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Status: evaluation of pilot and issues raisedF ^Paper by Denise Hevey, Eunice Lumsden and Sue Moxon CECDE Conference, Dublin, February 2007 ,4*_^ Policy Context in the UK ~Every Child Matters: Change for Children 2003 Response to the Laming Inquiry into death of Victoria Climbie Children Act 2004 Focus on safeguarding, better integration of services, better information sharing and workforce reform (e.g. ISA, Children s Trusts, Directors of Children s Services) Childcare Act 2006 Abolishes distinction between care and education for children under five and creates new Early Years Foundation Stage from birth to 5 .Z>ZZZZZ.>&dT r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff (influence of EPPE):- Multi-disciplinary teams with high level managers A  Common Core of skills and knowledge National and local workforce development strategies Children s Workforce Development Council$QZZ &Early Years Professional Status (EYPS)''&  Curriculum leadership for 0-5 settings (not necessarily overall manager) Graduate (level 6), multi-disciplinary, broadly equivalent to Qualified Teacher Status Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2006) Target: an EYP in every full day-care setting by 2015`1  6BJ   F 5 ! University of Northampton & EYPS!!  One of 10 national pilot sites with purpose between Sept and Dec 2006 to: Pilot test the national standards and the  Validation Pathway methodology By Recruiting and assessing 50-60 graduates who already meet the eligibility requirements and are close to meeting the standards Capacity building approach: Steering Group involving Local Authorities from across East Midlands KPKPPPbPPPv~ "Validation Pathway Two days of preparation  introduction to the standards and overview of the assessment process Half day diagnostic needs assessment  management centre style exercises (formative only) Two more days of preparation  written tasks, identifying evidence and planning final visit Full day setting visit  summative assessment takes place in own workplacez`H&#= &. ( $ Pilot Group   62 potential candidates from across East Midlands (14 dropped out at early stage) Mainly private, voluntary and independent sector (nursery managers, room supervisors, childminders and network coordinators) plus Advisory Teachers 47 completed Needs Assessment  one advised against continuing 44 completed final assessment 40 were judged to have met all standards (including two  pending ) %(Candidate Evaluation of Needs Assessment))( *N=47. All ratings out of 5 &%Candidate evaluation of Setting Visit% '!Overall outcomes HPilot was broadly successful Majority of candidates satisfied with process  fair, rigorous and well-organised No major problems with the standards  some overlap between standards, some compound and complex But significant issues raised by assessors re: 1. Validation process 2. EYP Status6Ts$ ( "Issues raised: Validation Process " <Role of  needs assessment - too late to be useful Suitability of assessment methods  reliance on witness testimony and lack of direct observation of practice Suitability of recording methods  intrusiveness of verbatim recording for audit trailing purposes plus  drowning in paperwork R" !L ` )" Issues raised: EYP Status/policy  Too big a jump? From level 3 to level 6 requirement. Major education and training gap Grandmother principle? Lack of mechanisms to address needs of high quality, highly experienced but poorly qualified senior staff  risk of alienation. EYPS versus QTS? Lack of resolution of equivalence issues and license to practice in schools  risk of perception as second classLoGrL# *# Conclusion  nWe share the long term vision of raising standards through graduate, multi-disciplinary leadership throughout the Early Years sector EYPS is a good idea but it suffers from lack of a coherent, thought-through national strategy for implementation. 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Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation *Evaluation of pilot by Henley Management College failed to identify significant issues Visited 4 out of 11 providers; telephone interviews with 23 candidates Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates a range of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . 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Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation |Carried out by Henley Management College Spoke to 3 out of 11 providers Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates arange of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . (Williams, 2007 p.3)x?0 -%Implementation of EYPS ~36 Approved Providers nationally 4  pathways to achieving EYPS@@? *# Conclusion  nWe share the long term vision of raising standards through graduate, multi-disciplinary leadership throughout the Early Years sector EYPS is a good idea but it suffers from lack of a coherent, thought-through national strategy for implementation. 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Over-arching concern that a  once-in-a-lifetime opportunity will be lost and that the best new graduates will continue to go into teaching and experienced practitioners will become alienated L|[ $  0 @P$(  Pr P S P#T `  T r P S PXT]'Y T H P 0޽h ? 3380___PPT10.$  0 0L$(  Lr L S  T `  T r L S |TP ` T H L 0޽h ? 3380___PPT10.`rg, 6%Cb-1"( `/ 0DArialaS 00TT.ܖ 0ܖDVerdanaS 00TT.ܖ 0ܖ@ .  @n?" dd@  @@`` D<PUa (''"''AG>*PQRST,R$,5XV1y  0AA@3ʚ;ʚ;g4BdBdt; 0.ppp@ <4dddd k 0T. 80___PPT10 ppHFEarly Years Professional Status: an Initiative in Search of a StrategyF iProfessor Denise Hevey, University of Northampton 17th EECERA Annual Conference, Prague, August 2007 F366 2i $Historical Context of ECEC in the UK$ Low investment 8th out of 12 developed countries with 0.4%GDP (OECD 2006); Separatist tradition Part-time nursery education entitlement for 3-4 year olds. Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation *Evaluation of pilot by Henley Management College failed to identify significant issues Visited 4 out of 11 providers; telephone interviews with 23 candidates Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates a range of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . (Williams, 2007 p.3)lWw0&w -%Implementation of EYPS z35 Approved Training Providers 4  pathways to achieving EYPS>>&  *# Conclusion  nWe share the long term vision of raising standards through graduate, multi-disciplinary leadership throughout the Early Years sector EYPS is a good idea but it suffers from lack of a coherent, thought-through national strategy for implementation. Over-arching concern that a  once-in-a-lifetime opportunity will be lost and that the best new graduates will continue to go into teaching and experienced practitioners will become alienated L|[ r%~E!-19( `/ 0DArialaS 00TT.ܖ 0ܖDVerdanaS 00TT.ܖ 0ܖ@ .  @n?" dd@  @@`` |p](''"''AG>*PQRSTUVWX""Z[\,R$,5XV1y  0AA@ʚ;ʚ;g4BdBdt; 0.ppp@ <4dddd k 0T. 0___PPT10 ppN___PPT90()2FEarly Years Professional Status: an Initiative in Search of a StrategyF iProfessor Denise Hevey, University of Northampton 17th EECERA Annual Conference, Prague, August 2007 F366 2i $Historical Context of ECEC in the UK$ Low investment 8th out of 12 developed countries with 0.4%GDP (OECD 2006); Separatist tradition Part-time nursery education entitlement for 3-4 year olds. Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z 1*(Qualifications framework for Early Years))(  8  ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation *Evaluation of pilot by Henley Management College failed to identify significant issues Visited 4 out of 11 providers; telephone interviews with 23 candidates Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates a range of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . (Williams, 2007 p.3)lWw0&w -%Implementation of EYPS 35 Approved Training Providers nationally 4  pathways to achieving EYPS All pathways fully funded by CWDC plus cover costs or bursary Centrally devised prospectus, national standards and guidance, candidate handbook Transformation Fund incentives , /) Alternative Routes to EYP status  Validation (assessment only) pathway (3 months) For ECS graduates who can meet all the standards Candidates from all pathways must complete validation 2. EPD Short (3 months p/t plus validation) For other graduates with relevant experience. 3. EPD Long (12 months p/t plus validation) For Foundation Degree holders 4. Full training pathway (12 months full-time) For graduates with non-relevant degrees wishing to move into work with young children za" b" EBO @n8W 2,Transformation Fund - 125m Incentives for private, voluntary and independent sector Recruitment incentive of 3,000 per annum to employ graduate Quality premium of 5,000 per annum to support wider staff development Home Grown graduate scheme Graduates to achieve EYPS within two years ^:,:+ .(What is going wrong?  Recruitment issues The relationship with EY Foundation Stage Effectiveness of incentives (carrots) and regulation (sticks) A growing pool of resentment 3-Recruitment Issues  NEYPS recruitment falling well short of targets e.g. only 35% on Full-time Training Pathway for Sept.  07 (CWDC provider briefing Birmingham, July 07) >93% of Early Years workers do NOT meet EYPS eligibility requirements Absence of substantive national media campaign Restrictions exclude maintained schools - despite extended schools/ children s centre policy. Failure to address low pay and terms and conditions of serviceT/:- 4.%Relationship with EY Foundation Stage% >Promise of a single integrated 0-5 framework across all settings undermined Lack of  read across between EYFS curriculum documents and EYPS standards (ECF 2007) Only qualified teachers (QTS) can lead practice in maintained schools (but not qualified in part of new curriculum) EYPS restricted to PVI sector (ghettoized in low pay area) Undermines principle of transferability of staff across Children s Workforce PLPTPL  0'!What difference should EYPS make?! nFor government Effective implementation of new EY Foundation Stage and raised standards across whole sector For settings Better qualified staff and level playing field across maintained and PVI settings (1:13 ratio vs 1:8) For individual practitioners Status and recognition  likely to lead to professional registration in future For children Best practice in play, care and learning experiences - particularly for the youngest children. Z]Z ZfZZOZ Z_ZZ] fO `& *# Conclusion  nWe share the long term vision of raising standards through graduate, multi-disciplinary leadership throughout the Early Years sector EYPS is a good idea but it suffers from lack of a coherent, thought-through national strategy for implementation. Over-arching concern that a  once-in-a-lifetime opportunity will be lost and that the best new graduates will continue to go into teaching and experienced practitioners will become alienated L|[   0 !!`m(  `~ ` s * [ `  [ ~ ` s *[P   [ ) 7 `# #"*7 [ ` <D[?  "Qualified Early Years Practitioner##"  @` ` <([?   ,NVQ3; Nursery Nursing Diploma CACHE/Edexcel --&$  @` ` <L?7  j 3   @` ` <<f?   R   @`  ` <f?   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Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z 1*(Qualifications framework for Early Years))(  8  ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation *Evaluation of pilot by Henley Management College failed to identify significant issues Visited 4 out of 11 providers; telephone interviews with 23 candidates Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates a range of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . (Williams, 2007 p.3)lWw0&w -%Implementation of EYPS 35 Approved Training Providers nationally 4  pathways to achieving EYPS All pathways fully funded by CWDC plus cover costs or bursary Centrally devised prospectus, national standards and guidance, candidate handbook Transformation Fund incentives , /) Alternative Routes to EYP status  Validation (assessment only) pathway (3 months) For ECS graduates who can meet all the standards Candidates from all pathways must complete validation 2. EPD Short (3 months p/t plus validation) For other graduates with relevant experience. 3. EPD Long (12 months p/t plus validation) For Foundation Degree holders 4. Full training pathway (12 months full-time) For graduates with non-relevant degrees wishing to move into work with young children za" b" EBO @n8W 2,Transformation Fund - 125m Incentives for private, voluntary and independent sector Recruitment incentive of 3,000 per annum to employ graduate Quality premium of 5,000 per annum to support wider staff development Home Grown graduate scheme Graduates to achieve EYPS within two years ^:,:+ .(What is going wrong?  Disappointing recruitment to EYPS training Lack of clarity in relationship between EYPS and EY Foundation Stage Ineffectiveness of incentives (carrots) and regulatory requirements (sticks) A growing pool of resentment Where is the Strategy?.!!  3-Recruitment Issues  NEYPS recruitment falling well short of targets e.g. only 35% on Full-time Training Pathway for Sept.  07 (CWDC provider briefing Birmingham, July 07) >93% of Early Years workers do NOT meet EYPS eligibility requirements Absence of substantive national media campaign Restrictions exclude maintained schools - despite extended schools/ children s centre policy. Failure to address low pay and terms and conditions of serviceT/:- 4.%Relationship with EY Foundation Stage% >Promise of a single integrated 0-5 framework across all settings undermined Lack of  read across between EYFS curriculum documents and EYPS standards (ECF 2007) Only qualified teachers (QTS) can lead practice in maintained schools (but not qualified in part of new curriculum) EYPS restricted to PVI sector (ghettoized in low pay area) Undermines principle of transferability of staff across Children s Workforce PLPTPL  5/Problems with QTS UK teacher training focuses on education and not on an holistic, multidisciplinary approach to the whole child  & the current training of early childhood teachers is no longer well suited to the multi-agency role of children s centres, nor does it encompass the development and learning needs of children under three. (Pugh, 2006, p.17)@WoV 60Incentives and regulation Transformation fund incentivises EYPS in PVI sector while preventing fee increases (anti-poverty strategy) but take up is low (DCSF 2007) Complexity of administration. Sustainability of graduate employment when supply-side subsidy is short term. Demand-side subsidy through Tax Credits is not working Regulatory requirements to include EYPS in all day care settings by 2015 but sector not convinced Ofsted will implement jZZ{ZSy8 s 71A Growing Pool of Resentment LFailure to recognise the  grandmother principle when creating a new profession As yet, no fast-track alternative routes for those with experience but few academic qualifications Older, experienced staff feel undervalued  thrown on scrap heap Young graduates with little or no experience being brought in to fill, senior better paid curriculum leadership roles Resentment can spill over on to EYPS students on placements VPZZ<ZZP= 0'#Importance of EYPS as an initiative# nFor government Effective implementation of new EY Foundation Stage and raised standards across whole sector For settings Better qualified staff and level playing field across maintained and PVI settings (1:13 ratio vs 1:8) For individual practitioners Status and recognition  likely to lead to professional registration in future For children Best practice in play, care and learning experiences - particularly for the youngest children. Z]Z ZfZZOZ Z_ZZ] fO `& 82%An Initiative in Search of a Strategy% 2Create a statutory, integrated  educare curriculum framework within which the EYP role is embedded Create a regulatory framework that applies equally to all settings offering the EYFS Establish a pay and conditions framework for the new multi-disciplinary professional role Challenge professional protectionism from pre-existing separate professions and develop top-up/ conversion courses in both directions Z& r 93%An Initiative in Search of a Strategy% Establish common agreement on relevant academic and professional eligibility criteria Develop a rigorous validation process that is fit-for-purpose and has credibility in the field Provide alternative routes to EYPS for the  grandmothers of the profession Raise public awareness within and outside the sector with a major national media campaign[[Z *# Conclusion  Over-arching concern that a  once-in-a-lifetime opportunity for a new multi-disciplinary Early Years profession will be lost The best new graduates will still go into teaching Experienced practitioners will become alienated EYPs will become ghettoized in low paid jobs with few career prospects EYPS will never achieve equivalence in status with other professions All aspects of the eight point strategy need to be addressed if EYPS is to be a successZXhX8vY $  0 `X$(  Xr X S T `  T r X S TP ` T H X 0޽h ? 3380___PPT10.W'$  0 t$(  tr t S 7 `   r t S |:P `  H t 0޽h ? 3380___PPT10.@#:$  0 x$(  xr x S ̓ `   r x S Xσ/'  H x 0޽h ? 3380___PPT10.$  0 |$(  |r | S  `   r | S tAP `  H | 0޽h ? 3380___PPT10.C0  0 PT0(  Tx T c $ET `  T x T c $vY T H T 0޽h ? 3380___PPT10. $  0 $(  r  S s `   r  S $ԆP `  H  0޽h ? 3380___PPT10.0<$  0 $(  r  S } `   r  S PP `  H  0޽h ? 3380___PPT10. 0ٺ$  0 @$(  @r @ S ;" `  " r @ S L." " H @ 0޽h ? 3380___PPT10.jHRr8*.095P q#Ѓ91L( `/ 0DArialaS 00TT.ܖ 0ܖDVerdanaS 00TT.ܖ 0ܖ@ .  @n?" dd@  @@`` b(''"''AG>*PQRSTUVWX""Z[\]^_`a,R$,5XV1y  0AA@ʚ;ʚ;g4BdBdt; 0.ppp@ <4dddd k 0T. 0___PPT10 ppN___PPT90()|EFEarly Years Professional Status: an Initiative in Search of a StrategyF iProfessor Denise Hevey, University of Northampton 17th EECERA Annual Conference, Prague, August 2007 F366 2i $Historical Context of ECEC in the UK$ Low investment 8th out of 12 developed countries with 0.4%GDP (OECD 2006); Separatist tradition Part-time nursery education entitlement for 3-4 year olds. Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z 1*(Qualifications framework for Early Years))(  8  ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation *Evaluation of pilot by Henley Management College failed to identify significant issues Visited 4 out of 11 providers; telephone interviews with 23 candidates Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates a range of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . (Williams, 2007 p.3)lWw0&w -%Implementation of EYPS 35 Approved Training Providers nationally 4  pathways to achieving EYPS All pathways fully funded by CWDC plus cover costs or bursary Centrally devised prospectus, national standards and guidance, candidate handbook Transformation Fund incentives , /) Alternative Routes to EYP status  Validation (assessment only) pathway (3 months) For ECS graduates who can meet all the standards Candidates from all pathways must complete validation 2. EPD Short (3 months p/t plus validation) For other graduates with relevant experience. 3. EPD Long (12 months p/t plus validation) For Foundation Degree holders 4. Full training pathway (12 months full-time) For graduates with non-relevant degrees wishing to move into work with young children za" b" EBO @n8W 2,Transformation Fund - 125m Incentives for private, voluntary and independent sector Recruitment incentive of 3,000 per annum to employ graduate Quality premium of 5,000 per annum to support wider staff development Home Grown graduate scheme Graduates to achieve EYPS within two years ^:,:+ .(What is going wrong?  Disappointing recruitment to EYPS training Lack of clarity in relationship between EYPS and EY Foundation Stage Ineffectiveness of incentives (carrots) and regulatory requirements (sticks) A growing pool of resentment Where is the Strategy?.!!  3-Recruitment Issues  NEYPS recruitment falling well short of targets e.g. only 35% on Full-time Training Pathway for Sept.  07 (CWDC provider briefing Birmingham, July 07) >93% of Early Years workers do NOT meet EYPS eligibility requirements Absence of substantive national media campaign Restrictions exclude maintained schools - despite extended schools/ children s centre policy. Failure to address low pay and terms and conditions of serviceT/:- 4.%Relationship with EY Foundation Stage% >Promise of a single integrated 0-5 framework across all settings undermined Lack of  read across between EYFS curriculum documents and EYPS standards (ECF 2007) Only qualified teachers (QTS) can lead practice in maintained schools (but not qualified in part of new curriculum) EYPS restricted to PVI sector (ghettoized in low pay area) Undermines principle of transferability of staff across Children s Workforce PLPTPL  5/Problems with QTS UK teacher training focuses on education and not on an holistic, multidisciplinary approach to the whole child  & the current training of early childhood teachers is no longer well suited to the multi-agency role of children s centres, nor does it encompass the development and learning needs of children under three. (Pugh, 2006, p.17)@WoV 60Incentives and regulation Transformation fund incentivises EYPS in PVI sector while preventing fee increases (anti-poverty strategy) but take up is low (DCSF 2007) Complexity of administration. Sustainability of graduate employment when supply-side subsidy is short term. Demand-side subsidy through Tax Credits is not working Regulatory requirements to include EYPS in all day care settings by 2015 but sector not convinced Ofsted will implement jZZ{ZSy8 s 71A Growing Pool of Resentment LFailure to recognise the  grandmother principle when creating a new profession As yet, no fast-track alternative routes for those with experience but few academic qualifications Older, experienced staff feel undervalued  thrown on scrap heap Young graduates with little or no experience being brought in to fill, senior better paid curriculum leadership roles Resentment can spill over on to EYPS students on placements VPZZ<ZZP= 0'#Importance of EYPS as an initiative# nFor government Effective implementation of new EY Foundation Stage and raised standards across whole sector For settings Better qualified staff and level playing field across maintained and PVI settings (1:13 ratio vs 1:8) For individual practitioners Status and recognition  likely to lead to professional registration in future For children Best practice in play, care and learning experiences - particularly for the youngest children. Z]Z ZfZZOZ Z_ZZ] fO `& 82%An Initiative in Search of a Strategy% 2Create a statutory, integrated  educare curriculum framework within which the EYP role is embedded Create a regulatory framework that applies equally to all settings offering the EYFS Establish a pay and conditions framework for the new multi-disciplinary professional role Challenge professional protectionism from pre-existing separate professions and develop top-up/ conversion courses in both directions Z& r 93%An Initiative in Search of a Strategy% Establish common agreement on relevant academic and professional eligibility criteria Develop a rigorous validation process that is fit-for-purpose and has credibility in the field Provide alternative routes to EYPS for the  grandmothers of the profession Raise public awareness within and outside the sector with a major national media campaign[[Z *# Conclusion  Over-arching concern that a  once-in-a-lifetime opportunity for a new multi-disciplinary Early Years profession will be lost The best new graduates will still go into teaching Experienced practitioners will become alienated EYPs will become ghettoized in low paid jobs with few career prospects EYPS will never achieve equivalence in status with other professions All aspects of the eight point strategy need to be addressed if EYPS is to be a successZXhX8vY rY#5.91L( `/ 0DArialaS 00TT.ܖ 0ܖDVerdanaS 00TT.ܖ 0ܖ@ .  @n?" dd@  @@`` b(''"''AG>*PQRSTUVWX""Z[\]^_`a,R$,5XV1y  0AA@ʚ;ʚ;g4GdGdt; 0ppp@ <4dddd k 0T. 0___PPT10 ppN___PPT90()EFEarly Years Professional Status: an Initiative in Search of a StrategyF iProfessor Denise Hevey, University of Northampton 17th EECERA Annual Conference, Prague, August 2007 F366 2i $Historical Context of ECEC in the UK$ Low investment 8th out of 12 developed countries with 0.4%GDP (OECD 2006); Separatist tradition Part-time nursery education entitlement for 3-4 year olds. Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z 1*(Qualifications framework for Early Years))(  8  ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation *Evaluation of pilot by Henley Management College failed to identify significant issues Visited 4 out of 11 providers; telephone interviews with 23 candidates Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates a range of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . (Williams, 2007 p.3)lWw0&w -%Implementation of EYPS 35 Approved Training Providers nationally 4  pathways to achieving EYPS All pathways fully funded by CWDC plus cover costs or bursary Centrally devised prospectus, national standards and guidance, candidate handbook Transformation Fund incentives , /) Alternative Routes to EYP status  Validation (assessment only) pathway (3 months) For ECS graduates who can meet all the standards Candidates from all pathways must complete validation 2. EPD Short (3 months p/t plus validation) For other graduates with relevant experience. 3. EPD Long (12 months p/t plus validation) For Foundation Degree holders 4. Full training pathway (12 months full-time) For graduates with non-relevant degrees wishing to move into work with young children za" b" EBO @n8W 2,Transformation Fund - 125m Incentives for private, voluntary and independent sector Recruitment incentive of 3,000 per annum to employ graduate Quality premium of 5,000 per annum to support wider staff development Home Grown graduate scheme Graduates to achieve EYPS within two years ^:,:+ .(What is going wrong?  Disappointing recruitment to EYPS training Lack of clarity in relationship between EYPS and EY Foundation Stage Ineffectiveness of incentives (carrots) and regulatory requirements (sticks) A growing pool of resentment Where is the Strategy?.!!  3-Recruitment Issues  NEYPS recruitment falling well short of targets e.g. only 35% on Full-time Training Pathway for Sept.  07 (CWDC provider briefing Birmingham, July 07) >93% of Early Years workers do NOT meet EYPS eligibility requirements Absence of substantive national media campaign Restrictions exclude maintained schools - despite extended schools/ children s centre policy. Failure to address low pay and terms and conditions of serviceT/:- 4.%Relationship with EY Foundation Stage% >Promise of a single integrated 0-5 framework across all settings undermined Lack of  read across between EYFS curriculum documents and EYPS standards (ECF 2007) Only qualified teachers (QTS) can lead practice in maintained schools (but not qualified in part of new curriculum) EYPS restricted to PVI sector (ghettoized in low pay area) Undermines principle of transferability of staff across Children s Workforce NLPTPL  5/Problems with QTS UK teacher training focuses on education and not on an holistic, multidisciplinary approach to the whole child  & the current training of early childhood teachers is no longer well suited to the multi-agency role of children s centres, nor does it encompass the development and learning needs of children under three. (Pugh, 2006, p.17)@WoV 60Incentives and regulation Transformation fund incentivises EYPS in PVI sector while preventing fee increases (anti-poverty strategy) but take up is low (DCSF 2007) Complexity of administration. Sustainability of graduate employment when supply-side subsidy is short term. Demand-side subsidy through Tax Credits is not working Regulatory requirements to include EYPS in all day care settings by 2015 but sector not convinced Ofsted will implement jZZ{ZSy8 s 71A Growing Pool of Resentment LFailure to recognise the  grandmother principle when creating a new profession As yet, no fast-track alternative routes for those with experience but few academic qualifications Older, experienced staff feel undervalued  thrown on scrap heap Young graduates with little or no experience being brought in to fill, senior better paid curriculum leadership roles Resentment can spill over on to EYPS students on placements VPZZ<ZZP= 0'#Importance of EYPS as an initiative# nFor government Effective implementation of new EY Foundation Stage and raised standards across whole sector For settings Better qualified staff and level playing field across maintained and PVI settings (1:13 ratio vs 1:8) For individual practitioners Status and recognition  likely to lead to professional registration in future For children Best practice in play, care and learning experiences - particularly for the youngest children. Z]Z ZfZZOZ Z_ZZ] fO `& 82%An Initiative in Search of a Strategy% 2Create a statutory, integrated  educare curriculum framework within which the EYP role is embedded Create a regulatory framework that applies equally to all settings offering the EYFS Establish a pay and conditions framework for the new multi-disciplinary professional role Challenge professional protectionism from pre-existing separate professions and develop top-up/ conversion courses in both directions Z& r 93%An Initiative in Search of a Strategy% Establish common agreement on relevant academic and professional eligibility criteria Develop a rigorous validation process that is fit-for-purpose and has credibility in the field Provide alternative routes to EYPS for the  grandmothers of the profession Raise public awareness within and outside the sector with a major national media campaign[[Z *# Conclusion    Over-arching concern that a  once-in-a-lifetime opportunity for a new multi-disciplinary Early Years profession will be lost The best new graduates will still go into teaching Experienced practitioners will become alienated EYPs will become ghettoized in low paid jobs with few career prospects EYPS will never achieve equivalence in status with other professions All aspects of the eight point strategy need to be addressed if EYPS is to be a successZXhX& $  0 ildrens Centres as Flagships for integrated ServicesDeveloping the workforce'Early Years Professional Status (EYPS))Qualifications framework for Early Years!EYPS: Outcomes of Regional PilotEYPS: National EvaluationImplementation of EYPS!Alternative Routes to EYP statusTransformation Fund - 125m What is going wrong?Recruitment Issues&_~PCPCeveyRelationship with EY Foundation StageProblems with QTS@$(  @r @ S =# `  # r @ S @E#zq< # H @ 0޽h ? 3380___PPT10.jHRr"/*{&.}91L( `/ 0DArialaS 00TT.ܖ 0ܖDVerdanaS 00TT.ܖ 0ܖ@ .  @n?" dd@  @@`` b(''"''AG>*PQRSTUVWX""Z[\]^_`a,R$,5XV1y  0AA@ʚ;ʚ;g4GdGdt; 0ppp@ <4dddd k 0T. 0___PPT10 ppN___PPT90()EFEarly Years Professional Status: an Initiative in Search of a StrategyF iProfessor Denise Hevey, University of Northampton 17th EECERA Annual Conference, Prague, August 2007 F366 2i $Historical Context of ECEC in the UK$ Low investment 8th out of 12 developed countries with 0.4%GDP (OECD 2006); Separatist tradition Part-time nursery education entitlement for 3-4 year olds. Compulsory schooling from 5 Mixed economy and variable quality Private, voluntary and independent (PVI) sector main provider  9V$/+$Current Policy Childcare as part of anti-poverty strategy Sure Start Unit 1997; 10 yr strategy for childcare (HMT 2004) Workforce Reform/ upskilling Children s Workforce Development Council 2005; initial strategy published 2006 Integrated education & care services Chidcare Act 2006: new Early Years Foundation Stage from birth to 5 statutory from 2008 XS+>O%Z8{ uP r Children s Centres as Flagships for integrated Services8:"9 #Developing the workforce Integrated services require flexible, well-qualified staff:- influence of EPPE (Sylva et al. 2003) Graduate level curriculum leadership Multi-disciplinary teams A  Common Core of skills and knowledge National and local workforce development strategies 8>> &Early Years Professional Status (EYPS)& <Graduate multi-disciplinary  curriculum leadership for 0-5 settings Main purpose: change agent  raising standards  lead practice in the Early Years Foundation Stage (EYFS), support and mentor other practitioners and model the skills and behaviours that safeguard and promote good outcomes for children (CWDC, 2007 p.4) Targets: an EYP in every children s centre by 2010 and every full day-care setting by 2015dD  [N (   J Z 1*(Qualifications framework for Early Years))(  8  ! EYPS: Outcomes of Regional Pilot  East Midlands pilot of EYPS national standards and validation methodology Based on 48 candidates - broadly successful but: Assessment flawed Overly bureaucratic, little effective professional dialogue, no direct observation with children. Levels and Expectations Little evidence of depth of underpinning knowledge; threshold capability at leadership - beyond NQT. (Hevey, Lumsden and Moxon 2007) ZK, b35  ,&EYPS: National Evaluation *Evaluation of pilot by Henley Management College failed to identify significant issues Visited 4 out of 11 providers; telephone interviews with 23 candidates Judged validation process to be fit for purpose  Overall this is an excellent design, offering candidates a range of opportunities to show their skills and abilities and providing a fair and appropriate assessment model . (Williams, 2007 p.3)lWw0&w -%Implementation of EYPS 35 Approved Training Providers nationally 4  pathways to achieving EYPS All pathways fully funded by CWDC plus cover costs or bursary Centrally devised prospectus, national standards and guidance, candidate handbook Transformation Fund incentives , /) Alternative Routes to EYP status  Validation (assessment only) pathway (3 months) For ECS graduates who can meet all the standards Candidates from all pathways must complete validation 2. EPD Short (3 months p/t plus validation) For other graduates with relevant experience. 3. EPD Long (12 months p/t plus validation) For Foundation Degree holders 4. Full training pathway (12 months full-time) For graduates with non-relevant degrees wishing to move into work with young children za" b" EBO @n8W 2,Transformation Fund - 125m  Incentives for private, voluntary and independent sector Recruitment incentive of 3,000 per annum to employ graduate Quality premium of 5,000 per annum to support wider staff development Home Grown graduate scheme Graduates to achieve EYPS within two years ^:,:+ .(What is going wrong?  Disappointing recruitment to EYPS training Lack of clarity in relationship between EYPS and EY Foundation Stage Ineffectiveness of incentives (carrots) and regulatory requirements (sticks) A growing pool of resentment Where is the Strategy?.!!  3-Recruitment Issues  NEYPS recruitment falling well short of targets e.g. only 35% on Full-time Training Pathway for Sept.  07 (CWDC provider briefing Birmingham, July 07) >93% of Early Years workers do NOT meet EYPS eligibility requirements Absence of substantive national media campaign Restrictions exclude maintained schools - despite extended schools/ children s centre policy. Failure to address low pay and terms and conditions of serviceT/:- 4.%Relationship with EY Foundation Stage% >Promise of a single integrated 0-5 framework across all settings undermined Lack of  read across between EYFS curriculum documents and EYPS standards (ECF 2007) Only qualified teachers (QTS) can lead practice in maintained schools (but not qualified in part of new curriculum) EYPS restricted to PVI sector (ghettoized in low pay area) Undermines principle of transferability of staff across Children s Workforce NLPTPL  5/Problems with QTS UK teacher training focuses on education and not on an holistic, multidisciplinary approach to the whole child  & the current training of early childhood teachers is no longer well suited to the multi-agency role of children s centres, nor does it encompass the development and learning needs of children under three. (Pugh, 2006, p.17)@WoV 60Incentives and regulation Transformation fund incentivises EYPS in PVI sector while preventing fee increases (anti-poverty strategy) but take up is low (DCSF 2007) Complexity of administration. Sustainability of graduate employment when supply-side subsidy is short term. Demand-side subsidy through Tax Credits is not working Regulatory requirements to include EYPS in all day care settings by 2015 but sector not convinced Ofsted will implement jZZ{ZSy8 s 71A Growing Pool of Resentment LFailure to recognise the  grandmother principle when creating a new profession As yet, no fast-track alternative routes for those with experience but few academic qualifications Older, experienced staff feel undervalued  thrown on scrap heap Young graduates with little or no experience being brought in to fill, senior better paid curriculum leadership roles Resentment can spill over on to EYPS students on placements VPZZ<ZZP= 0'#Importance of EYPS as an initiative# nFor government Effective implementation of new EY Foundation Stage and raised standards across whole sector For settings Better qualified staff and level playing field across maintained and PVI settings (1:13 ratio vs 1:8) For individual practitioners Status and recognition  likely to lead to professional registration in future For children Best practice in play, care and learning experiences - particularly for the youngest children. Z]Z ZfZZOZ Z_ZZ] fO `& 82%An Initiative in Search of a Strategy% 2Create a statutory, integrated  educare curriculum framework within which the EYP role is embedded Create a regulatory framework that applies equally to all settings offering the EYFS Establish a pay and conditions framework for the new multi-disciplinary professional role Challenge professional protectionism from pre-existing separate professions and develop top-up/ conversion courses in both directions Z& r 93%An Initiative in Search of a Strategy% Establish common agreement on relevant academic and professional eligibility criteria Develop a rigorous validation process that is fit-for-purpose and has credibility in the field Provide alternative routes to EYPS for the  grandmothers of the profession Raise public awareness within and outside the sector with a major national media campaign[[Z *# Conclusion    Over-arching concern that a  once-in-a-lifetime opportunity for a new multi-disciplinary Early Years profession will be lost The best new graduates will still go into teaching Experienced practitioners will become alienated EYPs will become ghettoized in low paid jobs with few career prospects EYPS will never achieve equivalence in status with other professions All aspects of the eight point strategy need to be addressed if EYPS is to be a successZXhX&   0 h6(  h~ h s *Fj9J   x h c $`GT3  H h 0޽h ? 33___PPT10i.W0+D=' = @B +r'~2,~f91