,supportivemanagement,investmentinCPDThroughoutthecasestudyinvestigationsinthisresearch,thesignificanceofsupportiveemployers–andbeinglocatedwithinanECECcommunitythatsharesanexpectationthatallstaffshouldbecontinuallypursuingfurtherqualificationandtraining–actasanimportantcatalystforahighlyqualified

staff.Prioritisinginvestmentinstaffdevelopmentinvolvescoveringthefinancialcostsoffees,providingcoverandensuringthatpayscalesreflectthedifferentlevelsandrangeofqualificationsheldbystaff.Supportingstafftonavigatethecontradictionsandambiguitieswithinthenationalframeworkofqualificationswasalsoimportanttoensuretheyenrolledin,andpursued,recognisedrigorousandvaluablequalifications.Thecasestudiesunderscoredtheneedforclearcareerstructures,organisationalsupportandsufficienttimetoinvestinprofessionaldevelopmentwhichcouldbeareactiontothecurrentclimate,e.g.theconfusedqualificationsframework,externallyimposedrequirementsandsuchlike.Thisresearchalsofoundthatgraduate-ledEarlyChildhoodEducationandCare(ECEC)canraisethequalityofprovision.Thedepthofknowledgeaboutearlyyearstheoriesandphilosophiestaughtondegreeprogrammescanopenupwaystoviewearlychildhoodpedagogyandchildren’slearningmoreexpansively.Effectivegraduate-ledprovisioncancreateanenvironmentwherethepursuitofhigherlevelqualificationsisrecognisedasvaluable,necessaryandattainable.Takingtrainingandthepursuitofqualificationsin-houseisanotheroptionavailabletolargerECECproviders.Twoofthecasestudiesinthisresearchcoachedandsupervisedstafftobewell-informedabouttheavailabilityofin-housetraining.TrainingpackagesofferedwereregardedasanimportantfeatureofworkingforalargeorganisationastheyprovideaclearpathwayfromLevel2throughtoLevel7anddirectlylinktopractice.Acrossthecasestudies,beingpartofacommunityofpractice,withampleopportunitiestolearnwithandfrompeershasclearbenefitsfortheidentification,pursuit,andthesuccessfulcompletionofcontinuingprofessionaldevelopmentopportunitieswassignificant.Thisrestsuponthevisionandactionsofsupportivemanagement–whetherinasinglesettingorpartofalargerorganisation.Earlyyearsteamsthatfeelvaluedandsupportedthroughouttheircareersarebetterequippedtonavigatethewiderpolicy-drivenreformstothesector.RecommendationsRegulationoftrainingproviders,clearanddetailedinformationabouttrainingandqualificationsThereneedstobegreaterassurancethatcomparablequalificationsarerigorous,challengingandfitforpurpose.Thisshouldbeachievedthroughtheregulationofqualificationsandproviderstoensurethatwhatisonofferisrecognised,reputableandtransferable(andholdsparitywithstatutorysector).Morebursariesandsustainedinvestmenttoenabletheearlyyearsworkforcetopursuehighqualitytraining/qualificationsthatarespecialistandfullyrecognisedshouldbemadeavailable.Thelackofclearinformationaboutqualifications,theirvaluetoemployersandusefulnesstotraineestofeelequippedtoworkinearlyyears,mustbeaddressed.Theremustbeunambiguousandimpartialinformationmadeavailabletomembersofanoverworked,underpaidworkforceseekingtoenhancetheirprofessionaldevelopment.

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Acrossthedatasetstheissueofqualitypersistentlyresurfaced.Withinpolicythereisaconstantdemandto‘raisethequality’ofearlychildhoodeducationandcare,andthesuggestionthatthiscanbeachievedbyincreasingthequalificationlevelsoftheworkforce.Butthisresearchhashighlightedasetofcomplextensionsthathascomeaboutthroughpolicyreformunderpinnedbyeconomicimperatives.Attemptstoraisethequalificationlevelsoftheworkforcehavebeenundertakeninanadhocandinstrumentalway(i.e.toincreasethelevelsofqualificationsasefficientlyaspossibleandascheaplyaspossible)withoutsufficientregardtotheregulationofthetrainingonoffer,thepracticalitiesofpursuingandcompletingprogrammes,oronthedemandsplaceduponindividualsandentiresettings.Research,Experiment,InnovateThecurriculumcontentonallprogrammesshouldbeupdatedtoincluderesearchtocultivatecriticalreflectionandtoensurequality.Theimportanceofembeddingresearchintotrainingandqualificationsandcultivatingitsplacewithinlocalisedlearningcommunitieswill(collectively)enhancepractice.Qualificationsandtrainingshouldenablemembersoftheearlyyearsworkforceatalllevelstoquestionandengagewiththeunderpinningmeaningsofallaspectsoftheirwork.Furthermore,opportunitiestodevelopacriticalawareness,notjustofearlyyearspedagogybutalsoofthemselvesasmembersofanemploymentsector,iscrucialiftheworkforceistotransformhowitunderstandsitselfandhowothersunderstandit.Inaddition:• EarlyYearsTeacherStatus(Level6)musthaveQTSand

paritywithcomparableteachingqualificationsforthestatutorysector;

• EarlyYearsEducator(Level3)mustprovidegreaterfocusonbirth-to-threespecialism;

• AgoodqualityfoundationalLevel3qualificationshouldbepursuedasaminimum,andshouldincludeintensiveplacements.TheGCSErequirementshouldberemoved,andreplacedwithequivalency/functionalskills;and

LearningCommunitiesThereisaneedtoIncreasethenumberofqualifiedteacherswithspecialistearlyyearsknowledge(butalsoincludegraduatesfromothersubjectareasasthequalityofprovisioncanbeenrichedbystaffwithdiverseexpertise,aswellasaknowledgeandexperienceofearlychildhood).Theworkforcebenefitsfromeffectiveleadershipthatpromotesactivelearningcommunities.Practitionersneedsupporttoidentifyandpursuecontinuingprofessionaldevelopmentopportunitiesthatarerelevant,rigorousandvaluable.Learningandprofessionaldevelopmentmustberecognisedascontinuous.AlignedtoNutbrown’srecommendation,allstaffshouldbeinconstantpursuitofmoreknowledgeandimprovedpracticethroughcriticalreflection,whichcanbesupportedthroughspecialistqualifications.Beingpartofacommunityofpractice,withampleopportunitiestolearnwithandfrompeershasclearbenefitsfortheidentification,pursuitandsuccessfulcompletionofcontinuingprofessionaldevelopmentopportunities.Thisrestsuponthevisionandactionsofsupportivemanagement–

whetherinasinglesettingorpartoflargerorganisation–earlyyearsteamsneedtofeelvaluedandsupportedthroughouttheircareers.Shiftpublic(mis)conceptionsaboutchildhoodEarlyyearseducationandcareisnot(solely)aboutschoolreadinessanddevelopingchildrentobecomecompetent,worthycitizens.Theworkforcemustbesupportedtoberesearchers,adventurersandexplorerssothatyoungchildrencanalsobeunderstoodasresearchers,adventurersandexplorersfromwhomwehaveagreatdealtolearn(seeMurray,2017).Toshifttheperceptionsofthewiderpublicwillrequiretheconcertedeffortacrosstheentiresector,fromadvocacygroups,employerorganisations,unions,trainingproviders,academicsandeverysinglememberoftheearlyyearsworkforce,topushforare-imagin(in)gofthechild,thesettingandtheworker.ReferencesBarron,I.(2016)Flightturbulence:thestormyprofessionaltrajectory

oftraineeearlyyearsteachersinEngland.InternationalJournalofEarlyYearsEducation,24(3):325-341.

Chalke,J.(2013)‘WilltheEarlyYearsProfessionalPleaseStandUp?’ProfessionalismintheEarlyChildhoodWorkforceinEngland.ContemporaryIssuesinEarlyChildhood,14(3):212-222.

Children’sWorkforceDevelopmentCouncil(CWDC)(2008)Earlyyearsprofessionalstatus,[online]availablefrom:<http://www.cwdcouncil.org.uk/eyps>

Dahlberg,G.,Moss,P.andPence,A.(2007)BeyondQualityinEarlyChildhoodEducation:LanguagesofEvaluation.London:Routledge.

DfE(2017)EarlyYearsWorkforceStrategy[online]availablefrom:https://www.gov.uk/government/publications/early-years-workforce-strategy

McDowallClark,R(2016)ExploringtheContextsforEarlyLearning:challengingtheschoolreadinessagenda,London:Routledge.

Moss,P.(2016)‘Whycan’twegetbeyondquality?’ContemporaryIssuesinEarlyChildhood,17(1):124-133.

Murray,J.(2017)BuildingKnowledgeinEarlyChildhoodEducation:YoungChildrenAreResearchers.London:Routledge.

NationalDayNurseriesAssociation(2016)EarlyYearsWorkforceSurvey[online]availablefrom:http://www.ndna.org.uk/NDNA/News/Reports_and_surveys/Workforce_survey_2016.aspx

Nutbrown,C.(2012)Foundationsforquality:Theindependentreviewofearlyeducationandchildcarequalifications[online]availablefrom:<https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown-Review.pdf>

Nutbrown,C.(2013)Shakingthefoundationsofquality?Whychildcarepolicymustnotleadtopoor-qualityearlyeducationandcare,availableonlineat:https://www.shef.ac.uk/polopoly_fs/1.263201!/file/Shakingthefoundationsofquality.pdf

PlaySchoolAlliance(PLA)/CEEDA(2017)Growththroughknowledge.Availableonlineat:https://www.ceeda.co.uk/media/1186/the-facts-on-30-hours_parent-eligbility-and-demand_general-issue_jan-17.pdf

Scott,S.(2016)‘Earlyyearsteachershortageascoursesfaceclosure.’SchoolsWeek,[online]availablefrom:<http://schoolsweek.co.uk/early-years-teacher-shortage-as-courses-face-closure/>

Tickell,C.(2011)TheEarlyYears:FoundationsforLife,Health&Learning:anindependentreportoftheEarlyYearsFoundationStagetoHerMajesty’sGovernment.DfE.