New EY Stronger Practice Hubs, Early Education partnerships and bonuses for some EY teachers announced
We welcome the most recent steps in delivery of the government’s Best Start in Life strategy, focused on helping to raise the quality of provision
A new study The Value of Early Years Qualifications: Quality, Skills & Progression will explore the core knowledge and skills that early years qualifications (EYQs) should provide at both entry and leadership levels, in order to strengthen high-quality practice and improve outcomes for children.
Funded by the Nuffield Foundation, the project will build on a recently completed study of the early years workforce across the four UK nations by the same research team, which demonstrated the need for trusted high-quality EYQs to improve recruitment, career progression, workforce status and setting quality. This mixed-methods research will synthesise new and existing data to develop a framework for high-quality EYQs for the four UK nations, building a shared understanding of the building blocks required for a well-qualified workforce.
The research team has been brought together by Early Education, a UK-wide professional membership body which has supported the development of educators in the early years for over a century. It will be a truly cross-nation study, led by Professor Verity Campbell Barr of the University of Plymouth, with co-investigators Professor Emeritus Aline-Wendy Dunlop (University of Strathclyde), Dr Glenda Tinney (University of Wales Trinity St David), Professor Glenda Walsh (Stranmillis University College), and consultant Dr Sara Bonetti.
Professor Verity Campbell-Barr, Principal Investigator for the project, said; “Each of the UK’s four nations are in very different places in terms of their early years qualification requirements and developments, but it is clear that all nations are committed to a high-quality workforce in support of pedagogic quality. Sadly, our research demonstrated a lack of confidence among those in the sector that qualifications were of high quality and provided educators with the knowledge and skills needed to provide quality pedagogical interactions in support of child development and we want to address this. We will provide a robust analysis and framework that will inform the future direction of qualifications and re-gain trust in their quality.”
Early Education Chief Executive, Beatrice Merrick said; “This study comes at a time when early childhood education is a growing priority for all four UK nations’ governments. It reflects the understanding that both individuals and society as a whole benefit when children have high-quality early childhood education, and the need for skilled and knowledgeable educators to deliver that consistently. We look forward to building a shared understanding of what is required for qualifications to provide a foundation for quality provision and for enhanced career progression opportunities that will address the current recruitment and retention crisis. This is an important part of a wider agenda for reform of the early years.”
The Nuffield Foundation is an independent charitable trust with a mission to advance social wellbeing. It funds and undertakes rigorous research, encourages innovation and supports the use of sound evidence to inform social and economic policy, and improve people’s lives. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. This project has been funded by the Nuffield Foundation, but the views expressed are those of the authors and not necessarily the Foundation. Find out more at: www.nuffieldfoundation.org. Bluesky: @nuffieldfoundation.org, LinkedIn: Nuffield Foundation
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