The consultation asked for views on reforms to how early years teachers are trained and assessed.
Our response
We support early years teachers having the same teaching status as school teachers.
Reformed early years initial teacher training (EYITT) could lead to qualified teacher status (QTS), where training is based on a core body of professional early years knowledge.
However, this reform alone is unlikely to improve take-up of the qualification in private, voluntary, and independent (PVI) settings and among childminders. There is a risk of qualified early years teachers leaving these settings for schools in search of better career progression, pay, and working conditions.
In order for teaching training to ensure a positive impact for all children attending all types of settings, we argue that:
- Early years teacher training should be underpinned by a shared, evidence- backed body of professional knowledge. A common evidence base could help reduce variability in current early years qualifications, support a shared professional language, and improve the quality and consistency of practice across settings.
- Cross-setting experience and support could help bridge the divide between schools and other setting types. Placements or training across contexts would strengthen trainees’ understanding of different pedagogical and operational models, supporting mobility across the sector.
- The government must also especially prioritise encouraging early years teachers to work in areas of higher deprivation. The current pilot of an additional £4,500 bonus for graduate EY teachers working in deprived nurseries is an encouraging step in the right direction.
Read the full consultation submission