Early Years Professional Status (EYPS)

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Provider: Logo University of Chichester

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Overview

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Schedule:
During the day
Location type:
Open

price, completion, moment, maximum participants, starting dateplaces, and run time are unknown for this course.

The University of Chichester has been appointed to lead the South of England Early Years Consortium to deliver the Early Years Professional Status (EYPS) across London and the South East of England. We work in areas that can benefit children most at risk of disadvantage and offer high quality personalised support to every candidate taking an EYPS pathway. The EYPS is the only professional accreditation of its kind in the early year’s sector and is endorsed by the Government.

Early Years Professionals are key to raising the quality of early years provision and are 'change agents' to improve practice. They will lead practice across the Early Years Foundation Stage, support other practitioners …

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Description

The University of Chichester has been appointed to lead the South of England Early Years Consortium to deliver the Early Years Professional Status (EYPS) across London and the South East of England. We work in areas that can benefit children most at risk of disadvantage and offer high quality personalised support to every candidate taking an EYPS pathway. The EYPS is the only professional accreditation of its kind in the early year’s sector and is endorsed by the Government.

Early Years Professionals are key to raising the quality of early years provision and are 'change agents' to improve practice. They will lead practice across the Early Years Foundation Stage, support other practitioners and model the skills and behaviours that safeguard and support children. This is supported by current Government priorities and the current Minister of State for the Department of Education Sarah Teather is quite clear that ‘A highly skilled Early Years workforce is critical if we are to combat inequality, help tackle poverty and improve the life chances of the most disadvantaged children. It’s simply not good enough that the highest early achievers from disadvantaged backgrounds are overtaken by more well-off, lower achieving children by the age of five.’ This is the aspiration of both current EYPs and the Programme delivery at the University of Chichester.

EYPS is not a qualification but a status that recognises the expertise of practitioners and their professional leadership skills. Graduates with an HE level 6 degree and a wide range of experience and qualifications, working in a range of settings and roles, are potential candidates for EYPS. Practitioners who have relevant experience and a level 5 Early Years Foundation Degree are also eligible to undertake training for EYPS which will include a 'top-up' to the required level 6. Candidates can be working in the private, voluntary, maintained or independent early years settings or in children's centres. It is possible for graduates with an unrelated degree to undertake the graduate entry pathway to EYPS.

Indicative Course Content

Research evidence[1] from the Effective Provision of Pre-School Education (EPPE) study and the Evaluation of the Graduate Leader Fund – Final Report shows that improving the quality of the early years’ experience is directly related to better outcomes for children. Key factors contributing to the quality of this experience are well-qualified leaders, working alongside and supporting staff to continue to develop a good understanding of child development and learning.

EYPs will be trained to:

  • Assisting in raising the quality of early years provision.
  • Bring about change on improve practice.
  • Lead practice across the Early Years Foundation Stage.
  • Model the skills and behaviours that safeguard and promote positive outcomes for children.
  • Support and mentor other practitioners.

The training will enable them to demonstrate that they meet a set of national graduate-level EYP standards when working with children from birth to five years. The length of each candidate's training pathway is based on the relevance and level of their qualifications and experience and is determined through consultation in preliminary interviews when a personalised training plan is drawn up. It may be as short as four months, for those already close to meeting the national standards, or as long as fifteen months for those needing further experience before undertaking the validation process.

Assessment

All candidates, irrespective of their training programme, undertake the same assessment process:

  • A one-day review of skills to provide feedback to candidates
  • Six written assessment tasks based on experiences of early years practice
  • A one-day assessment visit to the candidate's setting which a document portfolio is scrutinised, an observation of the candidates practice is completed, a tour of the candidates impact on the setting takes place and witness testimonials are submitted.
  • A final interview is held with the candidate a short period after the setting visit.

Attendance

The duration and frequency depends on the length of the pathway and the requirements of the candidate's personalised training plan.

All candidates will attend the Development Sessions and carry out a programme of professional development.

In addition, those 'topping-up' their Foundation Degree will undertake a programme of study which will enable them to gain the required level 6 degree. Some candidates may be required to gain experience, in their own or another setting, with an age range of children with whom they have not regularly worked.

Home/EU Fees

We hold a number of funded places for each of the programmes which are dependent on the pathway candidates are eligible to apply for. Part of this funding includes a sum made available to employers for supply cover while candidates are engaged on their training programmes. Candidates who are not able to access a funded place will be able to self-fund, further details of this are displayed on our website.

Overseas Fees: Not applicable to this programme.

Fact File

Further Information: Telephone: (01243) 816290 or e-mail eyps@chi.ac.uk or www.chi.ac.uk/childhood-studies/eyps

Application Details: Direct - Early Years Professional Status.

Graduate Practitioner Pathway (GPP): a six month part time pathway for graduates currently working in the sector who require a small amount of learning or experience before they can demonstrate the EYP Standards.

Undergraduate Practitioner Pathway (UPP): a twelve month part time pathway for a current employee working in the sector with a Level 5 qualification (a Foundation Degree in early years). This pathway can provide a top up to a level 6 degree status.

Graduate Entry Pathway (GEP): a twelve month full time pathway for candidates with a degree and limited experience of working with children from birth to five but who are looking to pursue a career working in early years.

Undergraduate Entry Pathway (UEP): a twelve month full time pathway for undergraduates completing a degree in Early Childhood Studies. Candidates must be studying in the final or penultimate year of a degree in Early Childhood Studies at the start of the pathway.

We welcome applications for all areas of early years and will hold interviews with all candidates who apply. The Government has a strategic focus on a number of areas which help to inform aspects of our recruitment focus. These are to encourage more applications from under-represented groups (e.g. men and people from minority ethnic groups) and practitioners who are most likely to benefit children at the greatest disadvantage.

[1] Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final Report. Nottingham: DfESMathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J. and Siraj-Blatchford, I. (2011) Evaluation of the Graduate Leader Fund – Final Report. London: Department for Education.

Entry Requirements

Level 6 degree (or level 5 Foundation Degree to be ‘topped-up’ as part of a training pathway).
Grades A* - C in GCSE Maths and English or Pass achieved in a university equivalency test.
Current enhanced CRB clearance.
Right to live and work in the UK for the duration of the pathway.
Effective reading and communication skills.

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