The final report of the independent review of early education and childcare qualifications stresses the need for high-quality qualifications for the workforce, to narrow the gap between disadvantaged children and their peers.
Key points are:
- The Government should continue to specify qualifications that are suitable for staff working in the EYFS and the Teaching Agency must develop ‘a more robust set of "full and relevant" criteria’, with a stronger focus on child development.
- A gradual move to Level 3 for early years workers counting in staff: child ratios in group settings, so that all staff counting in ratios are qualified to minimum of Level 3 by 2022. From September 2013, a minimum of 50 per cent staff in group settings to hold a ‘full and relevant’ Level 3, rising to 70 per cent by 2015.
- Level 2 English and maths to be entry requirements for early education and childcare courses at Level 3.
- A new early years specialist route to QTS, specialising from birth to seven, should be brought in from Sepetember 2013.
- Those holding Early Years Professional Status should have priority access to routes to QTS.
- Only settings judged ‘good’ or ‘outstanding’ by Ofsted should be able to have students on placement.
Professor Nutbrown said, ‘I have seen many inspirational examples of dedicated staff providing the best environment for playing and learning. I want more young children to benefit from this.
‘Every child deserves excellent early education and care, and every parent should be confident that their child is getting the best. Early education and care needs to support babies’ and young children’s all round well-being and development. That is why I want the workforce to really understand child development, the importance of play, and have good English and maths skills.’
‘There is no doubt that high quality education is important. We need to make sure the early years workforce has the necessary skills, qualifications and experience to provide the very best for our young children.’
She added, ‘My recommendations stress quality in ensuring that staff are as good as they can be, and have the skills, knowledge, and understanding to make the most of the Government’s investment in the early years. Working in the early years sector should be a recognised and fulfilling career that attracts the best women and men.
‘There cannot be a compromise on quality and we must be relentless in our desire to improve experience for young children. Taken together, I believe my recommendations will give parents and the early years workforce confidence in the standards of early education and care qualifications.’
The Government will publish a response to the recommendations later this year.
Children’s minister Sarah Teather said, ‘This Government wants the best for our young people. It is clear that if children are to have the best start in life, then they must have excellent early education. The evidence that disadvantaged children particularly benefit from quality early education is compelling.
'We have already transformed free early education by offering free childcare to hundreds of two year-olds across the country. I want to build on this, so that the poorest children and their families can reap the benefits from our investment around the country.
'I warmly welcome Professor Nutbrown’s thoughtful and thorough report. It takes a careful and measured look at the sector, and will be invaluable in helping us to shape the future of the early years workforce. We need to attract bright people to the sector so that our young children get the best possible start in life – after all, they only get one chance. We will now consider her report very carefully before responding in further detail later this year.’
Professor Nutbrown’s list of recommendations in full
Recommendation 1
The Government should continue to specify the qualifications that are suitable for staff operating within the EYFS, and the Teaching Agency should develop a more robust set of ‘full and relevant’ criteria to ensure qualifications promote the right content and pedagogical processes. These criteria should be based on the proposals set out in this report.
Recommendation 2
All qualifications commenced from 1 September 2013 must demonstrate that they meet the new ‘full and relevant’ criteria when being considered against the requirements of the EYFS.
Recommendation 3
The previously articulated plan to move to a single early years qualification should be abandoned.
Recommendation 4
The Government should consider the best way to badge qualifications that meet the new ‘full and relevant’ criteria so that people can recognise under what set of ‘full and relevant’ criteria a qualification has been gained.
Recommendation 5
The EYFS requirements should be revised so that, by September 2022, all staff counting in the staff:child ratios must be qualified at level 3.
Recommendation 6
The EYFS requirements should be revised so that, from September 2013, a minimum of 50 per cent of staff in group settings need to possess at least a ‘full and relevant’ level 3 to count in the staff:child ratios.
Recommendation 7
The EYFS requirements should be revised so that, from September 2015, a minimum of 70 per cent of staff in group settings need to possess at least a ‘full and relevant’ level 3 to count in the staff:child ratios.
Recommendation 8
Level 2 English and mathematics should be entry requirements to level 3 early education and childcare courses.
Recommendation 9
Tutors should be qualified to a higher level than the course they are teaching.
Recommendation 10
All tutors should have regular continuing professional development and contact with early years settings. Colleges and training providers should allow sufficient time for this.
Recommendation 11
Only settings that are rated ‘Good’ or ‘Outstanding’ by Ofsted should be able to host students on placement.
Recommendation 12
Colleges and training providers should look specifically at the setting’s ability to offer students high quality placements.
Recommendation 13
The Department for Education should conduct research on the number of BME staff at different qualification levels, and engage with the sector to address any issues identified.
Recommendation 14
Newly qualified practitioners starting in their first employment should have mentoring for at least the first six months. If the setting is rated below ‘Good’, this mentoring should come from outside.
Recommendation 15
A suite of online induction and training modules should be brought together by the Government, that can be accessed by everyone working in early education and childcare.
Recommendation 16
A new early years specialist route to QTS, specialising in the years from birth to seven, should be introduced, starting from September 2013.
Recommendation 17
Any individual holding Early Years Professional Status (EYPS) should be able to access routes to obtain QTS as a priority.
Recommendation 18
I recommend that Government considers the best way to maintain and increase graduate pedagogical leadership in all early years settings.
Recommendation 19
I am not recommending that the Government impose a licensing system on the early years sector. However, the Government should consider supporting a sector-led approach, if an affordable and sustainable one emerges with widespread sector support.
