Consultation closing date: 22 April 2013
Your comments must reach us by that date.
Consultation on the criteria for Early Years Educator qualifications (Level 3)
Consultation Response Form
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The Government’s publication ‘More great childcare’(January 2013) sets out the vision for quality in early education and childcare and includes the Government’s response to Professor Cathy Nutbrown’s report ‘Foundations for Quality’ published in June 2012.
The Government wants make sure there is more great childcare available for parents and children. The introduction of Early Years Teachers (Graduate) and Early Years Educators (Level 3) will support early years providers in ensuring that those they employ to work with babies and young children become increasingly skilled and professional.
The Parliamentary Under-Secretary of State (Education & Childcare) has asked the Teaching Agency (TA) to consult on new, tougher ‘full and relevant criteria’ to ensure the Early Years Educator qualifications build on the richer content and standards as recommended by Professor Nutbrown.
Please mark an 'x' in the box that best describes you as a respondent.
Parent/Carer / Maintained school / Training providerChildminder / Independent school / Academy/Free School
Nursery and other pre-school provider / Play/Activity provider / Local Authority
Representative of childcare or early years intermediary organisation / SEN provider / Awarding Organisation
Teacher / X / Other
/ Please Specify:
Third sector organisation
SECTION A: Early Years Educator Criteria
To enable you to answer questions 1 – 6 please read the draft ‘full and relevant’ criteriafornew Level 3 qualifications that will qualify individuals to become Early Years Educators.
The criteria lays out the minimum for what an Early Years Educator should know, understand and be able to do to be considered qualified at Level 3 to deliver the Early Years Foundation Stage.
The criteria are for use by Awarding Organisations to develop Early Years Educator qualifications for introduction from September 2014.
1 Do the criteria set appropriate expectations for what an Early Years Educator must demonstrate in order to be fully qualified at Level 3? Please explain your answer in the comments box below using the relevant number(s) where referring to a particular part of the criteria.
Yes / No / x / PartlyNot Sure
/ Comments:
These criteria only partially set appropriate expectations, and do so mostly in relation to health and safety elements rather than in other areas of the qualification.
The Communication Trust believes that these criteria lack an overall vision and understanding of the role of the Early Years Educator in terms of nurturing, promoting and supporting the effective development of babies and young children. It also over-focuses on promoting ‘school readiness’ rather than a baby or young child’s well-being and potential future outcomes.
The focus on EYE ‘delivering’ early education, development, effective teaching and learning is, in our opinion, inappropriate for an early years qualification. It is not possible to ‘deliver’ children’s speech, language and communication development – it is essential that any early years educator fully understands how speech, language and communication develop and is able to actively and effectively promote and support the speech, language and communication development of every baby and child in their care. For this to happen in practice, the criteria for the qualification need to explicitly and clearly reflect this – in our opinion, the proposed criteria will not ensure that early years educators are adequately equipped to promote children’s speech, language and communication development. Given that this is a prime area of the new EYFS, and that evidence shows that over a third of children are not secure in communication, language and literacy on school entry, we feel it is essential that criteria for this qualification explicitly reflect the knowledge, understanding, skills and practice which are needed to support this fundamental life skill. The level 3 qualification ‘Supporting Children and Young people’s speech, language and communication’[1] offers some very clear examples of effective learning outcomes and assessment criteria in relation to language development, which we feel would be very relevant to the new early years educator qualification.
We are concerned that the criteria make no references to the Early Year’s Educator’s crucial role in listening to children, promoting their rights and ensuring that positive diversity and equal opportunities are built into the fabric of every child’s experience.
The Communication Trust isconcerned that there is insufficient reference to children’s Special educational needs and disabilitiesacross the criteria, and that where they are referenced, the criteria are not presented clearly.For example, in relation to understanding expected patterns of development in 1.1 – however, for many children with speech, language and communication needs, it is precisely this lack of expected pattern of development which practitioners need to understand fully.
The preamble to the Indicative Draft (0-25) Special Educational Needs Code of Practice
notes that, for the one in five children who have special educational needs, professionals ‘should strive to help them achieve’ in all aspects of their life. This concept of active support is central to these new reforms, but is missing both from the Qualification Content and from these draft criteria.
2 Is there anything missing from the criteria which you feel is vital for an Early Years Educator (Level 3) to demonstrate? Please explain your answer in the comments box below using the relevant number(s) where referring to a particular part of the criteria.
x / Yes / No / Not sure/ Comments:
Speech, language and communication skills are fundamental to many other areas of children’s development – their social and emotional development, behaviour, learning and early literacy and numeracy development. In relation to this specifically, we feel that a number of key points are missing:
- An understanding of the fundamental importance of speech, language and communication and its crucial role in relation to other areas of a child’s learning and development.
- Speech, as well as language and communication (1.1). As well as being an important area in its own right, which practitioners need to be able to promote right from babyhood, speech sounds (phonology) have a critical relationship to early literacy development, particularly phonics.
- Skills-based criteria in relation to speech, language and communication development. Currently there is a strong focus on knowledge and understanding – we feel it is essential that there is a balanced approach where the criteria set out clearly the expectations of what early years educators can do, which should be underpinned by effective knowledge.
- The need for early educators to understand the role of children’s voice and to be able to ensure their participation and be able to follow a child’s lead in their play and communication development.
- Understanding of, and ability to develop an environment which best supports and promotes speech, language and communication development.
- Understanding of and ability to support children to communicate with each other as well as adults.
- Point 2.3 – the example only refers to expressive language – developing children’s attention, listening, social communication and understanding are a key element of an early educator’s role and may easily be overlooked in practice.
- 2.4 should include appropriate to a child’s needs as well as age range and abilities.
- The specific role of speech, language and communication in relation to foundations for early reading and maths – speech and language skills are crucial for developing decoding and comprehension and are the basis for most early mathematical concepts. This should be made explicit.
- Although 2.10 requires an EYE to be able to ‘identify when a child is need of additional support’, it only requires the practitioner to know how to ‘access’ it. It does not require them to be able to plan and provide supportive activities alongside/pending specialist help; or to monitor and celebrate their progress in partnership with parents and carers through, for example, Early Support and the Developmental Journals.
- In 4.1, reference is made to ensuring that early years educators are able to demonstrate a command of the English language – we feel it is important to balance this with a clear understanding of the role of language development for children who are learning more than one language, as this criterion could easily be misinterpreted within this context.
- Equal opportunities, diversity and the rights of the child.
- The importance of learning through play.
- Inclusion – providing supportive environments for disabled children/children with additional needs; monitoring and celebrating their progress through the Early Years Developmental Journal.
- Multi-agency working and active contribution to Education, Health and Care Plans.
- Understand the importance of speech, language and communication for babies’ and children’s overall development
- Understand typical speech, language and communication development
- Be able to identify typical speech, language and communication development
- Understand the importance and benefits of adults supporting babies’ and children’s speech, language and communication
- Be able to provide support for babies’ and chilren’s speech, language and communication development
- Understand how environments support speech, language and communication
- Be able to recognise and obtain additional support for children who may have speech, language and communication needs
- Be able to work with others to support the speech, language and communication development of children whose home language is not English
- Be able to work in partnership with parents to support their child’s speech, language and communication development.
3 Are any of the criteria unclear? Please explain your answer in the comments box below using the relevant number(s) where referring to a particular part of the criteria.
x / Yes / No / Not sure/ Comments:
Overall, we have concerns over the phrasing of a number of the criteria. In terms of children’s speech, language and communication development, the methods and approaches which are evidenced as effective are where adults are responsive, not directing or leading. We would also highlight that modelling behaviours is insufficient in effectively supporting language development.
We would suggest, for consistency, that the term ‘language’ rather than linguistic should be used(1.1)
1.4 and 2.5It is not appropriate to phrase a criterion around children’s language and communication using the word ‘direct’. Speech, language and communication skills develop through responsive, supportive interactions with others, not through direction.
2.1 We feel that using the term ‘educational programmes’ in the context of a baby or toddler’s experience is not helpful
2.6 describing a balance of adult led and child chosen activity in percentage terms is not helpful in terms of children’s communication development or in relation to those children with speech, language and communication needs, where the balance will vary according to their needs and which may change frequently. An essential criterion for all early years educators is to effectively respond to the needs of children and to be able to adapt their practice and approach accordingly.
2.7 It is not clear why the term ‘manage a child’s behaviour and conduct’ would be used in relation to babies and young children. This is essentially a period of enormous social developmentand managing conduct seems incongruous within the context of supporting children to develop socially and develop the skills for managing their own emotions and behaviour.
4.3 The CPD examples seem extremely confusing for the role of the early years educator - for example how would it be anticipated that ‘modern foreign languages’ help develop ‘effective and informed practice’ for an Early Years Educator? It is concerning that a perceived need for ‘curriculum/subject’ knowledge is identified, when many other areas are not clearly represented in this proposal.
4 Within the criteria, is there any duplication in your opinion? Please explain your answer in the comments box below using the relevant number(s) where referring to a particular part of the criteria.
Yes / No / x / Not sure/ Comments:
It seems that 1.4 and 2.5 are very similar. We would really recommend that the role of practitioners in supporting speech, language and communication development is made explicit, reflecting the skills and knowledge needed to undertake this effectively across early years settings.
5 Would the requirements of the criteria disadvantage any particular group or groups? Please explain your answer in the comments box below using the relevant number(s) where referring to a particular part of the criteria.
Yes / No / Partlyx / Not Sure
/ Comments:
To be counted within staff: child ratios set out in the Statutory Framework for the Early Years Foundation Stage practitioners must hold a Level 3 qualification that is defined as ‘full and relevant’. From September 2014, all Level 3 qualifications deemed ‘full and relevant’ must meet the Early Years Educator criteria.
6 Should early education and childcare qualifications above Level 3 be automatically considered as meeting the Early Years Educator criteria for the purposes of the Early Years Foundation Stage ratios? Please explain your answer in the comments box below.
Yes / x / No / Not sure/ Comments:
Just as it is essential that this level 3 qualification includes explicit criteria which will ensure that early years educators are knowledgeable and skilful practitioners in supporting babies’ and children’s speech, language and communication development, identifying their communication needs and supporting these effectively, it is equally important that any higher level qualification also explicitly includes an appropriate focus and is robustly taught and assessed.
This is clearly demonstrated by research undertaken by Ofsted[2]looking at the skills and knowledge of qualifying teachers in supporting children’s early language development. This identified that fewer than half in their study (47%) had good or better skills. concluding ‘not enough new teachers had consistent high-quality training during initial teacher education and induction to ensure that they developed good teaching skills, underpinned by a deep understanding of language development and the acquisition of literacy skills’. Additionally, it showed that 32% did not have sufficiently in-depth training in assessing pupils’ skills and knowledge in language and literacy to be able to use their judgements effectively to plan lessons and decide how to give extra help.
We would strongly recommend that it should not be assumed that a higher qualification will automatically mean a practitioner will demonstrate effective knowledge and skills in supporting babies’ and children’s development.
This is particularly relevant for speech, language and communication, where the vital importance of early identification and intervention for speech, language and communication needs is well-evidenced, yet often early years practitioners lack the skills to do this effectively[3]
7 If the questions we have asked here have not given you opportunity to make all your views known please add any further comments you would like to draw to our attention.
/ Comments:The Communication Trust welcomes the development of robust qualifications at level 3 for those working with babies and children in the early years. The role of such criteria is to ensure that anyone with the early educator qualification can ‘do what it says on the tin’. However, as our comments reflect, we have significant concerns that the criteria set out in this consultation are not indeed ‘full’ and that there are key gaps in terms of clarity and robustness, impacting on their overall relevance. We feel, that if these criteria are taken as the benchmark for qualifications for early years educators, there will be significant and wide-ranging gaps in their skills and knowledge relating to children’s speech, language and communication which will have an impact on the quality of provision, children’s progress and development and the identification and support of speech, language and communication needs – all of which are identified as key areas of concern in recent research and policy terms.
We are also concerned that there is limited cohesion between these criteria and those for the Early Years Teacher; and neither appear to take account of the Part 3 of the Children and Families Bill, or the Indicative Code of Practice, with regard to ‘all teachers needing to be equipped to teach children and young people with a diverse range of need’ (p33) and government’s view that ‘Person centred transition planning should begin as early as possible’.
8 Please let us have your views on responding to this consultation (e.g. the number and type of questions, was it easy to find, understand, complete etc.)