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Plymouth University

Faculty of Arts and Humanities

Plymouth Institute of Education (Early Childhood)

Programme Specification

Award Title: PGCert. Early Childhood (EYITT)

Graduate Entry Mainstream (GEM) &

Graduate Entry Employment Based (GEEB) Pathways

Date of approval 09/12/14

Definitive Documentation approved on: 18/02/15

Approved by:

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1. The Qualification: Post Graduate Certificate

Final award title PG Cert Early Childhood (EYITT)

Level 7 Intermediate award title(s) Early Years Teacher Status

(Professional Status)

UCAS code: N/A

JACS code N/A

2. Awarding Institution: Plymouth University

Teaching institution(s): Plymouth University,

Institute of Education.

3. Accrediting bodies: Plymouth University (PGCert. Early

Childhood)

NCTL (Early Years Teacher Status)

Summary of specific conditions/regulations:

This Programme is intended to lead to a professional qualification (Early

Years Teacher Status), that is, achievement of the Early Years Teachers’

Standards accredited and awarded by NCTL.

The underpinning study and understanding for the PGCert Early Childhood

are supported by two 30 credit Masters Modules accredited by Plymouth

University. The Masters Modules are regulated by the Plymouth University

Postgraduate Regulatory Framework and QAA (Masters Level Benchmarks)

Specific Guidance Summary

The NCTL stipulates Early Years Initial Teacher Training Requirements in

NCTL (2013) Early Years Initial Teacher Training Requirements: Supporting

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Advice This advises that:

3.1 In order to deliver early years initial teacher training (early years

ITT), a provider must be accredited to deliver ITT leading to the

award of qualified teacher status (QTS) and deliver a minimum of

one programme leading to this award.

All accredited providers must continue to meet the ITT criteria.

That all entrants have achieved a standard equivalent to a

grade C in the GCSE examinations in English, mathematics

and a science subject.

R1.2 That, in the case of graduate programmes of early years

ITT, all entrants hold a degree from a UK higher education

institution or equivalent qualification

R1.3 That all entrants, as part of the provider's selection

procedures, have taken part in a rigorous selection process

designed to assess their suitability to teach

R1.4 That all entrants beginning early years ITT on or after 1

August 2014 have passed the professional skills tests prior to

entry

R2.1 That the content, structure, delivery and assessment of

programmes are designed to:

a) enable trainee teachers to meet all the Teachers’ Standards

(Early Years) across the age range of training

b) ensure that no trainee teacher is recommended for the award

of EYTS until they have met all of the Teachers’ Standards

(Early Years) (Appendix 1)

R2.2 All trainee Teachers are prepared to teach across the 0 to

5 age range (the Early Years Foundation Stage) and engage

with the educational continuum of expectations, curricula, and

teaching in Key Stages 1 and 2.

R2.3 That training programmes are designed to provide trainee

early years teachers with sufficient time being trained in early

years settings or schools to enable them to demonstrate that

they have met all the Teachers’ Standards (Early Years). This

means they would typically be structured to include at least the

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following periods of time to be spent in training in early years

settings or schools that should include a minimum of 2 weeks in

a school in key stage 1:

- a graduate (non-employment based) programme 120 days

(24 weeks)

- employment-based programme – as determined by the

training programmeR2.4

That each trainee early years teacher has taught in at least 2

schools or early years settings.

R3.1 That their management structure ensures the effective

operation of the training programme.

R3.2 That partners establish a partnership agreement setting

out the roles and responsibilities of each partner. Provision that

is not school or setting-led must assure the significant role of

schools and early years settings in recruiting, selecting, training

and assessing trainee early years teachers.

R3.3 That they monitor, evaluate and moderate all aspects of

provision rigorously and demonstrate how these contribute to

securing improvements in the quality of training and the

assessment of trainees.

Early years ITT providers should clearly define the

arrangements and responsibilities for monitoring and

evaluating the quality of training provision across all the

contexts in which it takes place, and identify ways in which it

could be improved.

Early years ITT providers should ensure that arrangements for

internal moderation are in place and that they work effectively.

Early years ITT providers should appoint suitable External

Moderators.

All accredited providers of employment-based early years ITT

must, additionally, ensure all of the following:

- R4.1 For the period of training, all applicants employed at a

school, (except applicants employed in academies,

independent schools and early years settings) must be

employed as unqualified teachers and must be paid in

accordance with at least point 1 on the unqualified teachers’

pay scale for the period of their training.

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R4.2 No candidate will be required to perform more than 90% of the

duties normally required of a full-time early years teacher.

Date of re-accreditation: N/A This is a first request for approval

4. Distinctive Features of the Programme and the Student Experience

Introduction:

Early Years Teacher Status (EYTS) is a professional award for those leading

practice with children aged 0-5 largely in the private, voluntary and

independent (PVI) settings, but to also include Academies, and schools. The

training programme is referred to in Government Documents as ‘Early Years

Initial Teacher Training’ and has the intention of raising the professional

status of those working with the youngest of children in care and education

settings. Early Years Teachers will make the education and care of babies

and children their first concern and they are accountable for achieving high

standards in their professional practice and conduct, acting with integrity and

honesty. Early Years Teachers are expected to have and maintain strong

early development knowledge, keep skills up to date and are self-critical.

They recognise that KS1 and KS2 curricula follow the Early Years

Foundation Stage (EYFS) in a continuum and can work with parents and

partner colleagues in the best interests of babies and young children.

EYTS or EYITT is considered by DfE/ NCTL from 2015 as a part of the suite

of teaching qualifications and is intended to attract high quality graduates to

work in the early years. Early Years Teachers will specialise in early

childhood development and meet the same entry requirements and pass the

same skills tests as trainee school teachers. The Early Years Teacher Status

is considered as the equivalent of QTS but does not currently attract the

same level of pay and conditions for those holding this status.

From September 2014 the NCTL has adopted a new approach to the

allocation of places to training providers of EYITT. They will no longer

contract providers to offer training for a predetermined number of places over

an agreed period, but will allocate places according to need at a national and

local level on an annual basis. Therefore this specification is initially for

academic year 2015-16 but with a view to ongoing provision if successfully

delivered.

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This programme has been specifically designed in response to market

research which highlighted the disparate early years population in Dorset,

Devon and Cornwall, and requests for a more distant approach where

possible. This research also highlighted the range of starting points for those

interested in entering the two pathways and the need for some tailoring for

individual need.

4.1 Key Features:

This programme will offer the two graduate entry pathways to EYTS:

1. The Graduate Employment Based (GEEB) – a postgraduate part-time

pathway for those already in employment in the sector (Employer

Incentive of £14,000 of which £7,000 may be used for course fees). This

is setting based training, but also requires experience of 2 different

settings (one for comparison within the same age range, and one to

understand children’s progression to KS1 and KS2).

2. The Graduate Entry Mainstream (GEM) – a postgraduate full-time

pathway for those wishing to enter the workforce (and which involves

substantial placement opportunity) (Fees funded by NCTL currently

£7000). (This attracts an individual student bursary of currently £4,000 for

students with a 2:1 or £9,000 for a First degree) This is largely placement

based with 120 days of placement across the age ranges: Babies,

Toddlers and Young Children, and with an understanding of teaching and

pupil expected outcomes in KS1 and 2.

**Additional note: at the time of submitting approval documents further

information on delivery and audit requirements were still awaited from the

NCTL and their guidance is subject to change**.

Both routes will have significant placement opportunities (120 days

minimum) so that trainees are able to evidence that they meet the Teacher

Standards Early Years across the age range

Students have access to a multi-disciplinary teaching team with expertise

working with children who are 0-5

Within the programme trainees will have the opportunity to achieve 60

Master’s level credits and Early Years Teacher Status

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Face-to-face days of study per module are spread throughout the term/year

supported by on-line materials accessed through Plymouth University’s

Digital Learning Environment.

Each candidate will have an interview during induction to determine their specific training needs on the programme and sessions and access to other support will be tailored accordingly

Both routes will involve a balance of academic modules (EYITT701 and EYITT702) and work-based/placement learning to build depth of knowledge and critical reflection and an evidence portfolio (Professional Modules EYITT703 and EYITT704).

Formative assessment and reviews will take place throughout the period of

study

M Level credits achieved lead to Masters progression opportunity.

5. Relevant QAA Subject Benchmark Group(s)

QAA (2010) Subject Benchmark for Master’s Degrees: ‘Masters' Degree

Characteristics’.

6. Programme Structure

The programme is of one year’s duration (12 months maximum from registration to

completion).

For both pathways students will be expected to register for and complete two 30

credit Masters Modules EYITT701 Early Years Foundation Stage: Providing

appropriate experiences and EYITT702 Developing Leadership Skills in Early

Childhood Settings. These offer the required NCTL ‘additionality’ of Masters

Credits alongside the professional qualification.

Students on both pathways study part-time for the Masters Modules for the

academic underpinning knowledge and interpretation over a 12 month period and

achieve a PG Cert. in Education. Alongside this students study for 2 termly zero

credit modules for each pathway which focus only on preparation for and

attainment of the Early Years Teacher Standards, and monitors practice

experience accordingly.

EYITT701 (30 credits) (Term 1): ‘The Early Years Foundation Stage: Providing

Appropriate Opportunities’.

This will include topics such as

Quality continuous provision for outstanding learning

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Collaborative learning

Outdoor learning in the early years

Self-evaluation and improvement

EYITT702 (30 credits) (Term 2): Developing Leadership Skills in Early Childhood

Settings

Reflective Practice

Models and approaches for leadership in early childhood settings

Leading through change

Leadership for quality: collective approaches to developing quality early

childhood provision

Two Professional modules (zero credit – EYITT703 and EYITT704):

Incorporate the practice elements and understanding needed to achieve the Early

Years Teachers’ Standards. There will be a range of face-to-face sessions to

cover topics relevant to the Early Years Teacher Standards. These may include

sustained shared thinking, phonics, supporting mathematics learning in young

children.

Practice and Placements: All trainees will have to demonstrate practice across

the age ranges from babies, toddlers and young children. This will be achieved by-

Graduate Entry Mainstream - 120 days /24 weeks minimum placement in

registered or maintained setting

Graduate Entry Employment – will be based in their setting but required to

undertake a further minimum of 2 weeks experience in another setting

where not employed

Both pathways will be required to undertake 2 weeks in a Key Stage 1

classroom

Placements can only be undertaken in registered settings or schools given

a grade 1 or 2 by Ofsted.

Student teachers will work collaboratively and independently on self-directed study

that reflects their reading and critical reflection upon generic issues in children’s

learning, teaching practice and professional development.

Assessment will be made via written work submitted for the two Masters

modules, and evidence of meeting the Teacher Standards via portfolio and

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observation (by associate tutors and supervising tutor) via the professional

modules.

The Masters level (Level 7) work will be assessed in line with National expected

QAA benchmarks and internal Masters level criteria. The academic assessment

requirement for each of the 2 modules is a written assignment (an essay or

reflective piece) that meets the academic standards of master’s level study, and

demonstrates an element of critical reflection on practice.

The achievement of Early Years’ Teacher Status will be assessed through

formative and summative assessment of practice. Mentors trained and operating

in settings, or visiting ‘tutor mentors’ for settings which are not yet ‘associate

schools’ will assess practice throughout the year and across the age ranges, and

against the Early Years Teachers’ Standards using a similar method to the existing

Teacher assessment implemented by Plymouth University. These assessments

will be recorded in the trainee portfolio.

The professional assessments require the trainee to produce practical evidence

relevant to each standard and indicator, across the 3 age ranges: babies (0-20

months), Toddlers (16-36 months) and Young Children (aged 30-60 months).

Individual Trainee teaching and facilitation of children’s learning and development

will be graded through assessment of a portfolio of practice evidence and

reflection, records of attendance and levels of practice, and observation by

associate tutors or supervising tutors. The final grade will be agreed in

consultation with the link tutor (quality assurance role). Moderation meetings will

be held across the partnership region for penultimate and final placements (both

programmes) to consider grades and all tutors are invited to represent their

students. Students will be able to discuss interim and penultimate grades with

professional and associate tutors to ensure areas of focus are set for the next

practice. Trainee assessment outcomes will be moderated by:

the School Experience internal moderator who serves on other ITT

programmes;

the internal moderation exchange of assessed files

and examination of outcomes by an external moderator, who will observe a

proportion of trainees in their final placements (10% minimum) for objective

standardisation purposes.

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Feedback processes

Formative feedback is an important and ongoing part of professional and

academic development. Summative feedback informs participants/students

of their achievements to date and areas for future improvement.

Regarding M Level (Level 7) work: tutors will provide detailed feedback

against the module intentions and assessment criteria and in relation to the

qualities of completed assignments. Thorough feedback on formal

assignments is offered through written feedback processes with turnaround

within 4 weeks of submission in line with PU processes. Students will have

opportunities for further discussion with teaching staff/personal tutors upon

receipt of feedback.

Regarding the Professional Status (EYTS) practice element – Trainees will

receive ongoing feedback from regular online tasks, from their setting based

supervisors/mentors/link tutors in both written and unwritten (discursive)

format. Each trainee will have a Development and Progress Review against

the Early Years Teachers’ Standards approximately 6 months into the

programme. They will receive written feedback and an individual action plan

will be established at this point.

Summative feedback at the end of the process will be provided in the form of

achievement or non- achievement of the professional status in line with

guidance from the NCTL. This may take as long as 3 months from end

assessment date.

(See pages 11&12 for diagrammatic illustration)

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6.1 Diagrammatic Illustration of the Graduate Entry Mainstream Pathway

Graduate Entry (Mainstream) (FT)

Sept 2015 Induction week - H&S & Safeguarding

Awareness - The role of practice mentor

etc.

Oct – Dec 2015

Module 1 EYITT701 ‘The Early Years Foundation Stage: Providing Appropriate Opportunities’ 5 days face to face

Dec-Jan Summative Assessment of Academic understanding Formal Development and Progress Review Student evaluation of Semester. 1 Modules

Jan – May Module 2 EYITT702 ‘Developing Leadership Skills in Early Childhood Settings’ 5 days face to face contact

June / July Final Assessment of Academic understanding Assessment of portfolio and summative assessment of practice Student evaluation of Sem. 2 Modules and over-all process/experience

July/August Internal and External Moderation and upload of outcomes.

Zero Credit Professional Practice EYITT703 60 days mentored

placement practice in 2 early years settings

expected as a minimum. 2 weeks assessed

placement in KS1 in early December

Zero Credit Professional Practice EYITT703. 60 days placement

practice assessed in 2 early years settings

expected as a minimum. 1 weeks assessed

placement in KS1 in July to consolidate transition

awareness

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Diagrammatic Illustration of Graduate Entry Employment Based Pathway

Graduate Entry (Employment Based) (PT)

Sept 2015 Induction

- H&S & Safeguarding

Awareness

- The role of practice mentor

- Partner expectations

- Student professional

agreement.

Oct – Dec

2015

Module 1 EYITT701

‘The Early Years Foundation

Stage: Providing Appropriate

Opportunities’

5 days face to face

Dec-Jan Summative Assessment of Academic understanding

Formal Development and Progress Review

Student evaluation of Sem. 1 Modules

Jan – May Module 2 EYITT702

‘Developing Leadership Skills in

Early Childhood Settings’

5 days face to face contact

June / July Final Assessment of Academic understanding

Assessment of portfolio and summative assessment of practice

Student evaluation of Sem. 2 Modules and over-all process/experience

July/August Internal and External Moderation and upload of outcomes.

Zero Credit Professional EYITT703.

work based practice. To include placement experience in a further

setting of choice according to need. 2 weeks assessed

placement in KS1 in early December

Zero Credit Professional Module EYITT703. Work based and

additional placement practice assessed in 2

early years settings as a minimum.

1 week assessed placement in KS1 in July to consolidate transition

awareness

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7. Programme Aims

The programme will:

- Provide sufficient underpinning knowledge and understanding, with practice

experience to enable learners to achieve the Early Years Teachers’ Standards

and Early Years Teacher Status (EYTS) and an M level award at Level 7

(PGCert.)

- Enable learners to have a strong knowledge and understanding of the ways

that young children’s development and learning can be effectively supported

- Enable learners to assess and lead quality enhancement of provision for

children aged 0-5 years.

- Enable learners to become critically reflective and effective leaders of early

years practice and with enhanced interpersonal skills and the ability to coach

and mentor others.

- Produce graduate professionals with advanced research and evaluation skills

8. Programme Intended Learning Outcomes

The learning outcomes of the programme and pathways reflect the guidance given

by the Quality Assurance Agency (QAA) Framework for Higher Education

Qualifications in England, Wales and Northern Ireland for level 7 study. and the

requirements to meet the Early Years Teachers’ Standards (DfE/NCTL 2013)

8.1 Knowledge and Understanding

ILO’s Teaching and Learning Methods and Strategies

1) A systematic understanding of knowledge related to pedagogy, growth , development and learning of young children aged 0-5,

2) A critical awareness of current problems approaches and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

3) Thorough knowledge and understanding of the elements which make up the standards for the award of EYTS namely:

- Professional attributes - Professional Knowledge and

Understanding including EYFS and KS1 & 2

- Professional Skills

All ILO’s are addressed through a combination of faculty based and setting based learning and teaching. There will be some whole cohort lectures, group work, modelling of teaching practices and sustained shared thinking, use of practical work and discussion. Setting based learning allows students to consider issues in the school context and to practice skills of facilitating learning and development in others, both children and adults. The learner is expected to develop awareness of the unique child and the complexities of the learning and development processes and range of responses. Throughout the programme the learner is expected to undertake independent

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4) Critical understanding of the possible needs of children including those with special educational needs and disabilities.

5) Understand the important influence of parents and carers and how to work in partnership with others.

6) A comprehensive understanding of techniques applicable to their own research or advanced scholarship

7) Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

reading and study, including use of the DLE, to supplement and consolidate what is taught in face to face sessions. Additional support is provided through self-access study-skills programmes available through student services as well as through tutor supported specialist knowledge input (mathematics and phonics for example). Assessment strategies: Assessment will be through a combination of a range of coursework tasks in the form of essays, presentations, online discussions, as well as partnership tutor assessed placements in the relevant educational setting. The M level work will be assessed by applying Masters criteria to a written essay and reflective piece.

8.2 Cognitive/intellectual skills

ILO’s Teaching and Learning Methods and Strategies

1) Conceptual understanding that enables the student:

2) to evaluate critically current research and advanced scholarship in early childhood studies as a discipline

3) to evaluate methodologies and develop critiques of them and;

4) where appropriate, to propose new hypotheses.

5) To critically apply educational concepts

6) To demonstrate and exercise independence of mind and thought.

7) Critical reflection and evaluation

‘Students entering the programme are all graduates and there is an expectation therefore that they are in a position to continue to develop these skills throughout their studies. Intellectual skills continue to be developed through the teaching and learning strategies outlined in 8.1 above. The programme will offer a range of opportunities for analytical and synthesis skills to be used in a systematic way to evaluate, interpret and apply concepts of learning and development in the practical context of the early years setting. Students will have the opportunity to respond both orally and in writing. Assessment Strategies: A variety of assessment methods is employed to enable the learner to demonstrate skills 1-6 through coherent written and oral responses to issues or set tasks. Summative assessment criteria for both M level and professional work reflect these points and critical feedback is available in both written and oral form to

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prompt further skills improvement.

8.3 Key/Transferable skills Typically, holders of the qualification will be able to:

ILO’s Teaching and Learning Methods and Strategies

1) Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

2) Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

3) Evaluate and assess their ability and performance, reflect on personal learning and seek appropriate advice, applying goals for development of self and others

4) Structure and communicate ideas effectively both orally and in writing: engaging confidently in professional communication with others.

5) Recognise where they have accountability and know how to act to maintain this appropriately

6) Continue to advance their knowledge and understanding, and to develop new skills to a high level.

7) Effectively manage time and work to deadlines

The work-based and practice elements of the programme and related tasks will offer many opportunities for reflection on and response to issues, including appropriate communication, and demonstration of leadership skills. Skills 1, 2, 3, 4 & 7 are learned through managing the demands involved in completing tasks, coursework submission and in learning to work as a professional in registered early years settings. Skills 1, 2, 4 & 6 are learned particularly though reading, research, reflection and evaluation in M level assignments. Skill 3 highlights the reflective cycle which is embedded within the programme and forms the basis for individual monitoring and evaluation of professional development throughout the programme. Assessment: As with other ILO’s in this short programme, skills are assessed through regular feedback, student contribution to discussions and group work, formative assessment and the summative assessments of M level work. A mid-programme Development and Progress Review will support this self-review.

8.4 Employment Related Skills

ILO’s Teaching and Learning Methods and Strategies

1) The qualities and transferable skills necessary for employment as an early years teacher requiring:

i. the exercise of initiative and personal responsibility

ii. decision-making in complex and unpredictable

All teaching and learning methods and strategies are designed to culminate in the achievement of these employment related skills and competencies. Strategies include workshops, group and individual work in classroom, DLE and in registered settings. There will be

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situations iii. the independent learning

and reflective ability required for continuing professional development.

2). Understanding and competence against the DfE/NCTL Early Years Teachers’ Standards

lectures, self-assessment and critical evaluation of own learning, an element of co-coaching, self-profiling, assignments and planned demonstration and training. Assessment strategies: Through assignments, a core portfolio, observations in practice experience setting or work based employment.

8.5. Practical skills On successful completion graduates should have developed:

ILO’s Teaching and Learning Methods and Strategies

1) Sector relevant practical skills (taken from Early Years Teachers’ Standards) 1a Management of enabling environments for children’s learning and development to include: 1b Leading and modelling effective strategies to develop and extend children’s learning and thinking 1c Develop children’s confidence, social and communication skills 1d Observe and assess children’s development and learning, using this to plan next steps 1e plan balanced and flexible activities and educational programmes for children 1f understand and use a range of teaching approaches 1g support children through transitions 1h give feedback to children and parents/carers to help children progress towards their goals 1i model and implement effective care and education and support and lead other practitioners including Early Years Educators.

Practical skills will largely be assessed through observation of practice, self-evaluation and formative feedback and reflective accounts whilst in placement or work based practice. This will be supported by classroom based simulations, and behaviour in classroom situations.

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8.6 The Award and Related Issues

Successful completion of Early Years Teacher Status is defined as:

- A pass in all summative assessments including experiences in each of the age

ranges Babies, Toddlers and Young Children, and a 2 week placement in KS1

- Competence in each of the standards required for Early Years Teacher Status

as defined by the DfE/NCTL including appropriate ethical and professional

conduct

In order to be awarded EYTS students must:

- Have submitted all written work for the PGCert. Early Childhood EYITT701

and EYITT702 or the Level 6 modules EYITT601 and EYITT602

- Have satisfied all other DfE requirements for Early Years Teacher Status

Regulations governing retrieval of failure:

- If a student fails a summative assessment the Award Assessment Board may,

at its discretion and with regard to the student’s overall profile

- require the student to retake an appropriate assessment

- require the student to withdraw from the programme

- require the student whose extenuating circumstances will prevent

completion of the award during the normal period of registration or have

prevented him/her form making academic progress, to interrupt studies or

withdraw from the programme provided this falls within the contract for

delivery with NCTL.

- Require a student who has developed a health or other problem which

prevents her/him from meeting the learning outcomes of her/his programme to

defer if that option is available from the DfE/NCTL, or alternatively to withdraw

from the programme.

The Award:

Students who successfully complete 60 credits at level 7 will be awarded a

Postgraduate Certificate in Education

Students who fail to achieve 50% at level 7 but whose work is deemed to be of

level 6 standard at 60% or above will be deemed to have achieved 30 level 6

credits in Early Childhood Studies.

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Students who successfully complete a minimum of 120 days practice across the

age ranges babies, toddlers and young children; and demonstrate competence

against all the Early Years Teachers’ Standards in accordance with current

DfE/NCTL guidance will be awarded Early Years Teachers Status.

9. Admissions Criteria, including APCL, APEL and DAS arrangements

As there are specific criteria offered by NCTL for this programme this is given

below to inform admissions.

1. That all entrants have achieved a standard equivalent to a grade C or

above in the GCSE examinations in English, mathematics and a science

subject.

The requirement makes it clear that it is the standard, not the certificate that

matters. Applicants who are otherwise suitable but, for whatever reason, have not

successfully achieved a GCSE grade C may be given an opportunity to show that

they can nevertheless meet the required standard, either by taking an equivalence

test or by offering other evidence of attainment, which should demonstrate a

similar level and breadth.

NCTL does not provide a list of qualifications that can be considered equivalent to

the GCSE examinations in English, mathematics and science. When early years

ITT partnerships look for evidence that a qualification is of a standard equivalent to

GCSE grade C, they should look at the content not only in terms of its level, but

also in terms of its breadth. (NCTL 2013)

Qualifications in key and functional skills at level 2 are not equivalent to GCSEs in

terms of content, and early years ITT partnerships should look for additional

evidence of breadth of knowledge and understanding in applicants with key and

functional skills certificates but without GCSEs at grade C or above in English and

mathematics.

While applicants with a GCSE grade C or above in English and/or English

language may be deemed to have met the requirement, early years ITT

partnerships should look for further evidence of a breadth of achievement in

English where applicants have achieved a GCSE grade C or above in English

literature.

2. All entrants hold a degree of a UK higher education institution or equivalent

qualification

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A first degree comprises 300 HE credit points of which 60 must be at level 6 of the

QCF. Applicants with a foundation degree will need to supplement this

qualification with at least 60 credits at level 6 (HE level 3) in order to attain an

equivalent qualification (NCTL 2013) Applicants with a Masters or PhD will be

deemed to have a 2:1 for the purposes of the bursary.

As bursary varies according to degree qualification it is imperative that there is a

record maintained of degree classification.

3. All entrants beginning early years ITT on or after 1 August 2014 to have

passed the professional skills tests prior to entry.

4. That all entrants, have taken part in a rigorous selection process designed

to assess their suitability to teach.

We will “consider a wide range of evidence to judge applicants’ suitability to teach,

for example; information from application forms, referees’ reports, advice from

schools, results of any entry tests or tasks, applicants’ portfolios, and interviews”.

(NCTL 2013)

We will implement a fair process of; application form, screening for mimimum entry

requirements, shortlisting, tests and interviews (echoing the PGCE Primary

recruitment methods with group exercise, written task and interview). All trainees

will be required to complete the entry Skills Tests in line with NCTL requirements.

References will be taken up for all trainees and DBS, Barred Lists (POCA) and

Health Checks will be undertaken prior to acceptance on the programme

5. that trainees have the health and physical capacity to teach and will not put

children and young people at risk of harm.

Applicants will be required to undertake a fitness to teach assessment prior to

practice.

6. DBS - Statutory guidance, Safeguarding Children and Safer Recruitment in

Education, requires providers to ensure that entrants on all routes have

been subject to Disclosure and Barring Service (DBS) barred list and

criminal records check

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Applicants required to request Enhanced DBS check including POCA -

applications to be issued immediately post recruitment interview and offer.

7. An applicant’s true identity should be established in a face-to-face session,

and the appropriate identity documents validated at the earliest opportunity.

Applicants to be asked to produce photographic documentary evidence of identity

(Passport, etc.)

10. Progression criteria for Final and Intermediate Awards

This is a single year post-graduate programme. There is no intermediate

progression point.

Students achieving 60 credits at level 7 may choose to progress to complete their

Masters in Education.

Non-achievement of Masters level credits will not prohibit progression to

achievement of the Early Years Teacher Status providing the student can

evidence that all Early Years Teacher Standards criteria are met through both

practical and written work.

11. Exceptions to Regulations

There are no current exceptions to PU Postgraduate or Undergraduate

Regulations as a result of NCTL guidance.

Early Years Teachers’ Status is a professional award covered by the NCTL

requirements as outlined in Early Years Initial Teacher Training Requirements:

Supporting Advice (issued Sept 2013 and subject to updates)

12. Transitional Arrangements

Students with level 7 credits may wish to progress to complete a Masters in Early

Years. Information will be provided on progression opportunities during the

programme.

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13. Mapping and Appendices:

13.1. ILO’s and Skills LO’s against Modules Mapping

Module ILO’s Early Years Teachers’

Standard

EYITT701

The Early Years

Foundation Stage:

Providing Appropriate

Opportunities

K&U : 1, 2, 3, 4, 5, 6, 7

C&I : 1-7

K/T Skills: 1,2,3,4,5,6

1. (1.1;1.2;1.3)

2. (2.1;2.2;2.3;,2.4; 2.5;

2.6; 2.7)

3. (3.1; 3.2; 3.3; 3.4; 3.5)

4. (4.1;4.2;4.3;4.4;4.5)

5. (5.1;5.2;5.3;5.4;5.5)

6. (6.1;6.2;6.3)

7. (7.1;7.2;7.3)

8. (8.1; 8.2; 8.6)

Zero Credit Module

EYITT703

K&U 1, 3, 4, 5,

K/T Skills: 1,2,3,4,5,6

E. R Skills: 1,2

Practical Skills 1,2

1. (1.1;1.2;1.3)

2. (2.1;2.2;2.3;,2.4; 2.5;

2.6; 2.7)

3. (3.1; 3.2; 3.3; 3.4; 3.5)

4. (4.1;4.2;4.3;4.4;4.5)

5. (5.1;5.2;5.3;5.4;5.5)

6. (6.1;6.2;6.3)

7. (7.1;7.2;7.3)

8. (8.1; 8.2; 8.6)

EYITT702

Developing Leadership

Skills In Early Childhood

Settings

K&U: 2, 5, 6, 7,

C&I : 1-7

K/T Skills: 1,2,3,4,5,6

1 (1.1; 1.3);

2 (2.1; 2.4; 2.7)

8. (8.1;8.2;8.3;8.4;8.5;

8.6;8.7)

Zero Credit Module

EYITT704

K&U 2,

K/T Skills: 1,2,3,4,5,6

E. R Skills: 1,2

Practical Skills 1,2

Particularly addresses

Leadership competence.

1 (1.1; 1.3);

2 (2.1; 2.4; 2.7)

4 (4.3; 4.5)

5 (5.1; 5.2; 5.5)

6 (6.1; 6.2; 6.3)

7 (7.2;7.3)

8 (8.1-8.7)

Summative assessment of

all EYT standards

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13.2. Assessment against Modules Mapping

Module Assessments

EYITT701

The Early Years Foundation Stage:

Providing Appropriate Opportunities

100% Written Coursework 4000 words

Assessed through M level modes:

Critical Review of a Body of Knowledge,

Critical Reflection on Practice,

Making an Argument

Zero Credit Module

EYITT703

100% Portfolio

To include verification of 60 days

practice and Development and

Progress Review and Action Plan

EYITT702

Developing Leadership Skills In Early

Childhood Settings

100% Coursework 4000 words

To be addressed through M level

modes:

Critical Review of a Body of Knowledge,

Developing Practice through a Project,

Critical Reflection on Practice,

Making an Argument

Zero Credit Module

EYITT704

80% Portfolio

To include verification of 60 days

successful practice

20% Summative Observation and

Interview with Candidate.

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13.3. Appendices

Appendix 1: The Early Years Teachers’ Standards

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Appendix 1:

Teachers’ Standards (Early Years) From September 2013

July 20132

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Preamble

Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the Early Years Foundation Stage (EYFS).

Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are self-critical. Early Years Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/or carers in the best interests of babies and children.

An Early Years Teacher must:

1. Set high expectations which inspire, motivate and challenge all children.

1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.

1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.

1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.

2. Promote good progress and outcomes by children.

2.1 Be accountable for children’s progress, attainment and outcomes.

2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.

2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.

2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.

2.6 Develop children’s confidence, social and communication skills through group learning.

2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development. 3

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3. Demonstrate good knowledge of early learning and EYFS.

3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.

3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.

3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.

3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

4. Plan education and care taking account of the needs of all children.

4.1 Observe and assess children’s development and learning, using this to plan next steps.

4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.

4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.

4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision. 4

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5. Adapt education and care to respond to the strengths and needs of all children.

5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.

5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.

5.4 Support children through a range of transitions.

5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.

6. Make accurate and productive use of assessment.

6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).

6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.

6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.

7. Safeguard and promote the welfare of children, and provide a safe learning environment.

7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.

7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. 5

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8. Fulfil wider professional responsibilities.

8.1 Promote equality of opportunity and anti-discriminatory practice.

8.2 Make a positive contribution to the wider life and ethos of the setting.

8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.

8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.

8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.

8.7 Understand the importance of and contribute to multi-agency team working. 6

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Teachers’ Standards Annex 1: Early Years Foundation Stage Statutory Assessment Guidance as specified at standard 6

Section 2 – Assessment

2.1 Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress, and observations that parents and carers share.

2.2 Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development. Parents and/or carers should be kept up-to-date with their child’s progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.

Progress check at age two

2.3 When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving other professionals (for example, the provider’s Special Educational Needs Co-ordinator) as appropriate.

2.4 Beyond the prime areas, it is for practitioners to decide what the written summary should include, reflecting the development level and needs of the individual child. The summary must highlight: areas in which a child is progressing well; areas in which some additional support might be needed; and focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability). It must describe the activities and strategies the provider intends to adopt to address any issues or concerns. If a child moves settings between the ages of two and three it is expected that the progress check would usually be undertaken by the setting where the child has spent most time. 7

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2.5 Practitioners must discuss with parents and/or carers how the summary of development can be used to support learning at home. Practitioners should encourage parents and/or carers to share information from the progress check with other relevant professionals, including their health visitor, and/or a teacher (if a child moves to school-based provision at age three). Practitioners must agree with parents and/or carers when will be the most useful point to provide a summary. It should be provided in time to inform the Healthy Child Programme health and development review at age two whenever possible (when health visitors gather information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child/family might benefit). Taking account of information from the progress check (which reflects ongoing, regular observation of children’s development) should help ensure that health visitors can identify children’s needs accurately and fully at the health review. Providers must have the consent of parents and/or carers to share information directly with other relevant professionals, if they consider this would be helpful.

Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP)

2.6 In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

2.7 Each child’s level of development must be assessed against the early learning goals (see Section 1). Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.

2.8 Year 1 teachers must be given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning (see paragraph 1.10). These should inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1.

2.9 Schools must share the results of the Profile with parents and/or carers, and explain to them when and how they can discuss the Profile with the teacher who completed it. For children attending more than one setting, the Profile must be completed by the school where the child spends most time. If a child moves to a new school during the academic year, the original school must send their assessment of the child’s level of development against the early learning goals to the relevant school within 15 days of receiving a request. 8

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If a child moves during the summer term, relevant providers must agree which of them will complete the Profile.

2.10 The Profile must be completed for all children, including those with special educational needs or disabilities. Reasonable adjustments to the assessment process for children with special educational needs and disabilities must be made as appropriate. Providers should consider whether they may need to seek specialist assistance to help with this. Children will have differing levels of skills and abilities across the Profile and it is important that there is a full assessment of all areas of their development, to inform plans for future activities and to identify any additional support needs.

© Crown Copyright 2013. Standards are available for download at

www.gov.uk/government/publications. Reference: NCTL-00108-2013