Early Years Teacher
Why choose this course?
On 29 January 2013, the Government published ‘More great childcare’. Following the publication, the information on this page is under review and will be updated.
Research evidence shows that graduate leaders raise the quality of early years provision by improving their own day-to-day practice and by leading the practice of others. The Government’s reforms are focussed on birth to five as the evidence is clear that high quality early education and childcare can have a powerful impact on young children preparing them for school and later life. Early Years Teacher Status reflects the specialist role that Early Years Teachers have in working with babies and children from birth to five years old.
Early Years Teacher is sponsored by the Teacher Training Agency
The University of Derby is a member of the Early Years Teacher Alliance Alliance led by MMU
Start date: September
Course length: Between six and 12 months of either full or part time study depending on the pathway you choose
Campus: Kedleston Road site, Derby Campus
To achieve Early Years Teacher Status, you'll need to demonstrate that you meet a set of Teachers’ Standards (Early Years). They enable you to demonstrate leadership and practice with babies, toddlers and young children from birth to the end of the new Early Years Foundation Stage (five years old).
What is an Early Years Teacher?
Early Years Teachers will be specialists in early childhood development, trained to work with babies and young children from birth to five. They will be graduate leaders responsible for organising and leading high quality practice in early years settings. To ensure that the training and assessment of Early Years Teachers is appropriate for trainees a set of Teachers’ Standards (Early Years) will be developed. These will build on the Early Years Professional Status Standards and operate in parallel with the current Teachers’ Standards. Those who successfully meet the Teachers’ Standards (Early Years) will be awarded Early Years Teacher Status.
There are four ways that you can complete to achieve Early Years Teacher Status:
The graduate practitioner pathway (GPP)
You can complete this pathway if you are a graduate working in the sector and you require a small amount of learning or experience before you can demonstrate the Teachers’ Standards (Early Years). If you feel that you need more experience in a certain area, for example with babies, then a relevant placement will be offered, so that you can feel confident in the area. You'll study this pathway part time and your setting can access supply cover funding to support you whilst you attend University.
The undergraduate practitioner pathway (UPP)
If you're already working in the sector with a level 5 qualification, for example a foundation degree in early years, then this pathway is for you. You will need to apply for your BA (Hons) degree top up at the same time as submitting this application. It will allow you to 'top up' your foundation degree to a full degree alongside completing Early Years Teacher programme. You'll study this part time and your setting can access supply cover funding to support you whilst you attend University.
The graduate entry pathway (GEP)
If you have a degree but have limited experience of working with children from birth to five years old, then this pathway will allow you to pursue your career of working in early years. You will undertake a minimum of two work-based training placements in different settings before assessment for Early years teacher. This will allow you to develop your personal practice and leadership skills whilst working within the EYFS curriculum. You will be required to keep a reflective log of the placement experience, recording links to the Teachers’ Standards (Early Years) and your own personal practice and/or leadership and support of colleagues. You must undertake a total of at least 18 weeks work-based training placement. You'll study this pathway on a full time basis and there is bursary to support you. Read our story about Sophie Nightingale who is studying this pathway.
The undergraduate entry pathway (UEP)
If you are currently completing a degree with an early years specialism, then this pathway is for you. You will undertake a minimum of two work-based training placements in different settings before assessment for Early years teacher. This will allow you to develop your personal practice and leadership skills whilst working within the EYFS curriculum. You will be required to keep a reflective log of the placement experience, recording links to the Teachers’ Standards (Early Years) and your own personal practice and/or leadership and support of colleagues. You must undertake a total of at least 18 weeks work-based training placement. You'll study this pathway on a full time basis and there is bursary to support you.
When you apply, we can help you to decide the right pathway for you.
What you’ll cover
Early Years Professionals have had a positive impact on the quality of early education and care for pre-school children. The introduction of Early Years Teachers will build on the EYPS programme to raise the status of the early years workforce. The change will give one title of ‘teacher’ across the early years and schools.
At the start of each Pathway you must, as a trainee should hold a degree (or level 5) awarded by a United Kingdom higher education institution (or recognised overseas equivalent) before accreditation for Early Years Teacher Status is complete.
All trainees must have GCSE Maths, English and Science at grade C or above at the start of the pathway.
Acceptable qualifications include:
- GCSE English, Maths and Science grade A*-C or
- GCE O levels awarded before summer 1975 a pass should be recorded rather than a note of the grade or
- GCE O levels awarded in the summer of 1975 onwards only grade A-C are acceptable
- CSE passes need to be at grade 1
- GCSE equivalencies completed within an Access Course
Equivalency tests are accepted at the University's discretion providing that the test meets the required standards in both level and breadth according to the GCSE subject criteria provided by Ofqual.
For September 2013 intake we accept that Equivalency Testing is a recognised equivalent for GCSE Maths, English and Science. Please visit www.equivalencytesting.com for more information.
Other equivalency tests are available but before you commit please contact us to check that it will be considered an acceptable equivalent for entry onto the Early Years Initial Teacher Training Programme.
Been subject to a DBS (previously a CRB) (a check must be carried out even if you have been subject to an enhanced CRB disclosure check through another organisation). We will organise this for you.
Download the .
For eligible candidates:
All Early Years Teacher training pathways are fully funded where places are available
A bursary is available to candidates undertaking the Undergraduate Entry and Graduate Entry Pathways.
For employers, supply cover will be made available for the time the candidate is out of their setting on training (Graduate Practitioner Pathway & Undergraduate Practitioner Pathway only).
Graduate Practitioner Pathway (GPP): 6 month programme – up to a maximum of £800 provided for candidate release costs, release days 5 – 10 days
Undergraduate Practitioner Pathway (UPP):12 month programme – up to a maximum of £3,200 provided for candidate release costs; release days will vary depending on individual programme
Childminders are eligible for funding alongside other candidates and will attract the same supply cover.
We are now pleased to offer a self funded option for candidates who are not eligible for funding but wish to pursue Early Years Teacher Status.
You will attend face-to-face sessions, called Preparation sessions to learn more about Early Years Initial Teacher Training and prepare for the assessment.
Workshops will be held in the university covering more in depth reflection on the Teachers’ Standards (Early Years). You will contribute to discussions around your own practice and how you meet the different standards.
Depending on your pathway you'll also attend bespoke teaching sessions to develop and promote your understanding of early years practice.
Throughout the course, there could be opportunities for you to develop professional skills which include, Makaton training and Safeguarding training.
Midway through the course you will undertake a 'development & progress review' to determine your progress to date. You'll produce an action plan to support your progress towards achieving a successful assessment outcome.
How you're assessed
Your final assessment includes:
a portfolio/file of evidence which includes at least three witness statements relating to your practice against the Delete and replace “Teachers’ Standards (Early Years;
a series of assignments designed to highlight/assess your knowledge and understanding of the standards;
a single setting visit during a working day where you will demonstrate practice against the standards;
More great childcare’ (January 2013). This sets out the Government’s plans for improving quality in early education and childcare. One of the Government’s key priorities is to raise the status and quality of the workforce. The plan of action to achieve this includes the introduction of Early Years Teachers from September 2013, building on the strengths of the Early Years Professional Status (EYPS) programme.
Those that successfully complete Early Years Initial Teacher Training and meet the Teachers’ Standards (Early Years) will be Early Years Teachers. They will hold Early Years Teacher Status.
"As childcare and curriculum manager, my role is all about empowering staff and overseeing quality in the group."
Lisa Snell, one of our graduates. Read Lisa's full story here.
"I now feel greater confidence when supporting the settings in my area as LA Early Years Improvement Officer. I particularly enjoyed using my experiences to reflect on what I actually do and know and the staff at Derby helped us all grow in confidence."
Angela Donaldson, Local Authority Early Years Improvement Officer
“I am interested in working in early years because I know I would be helping children to grow, to experience new things and to learn to love learning.” Michael Peake, University of Derby