Salaried Schools Direct Teacher Training for Early Years

I have been looking out for September 2014's list of Salaried Early Years Schools Direct Teacher Training Places.

Regrettably, I have observed that the new Schools Direct list has NO salaried training places for Early Years. (https://education.gov.uk/schooldirectapplications/ui/public/search/course/_source/menu/_pageId/10/_pageVn/0.21)

This implies that I must give up my low paid but secure Early Years job to undertake further training in an age group that is different to the Early Years to enable me to achieve QTS and then to apply to teach in the Early Years!

Catastrophically ridiculous!

Letter to Ms Truss 121013

As I have never received a response to my personally addressed letter to Ms Truss (dated 280813 - proof of delivery retained) I have penned another letter of which I may send copies to other MPs, media etc.

I don't plan on giving up this fight any time soon!

Feel free to copy and paste:

****************************************************

Elizabeth Truss MP

Department for Education
Castle View House
East Lane
Runcorn
Cheshire
WA7 2GJ

12^th October 2013

Dear Ms Truss,

Further to our recent communications via Mr Graham Stuart MP, I will be most grateful if you will in future respond personally and directly to my communications in respect of the difficulties currently encountered by Early Years Professionals (EYPs). It seems impractical to involve my local MP in a matter which relates purely to the Department for Education (DfE) and which effectively removes his attention from local but equally important political matters.

I am appreciative of your responses to my concerns however I remain anxious that in spite of your rhetoric, which clearly establishes the value of Early Years Professionals and the newly titled Early Years Teachers (EYTs), there remains no conclusive decision or plan to pay these highly skilled individuals a wage commensurate with their level of expertise and graduate qualification. Indeed, I suspect that many existing EYPs may well be considering leaving the sector in order to earn a wage that can more effectively meet the financial commitments of a family!

May I suggest that you take a close look at the disparity between the wages of teachers with Qualified Teacher Status (QTS) and those without QTS on the document to which you refer in your last email -(http://media.education.gov.uk/assets/files/pdf/s/2013%20stpcd%20master%20final.pdf). It is apparent to all Early Years practitioners that there is a colossal and unfair difference, a matter on which I have never received an acceptable explanation. And yet, your department continues to claim that EYPs and EYTs, specifically trained to deal with the ever-changing needs of our youngest children, are equally as important as teachers of our older children.

With respect to your comments regarding the other options which may be available to me should I wish to achieve QTS, I do not currently get paid a wage (£12600) that can effectively support my family, let alone support me through yet further education or assessment to qualify to teach a different age group.

I have begun to investigate your suggestion that there is potential to achieve QTS through the ‘assessment only’ route, however I am being advised that this is not available to me locally (East Yorkshire) and that I am required to be able to demonstrate experience in another age range to be accepted. I wonder if you would suggest that I give up my relatively secure, although poorly paid, permanent job (£8.16/hour) to seek primary school experience which will likely be at a lower pay rate and on a temporary contract, so that I might be considered a suitable candidate to pay approximately £2000 plus travel expenses for this assessment route?

I continue to stress that my existing skills and training have been explicitly honed to focus on the very different needs and education of the under 5s (as directed by the EYFS), yet I feel that I have been more than suitably equipped with the knowledge and understanding to teach older children. Despite all these abilities, I ought to admit that I am beginning to wonder whether my protracted qualifications, experience and skills are still considered to be ‘good enough’ and, if not, why were vast sums from tax payer funds used to train so many EYPs for something so worthless.

I should advise that I have been very dissatisfied with every DfE response that I have received to date as the department seems unable to comprehend the harsh impact that their punitive decisions have had on the financial security and career prospects of Early Years Professionals who have provided dedicated service to the sector.  In fact, I have not received any response to my most recent letter (addressed to you personally) which was posted in August 2013.

I look forward to your new response so that I may share your comments with my fellow campaigners and relevant Early Years media.

Sincerely,

 

Julie Dervey

P.S. You may wish to take a look at my Blog which relates to my campaign and the comments from others who have signed the Petition which is committed to improving salary and conditions for EYPs. I have provided the links below:

http://eyptrials.blogspot.co.uk/

http://www.change.org/en-GB/petitions/department-for-education-stop-discrimination-against-early-years-professionals

 

*********************************************************

Succinctly Said!

Succinctly Said!
These are the views of an Early Years Professional who has signed the petition and made the following statement:

---

I studied for several years, achieving a 1st class degree and a uni prize for excellence in education. I have been promoted within my setting but overlooked when a head of dept job came available because of 'the teacher thing' - I am now helping a teacher to understand how the EYFS works as she takes on this role. The promised requirement of a graduate in every setting appears to have gone and managers jobs are advertised for Level 3's with salaries to match. I am now planning to leave Early Years so that I can get a salary that will pay the bills and improve my family's quality of life - not an easy decision but I have resigned myself to the fact that my skills and experience are worthless. The most shocking thing about all this is that all of my learning, my skills and my understanding were funded by the LEA/tax payer. What a scandalous waste. Why have you not invested just a little more to ensure that the money put into EY training was not a total waste. Ms Nutbrown suggested a simple conversion that would enable EYP's to gain QTS and so open up the job market and use their skills in the state sector, without risking their income and employment. It was a common sense solution and would have benefited children across all EY sectors. I am proud of the difference that my training has made to the children who have been in my care. I am ashamed that I have been a part of the shameful waste of skills, training and tax payers' money and now have no option but to leave the sector. The government should be ashamed too.
__________________________________________

This statement precisely depicts all of the discrimination that EYPs are experiencing and clearly demonstrates the reasons why the current working conditions must be addressed.

This will help the campaign to gain more credence and hopefully help us to succeed in removing the discrimination of EYPs.

Definition of equal (from the Oxford English Dictionary)

The Oxford English Dictionary clarifies that the word equal means as follows:
adjective-
• (of people) having the same status, rights, or opportunities

http://oxforddictionaries.com/definition/english/equal?q=equal

I understood that EYPs were supposed to be equal to QTS in terms of Early Years expertise but it seems that we will never have the same status. rights or opportunities. Now it seems we will also be usurped by EYTs for employment opportunities because our EYPS has become out-dated!!

Equivalent is not the same!!!!!

I received this email from Best Practice Network today (24 Sep 13):

***********

Good day to you. 

Thank you for your request for a personalised confirmation that Early Years Professional Status is considered EQUIVALENT to Early Years Teacher Status. The statements have been despatched over the past couple of days so you should receive yours soon, if you haven’t already done so.

As you will know from our July newsletter (extract below) we did not offer to provide a replacement certificate but rather a confirmation of equivalence.  The language is very important so please be careful to use the phrase ‘confirmation of equivalence’ in any discussions you might have. We have already received  a lot of questions about this so are sending this email to make sure everything is as clear as possible. 

The statement confirming equivalence that you receive from us does not mean that this is a conversion or replacement certificate.  This was not what we offered. It  would not be possible because EYPS and Early Years Teacher Status are two distinct awards  with DIFFERENT standards.  Similarly, Qualified Teacher Status is another award with its own set of professional standards.  Those with Early Years Professional Status can refer to themselves as Early Years Teachers but  have achieved EYPS, not Early Years Teacher Status.  You cannot, therefore, have a certificate to say you have been awarded Early Y ears Teacher Status –   the confirmation of equivalence that you have been sent makes this clear and should be useful to you in explaining this to others, including employers.

This may seem confusing but we hope that this email helps in clarifying things.   

The newsletter text is below.  Please do keep in touch and share your good news stories.

Best wishes,

The Early Years Team at Best Practice Network

*************

 

So to clarify:

The DfE says that Early Years Professional Status is EQUIVALENT to but NOT THE SAME as Early Years Teacher Status. Best Practice Network also says that the Early Years Professional Status is EQUIVALENT to but NOT THE SAME as Early Years Teacher Status and are pleased to provide a written statement of ‘confirmation of EQUIVALENCE’. Yet in the next paragraph BPN seems to go to extraordinary lengths to explain how incredibly DIFFERENT the two qualifications are because they are NOT covering THE SAME set of standards for working with young children.

As, it is obvious to me and many others that the two sets of standards are NOT THE SAME, surely it will be necessary to provide additional training to top-up the now out-of-date and, apparently therefore, less desirable set of skills provided by Early Years Professionals in order that EQUIVALENT and SAME levels of Early Years provision can be ensured.

Most Early Years Professionals would have no problem with additional (FREE) training to keep their skills up to date. Indeed, this is a key part of their remit - to ensure continuous review and analysis of existing skills and systems so that provision can be continually developed and adjusted to suit changing criteria.

We were promised that if we worked hard, over a prolonged period, enduring an extremely rigorous assessment process, to achieve the particular skill set to provide the specific leadership skills for Early Years provision, as dictated by the DfE, then we would be suitably rewarded with the salary commensurate of a graduate led workforce.

Regrettably, I believe that Early Years Professionals are in serious danger of being side-lined. We should not have to provide a letter from our trainer that explains that we can be called an Early Years Teacher if we want. - I am afraid that although this ‘statement confirming equivalence’ is probably well-intentioned, it reminds me of the letter from your mum that explains you are too sick to go out at playtime but you are not too sick to be at school. – Just not convincing enough!

I would like to ask if any of us would be prepared to stand by and allow a child to experience this sort of treatment.

We have been trained as Early Years Professionals to be assertive and fight for the needs and rights of each, unique child. This we do as a commitment to those children and families we serve.

I BELIEVE THAT WE SHOULD BEGIN TO FIGHT FOR THE NEEDS AND RIGHTS OF EACH EARLY YEARS PROFESSIONAL.

Please sign the petition:

http://www.change.org/en-GB/petitions/department-for-education-please-address-the-inequality-between-early-years-teachers-eyps-or-eyts-and-teachers-with-qts

 

Response from the office of Ms Truss - Same old Bull**** !!!

This email was received by me today, 10th Sept 2013

It is yet another standard avoiding response from the office of Ms Truss. - Ms Truss is either unable or unwilling to respond to me directly, so each response is just a standard letter repeating the information from previously communicated responses.

She never responds to my key questions relating to actually paying EYPs/EYTs a salary commensurate with their standard of skill and level of responsibility and prefers to blame Sector managers for not paying a decent wage. My question remains - "Where is the money going to come from when EY funds have been decimated!

*************************************

Dear Mrs Dervey ,

Thank you for your email dated 16th August 2013 to Parliamentary Under Secretary of State Elizabeth Truss regarding the status and pay of Early Years Teachers.  As an official responsible for this area of policy I have been asked to reply.

The Government recognises that teaching young children is just as important as teaching school-age children and the positive impact that Early Years Professionals have had on the quality of early education and care for pre-school children. This is why we are introducing Early Years Teachers from September 2013. We want to further promote the status and public recognition of the early years workforce. Early Years Professionals will continue to be valued and will be recognised as the equivalent of Early Years Teachers. We do not believe that Early Years Professionals need to obtain Qualified Teacher Status (QTS) in order to increase their status.   From September 2013, the entry requirements for those wishing to achieve Early Years Teachers will be the same as entry requirements to primary teacher training. Those successfully completing Early Years Teacher training will be awarded Early Years Teacher Status. This reflects the specialist role they have in the early education and care of babies and young children and the recognition they deserve. In terms of remuneration, the pay and conditions for staff working in early education and childcare settings outside maintained schools are best determined by employers at a local level. The majority of early years’ settings are private, voluntary or independently (PVI) owned and run. We would expect employers to want to pay Early Years Professionals and Early Years Teachers in accordance with their status. The same principle would also apply to an employee holding QTS working in a PVI setting. We want to give more autonomy to headteachers so they can decide who is best qualified and suited to teach in their schools. Free schools and academies can employ teaching staff without the requirement for them to have QTS and headteachers can set their own pay scales. In maintained schools, QTS is currently a requirement to be employed as a teacher and paid under the pay range for qualified teachers as set out in the School Teachers Pay and Conditions document. Headteachers have the discretion to employ staff without QTS to teach in schools, if they are satisfied the individual has relevant qualifications and experience. Those without QTS are normally paid according to the pay range for unqualified teachers. Further changes being introduced from September 2013, however, mean that headteachers will have even more flexibility and freedom on pay and will be able to place staff on the most appropriate point on the relevant pay scales. All routes to the award of QTS require that trainees demonstrate the Teachers’ Standards  across two or more consecutive age ranges. Ages 3-5 (Foundation stage) and ages 5-7 (School years 1-2) are the youngest age ranges included in the award of QTS. For the award of QTS, you would be required to demonstrate the Teachers’ Standards across both of these age ranges, hence the requirement for school experience when you enquired about accessing the Assessment Only route. You rightly recognise that your skills and training have been explicitly honed to focus on the very different needs and education of the under 5s as directed by the EYFS. Early Years Teachers are thus able to fulfil the needs of young children, parents and employers for high quality provision for children from birth to five.  Thank you for writing to the Department for Education on this important matter. Your correspondence has been allocated reference number 2013/0052021. If you need to respond to us, please visit: www.education.gov.uk/contactus, and quote your reference number. Yours sincerely, Gillian Gaskell

Chief Exec London EY Foundation "give the early years sector more recognition and praise"

 

The following is taken from an article by Sue Lerner, on daynurseries.co.uk,  dated 9th Sep 2013.

Profile: Chief of London Early Years Foundation is tired of the Government 'slagging off nurseries and saying we are not as good as the French'

June O’Sullivan, chief executive of the London Early Years Foundation, which runs 24 nurseries in London, is urging the Government to give the early years sector more recognition and praise.

The Government is also introducing a new Early Years Teacher role. They will be ‘specialists in early childhood development, trained to work with babies and young children from birth to five’ and will meet ‘the same entry requirements and pass the same skills test as trainee primary school teachers’. However despite needing to meet the same entry requirements, Early Years Teachers will not have the all-important Qualified Teacher Status (QTS).
This new role has left Ms O’Sullivan baffled. She says: “I have invested a lot in my staff so they could become Early Years Professionals and it seems as if the Early Years Teachers are more or less the same as Early Years Professionals just with a different name as they will not have Qualified Teacher Status so they will not be on a par with primary and secondary teachers. I think it is demotivating as they will be able to call themselves teachers but they won’t be on the same salary or status. This is exactly what Cathy Nutbrown wanted to avoid.” In terms of raising the status of the childcare profession, she believes it won’t be achieved merely by raising the salaries of people working in the profession although this will of course help.

Link for entire article: http://www.daynurseries.co.uk/news/article.cfm/id/1560977/profile-chief-executive-of-london-early-years-foundation-is-tired-of-the-government-slagging-off-nurseries-and-saying-we-are-not-as-good-as-the-french

Early childhood educare - Commodity or pedagogy?

 

Entire article posted in Nursery World (online), link as follows: http://www.nurseryworld.co.uk/article/1210776/early-childhood-education-care-commodity-pedagogy?DCMP=EMC-CONNurseryWorldUpdate&bulletin=nursery-world-update-bulletin

 

Early Childhood Education and Care: commodity or pedagogy?

6 September 2013 by Pat Tomlinson and Chelle Davison,

 

A critical alliance of contemporary professionals and thinkers in early years is being launched at a reception in the House of Commons on 9 October, to highlight the importance of transformative policy for the sector and young children’s lives.  ...

...

The low status of the early education and care workforce in the UK is reinforced when we consider the differences between senior early years childcare staff salaries and those of early years teachers across a number of European countries.

European country	Supervisors / managers of formal EY settings	Primary school teacher	EY salary as %age of teacher salary
Denmark	£32,800	£38,050	86%
Finland	£22,300	£28,100	79%
France	£23,950	£25,400	94%
Netherlands	£34,400	£34,000	100%
Sweden	£29,250	£23,250	125%
England	£16,850	£33,250	51%

Figure 1 Average annual salaries (GBP £) from DfE, 2013 p18

...

 

 

Children already '2 years behind at start of school' !

Children already '2 years behind at start of school' !

BBC news report on 3rd Sept 2013:
http://www.bbc.co.uk/news/education-23931080?goback=%2Egde_4236984_member_270482123#%21

Response from Nursery World report 5th Sept 2013

Response from sector:
http://www.linkedin.com/groupItem?view=&gid=4236984&type=member&item=270482123&commentID=161903873&report%2Esuccess=8ULbKyXO6NDvmoK7o030UNOYGZKrvdhBhypZ_w8EpQrrQI-BBjkmxwkEOwBjLE28YyDIxcyEO7_TA_giuRN#commentID_161903873


It is very disturbing how the Government is unwilling to meet or confront its critics in relation to managing and investing in the UK Early Years provision.

When will this derisive behaviour stop?                                          

Worrying trends!

I have heard from many, EYPs and other Early Years sector practitioners, who are reluctant to sign the petition because they fear some kind of repercussion (in terms of employment opportunities or in terms of losing their current job because they will be seen as a trouble-maker).

Personally, I feel that, as EYPs, we have learned how important it is that everyone within the sector has a voice.- We have developed our practice to ensure that, with the support of our stakeholders, we can protect each unique child and their family units from of the problems resulting from poor practice, inappropriate or inadequate provision, special educational need, potential safeguarding issues, discrimination, incomplete or absent information-sharing, badly-managed transitions, etc.

The tax-payer has invested funds and EYPs have dedicated long hours of grueling study to achieve the recommended levels of specific skill needed for this age group. However so many of us are now investigating other sector employment to access secure and better paid jobs.

Surely it is time that we spoke up for ourselves. It would be a dis-service, to all of the tax-payers and to the children and families we support, to just walk away without a fight!

I am becoming concerned that the campaign quickly loses steam after each of my sharing and reposting binges. I must have written thousands of emails!

I have been on local radio etc. but it seems that most people are unwilling or too worried to sign.

I think I may have to start thinking how to attract the attention of the parents of young children. After all, it is their children's educare that will be suffering.

Please let me know if you have any brain waves or if you want to do something to raise the profile of the campaign in your area.

A reality check!

Early Years Educator (EYE) Magazine articles about EYP & EYT training, Nov 2013,

EYE Magazine have announced on Twitter that there November issue will carry articles relating to EYP & EYT training.

@deborahfielden @earlyyearscpd The November issue of EYE will have articles on the EYT and EYE from training provider, and from Teach First

— EarlyYearsEducator (@EYEearlyEd) August 8, 2013

Direct contact with Ms Truss

I have today been advised, by Graham Stuart MP, that I should write to Ms Truss at the following address to ensure a direct response:

Elizabeth Truss MP
Department for Education
Castle View House
East Lane
Runcorn
Cheshire
WA7 2GJ

I have posted the following letter to her today, 28th August 2013:-

************************************

Dear Ms Truss,

Further to our recent communications via Mr Graham Stuart MP, I will be most grateful if you will in future respond directly to my communications in respect of the difficulties currently encountered by Early Years Professionals. It seems most impractical to involve my local MP in a matter which relates purely to the DfE and which effectively removes his attention from more local but equally important political matters.

I am most appreciative of your responses to my concerns however I remain anxious that in spite of your rhetoric, which clearly establishes the value of Early Years Professionals and the newly titled Early Years Teachers, there remains no conclusive decision or plan to pay these highly skilled individuals a wage commensurate with their level of expertise and qualification. Indeed, I suspect that many existing EYPs may well be considering leaving the sector in order to earn a wage that can more effectively meet the financial commitments of a family!

May I suggest that you take a look at the disparity between the wages of teachers with QTS and those without QTS on the document to which you refer in your last email (http://media.education.gov.uk/assets/files/pdf/s/2013%20stpcd%20master%20final.pdf). It is most apparent that there is a difference of almost £6000. And yet, you continue to claim that EYPs and EYTs, specifically trained to deal with the ever-changing needs of our youngest children, are equally as important as teachers of our older children.

With respect to your comments regarding the other options which may be available to me should I wish to achieve QTS, I do not currently get paid a wage that can effectively support my family, let alone support me through yet further education or assessment to qualify to teach another age group.

I have begun to investigate the potential to achieve QTS through the ‘assessment only’ route as you suggest, however I am being advised that this is not available to me locally (East Yorkshire) and that I must be able to demonstrate experience in another age range to be accepted. I wonder if you would suggest that I give up my relatively secure, although poorly paid, permanent job (£8.16/hour) to seek primary school experience which will likely be at a lower pay rate and on a temporary contract, so that I might be considered a suitable candidate to pay approximately £2000 plus travel expenses for this route?

I must continue to assert that my skills and training have been explicitly honed to focus on the very different needs and education of the under 5s (as directed by the EYFS), although I have been suitably equipped with the knowledge and understanding to teach older children. However I must admit that I am beginning to wonder whether my protracted qualifications, experience and skills are still considered to be good enough?

I look forward to your response so that I may share your comments with my fellow campaigners and media followers.

Kind regards,

Julie Dervey

P.S. You may wish to take a look at my Blog which relates to my campaign and the comments from others who have signed the petition which is committed to improved conditions for EYPs. I have provided the links below:

http://eyptrials.blogspot.co.uk/

http://www.change.org/en-GB/petitions/department-for-education-stop-discrimination-against-early-years-professionals

***************************************

I wonder if anyone reading this Blog will care to join me in mailing this MP?

Don't forget to pass on the links to the Blog and the petition whenever you can.
Many thanks Julie

Interview to be broadcast on KCFM 99.8 today!

 

 Interview to be broadcast on KCFM 99.8 today!

 

 

 

Local campaigner calls on Government to improve rights of preschool workers

 

Tuesday, August 27th 2013 08:45

A Qualified Early Years Professional from East Yorkshire is calling on the Education Minister, Liz Truss, to improve the rights of pre-school workers.

Julie Dervey is campaigning for the workers to receive the same status and salary as teachers, which they had previously been promised.
She told KCFM that she had written to Ms Truss about the issue, and was not satisfied with the response:
"When we signed up for this, it was the gold standard for early years children- we were told we were going to be the equivalent of QTS teachers in primary schools.
"The difference has turned out to be that we won't get paid the same money.
"Liz Truss suggested that we might like to pay for our own training if we insist that we want to get QTS qualifications in order to access the pay rate. 
"It's going to cost us more money, and most of us EYPs aren't earning enough."
She added that hundreds of people have already shown their support for the campaign:

"I've had support from around the world because this affects loads of people- not just Early Years Professionals, but the families of the children engaged in these schools at the moment."

 

POLL RESULTS: Should Early Years Teachers have Qualified Teacher Status?

 

 

The results for this poll are in - An overwhelming majority of respondents are in agreement:

YES - they should have parity with primary and secondary school teachers

= (390 votes) 79.59%

NO - it isn't necessary

= (100 votes) 20.41%

Chris Forbes commented:

"Our children are entitled to the best education we can provide. The EPPE project, as mentioned by the minister herself, highlights the benefits of having a qualified teacher working with all pre school children. The project was lengthy and involved and continues through various means of monitoring and assessing effective learning. This surely speaks volumes about quality of learning for our children. People entering teaching should expect and receive the qualifications they aspire to. The philosophy and training should provide insight and understanding how children learn and develop at all ages and stages in their life. QTS status is vital to all people for all ages of children. A hierarchy through age groups is not acceptable. How will the best be encouraged in both genders to undertake teacher training if this happens? Emphasis on quality has raised all expectations with in the early years. Foundations are crucial."

Take a look at this poll available on: http://www.daynurseries.co.uk/news/article.cfm/id/26/Debate-should-early-years-teachers-have-qualifed-teacher-status#comments_id_1234674

My thanks to www.daynurseries.co.uk for their support.

Another interview with KCFM Radio

I have just recorded another interview about the petition with KCFM Radio.

I think it went much better this time and I felt I was much more succinct than last time.

I was advised to expect the interview to be aired on Tuesday 27th August. I will report if I receive any updates on that.

Natalie, the KCFM interviewer, was very interested to hear how I felt about Ms Truss and her reluctance to contact me directly over this issue!

My email to Liz Truss today - 16th August 2013

As you can imagine, I am more than a little perturbed as to why Ms Truss feels unable to respond directly to my emails! Maybe she does not wish me to be able to cut and paste her comments here?!!

Here is my most recent response to Ms Truss via Mr Graham Stuart:

Dear Mr Stuart,

Please accept my thanks for forwarding Ms Truss’s responses to my enquiries relating to ‘the discrimination of Early Years Professionals’.

May I suggest that it would be more practical for my future communications to receive a direct response from Ms Truss. This will avoid absorbing your valuable constituency time by your having to attend to a matter for the Department for Education. It will also prevent Ms Truss from appearing to distance herself from what may look like a ‘thorny issue’!

As I presently have no direct email access to Ms Truss, I will be grateful if you will pass on this response to her latest communication.

****************

Dear Ms Truss,

Further to our recent communications, I will be most grateful if you will in future respond directly to my communications in this respect. It seems most impractical to involve my local MP in a matter which relates purely to the DfE and which effectively removes his attention from more local but equally important political matters.

I am most appreciative of your responses to my concerns however I remain anxious that in spite of your rhetoric, which clearly establishes the value of Early Years Professionals and the newly titled Early Years Teachers, there remains no conclusive decision or plan to pay these highly skilled individuals a wage commensurate with their level of expertise and qualification. Indeed, I suspect that many existing EYPs may well be considering leaving the sector in order to earn a wage that can more effectively meet the financial commitments of a family!

May I suggest that you take a look at the disparity between the wages of teachers with QTS and those without QTS on the document to which you refer in your last email (http://media.education.gov.uk/assets/files/pdf/s/2013%20stpcd%20master%20final.pdf). It is most apparent that there is a difference of almost £6000. And yet, you continue to claim that EYPs, specifically trained to deal with the ever-changing needs of our youngest children, are equally as important as teachers of our older children.

With respect to your comments regarding the other options which may be available to me should I wish to achieve QTS, I do not currently get paid a wage that can effectively support my family, let alone support me through yet further education or assessment to qualify to teach another age group.

I have begun to investigate the potential to achieve QTS through the ‘assessment only’ route as you suggest, however I am being advised that this is not available to me locally (East Yorkshire) and that I must be able to demonstrate experience in another age range to be accepted. I wonder if you would suggest that I give up my relatively secure, although poorly paid, permanent job (£8.16/hour) to seek primary school experience which will likely be at a lower pay rate and on a temporary contract, so that I might be considered a suitable candidate to pay over £2000 for this route?

I must continue to assert that my skills and training have been explicitly honed to focus on the very different needs and education of the under 5s (as directed by the EYFS) though I have been suitably equipped with the knowledge and understanding to teach older children, however I must admit that I am beginning to wonder whether my protracted qualifications, experience and skills are still considered to be good enough?

I look forward to your response so that I may share your comments with my fellow campaigners and media followers.

Kind regards,

Julie Dervey

P.S. You may wish to take a look at my Blog which relates to my campaign and the comments from others who have signed the petition which is committed to improved conditions for EYPs. I have provided the links below:

http://eyptrials.blogspot.co.uk/

http://www.change.org/en-GB/petitions/department-for-education-stop-discrimination-against-early-years-professionals

Response from Liz Truss dated 12th August 2013

Link to campaign: http://www.change.org/petitions/department-for-education-stop-discrimination-against-early-years-professionals

 

It is at this point that I fear Ms Truss does not know how much difference the QTS pay scale makes to those working as teachers. Currently QTS teachers receive between £21,804 pa and £31,868 pa (excluding London areas). Unqualified teachers receive between £15,976 pa and £25,267 pa. 

This vast disparity must be addressed if the Early Years is to maintain the dedication of the existing EYPs within the workforce. Without these highly trained and specifically skilled practitioners, we will deprive countless young children and families of crucial support and sometimes critical interventions at a time when families are under increasing pressures.

The STPC document referred to is available at: http://media.education.gov.uk/assets/files/pdf/s/2013%20stpcd%20master%20final.pdf

I need to further investigate the possibility of achieving Early Years QTS via the assessment only route. As far as I can make out, the closest providers to Hull are Leeds.

 

I understand that applicants for this training must have experience within two or more separate settings and across two or more age ranges. As I have specific experience and skills of working with children prior to compulsory school age, I do not think I will be eligible to access this route.

 

I don't agree that EYPs should be forced to train in another age group as the needs of children in primary schools vary immeasurably from those in early years settings. In fact, that is the fundamental point of training specifically for the needs of our youngest children and their families!

 

I will let you know how that pans out!

15th Aug 2013: Daynurseries.co.uk article relating to the petition

I am very pleased to relay the news that Daynurseries.co.uk are publishing an article relating to the petition onto their website today. The article can be viewed at:

http://www.daynurseries.co.uk/news/article.cfm/id/1560801/early-years-professional-launches-petition-in-battle-to-gain-qualified-teacher-status



As it appears that this petition is relatively slow burning and will take some time to permeate the minds and thoughts of Government Ministers, it is crucial that every opportunity to publicise the campaign is followed up. I will therefore, be most grateful if other campaigners would arrange to approach their local media to raise awareness throughout the UK.

 

750 people have already signed the petition and this is splendid news but we need many, many more signatures to ensure that those in charge acknowledge that EYPs have been facing discrimination and sort out this terribly damaging situation.

 

I truly believe that without an urgent Government intervention, many existing EYPs will be tempted  away from the sector to seek employment opportunities with more acceptable financial packages.

 

Link to campaign: http://www.change.org/petitions/department-for-education-stop-discrimination-against-early-years-professionals

PLEASE SHARE & RE-POST

POLL: Should Early Years Teachers have Qualified Teacher Status?

Take a look at this poll available on: http://www.daynurseries.co.uk/news/article.cfm/id/26/Debate-should-early-years-teachers-have-qualifed-teacher-status#comments_id_1234674

What is an Early Years Professional?

Early Years Professional Status (EYPS) is a professional status for practitioners at the Early Years Foundation Stage (ages 0 - 5), which is intended to be broadly equivalent to Qualified Teacher Status (ages 5 - 18) but would be specific to the precise needs of small babies and children up to six years. Introduced by the Labour Party led British government in 2007, via the Children's Workforce Development Council, EYPS courses required an Early Childhood degree (covering child development, attachment, learning and teaching theories, multi-agency working, parent partnerships, inclusive practice, etc) and included assessment of practice in early years settings.

It had been directed that by 2010, all early years children's centres (of which there were nearly 3000 in the UK) would be required to have at least one Early Years Professional (EYP), and by 2015, all full daycare settings would have been required to have at least one, which amounted to 20,000 EYPs.

Regrettably, the salary funding for Early Years Professionals was never made available to Early Years settings and following the General Election in 2010, the new Coalition Government removed the requirement for Early Years settings to employ an EYP.

During the last three years, the new Government has initiated several consultations relating to Early Years provision. Many Early Childhood Specialists and Consultants submitted reports and suggestions for areas that may be improved and developed, including how best to utilise and develop the skills of Early Years Professionals. However the Government appeared to either: ignore relevant research and guidance  or attempt to introduce isolated elements of Early Years provision used in other countries but without ensuring their suitability for the UK’s Early Years sector.

The Government currently seems determined to introduce a provision based on ensuring that all children are made ‘school-ready’ by the age of five. There is minimal reference to the research based theories of ‘learning and motivating through play’, developing individual social and emotional well-being, the importance of attachment, etc. Furthermore, it appears that the relabeling of Early Years Professionals as Early Years Teachers will have no perceivable impact on their status, working conditions or pay, despite their vastly improved Early Years skills.

The Department for Education demonstrates no real comprehension of the vastly different skills required by ‘Early Years Professionals’ or ‘Early Years Teachers’ and Primary School Teachers with Qualified Teacher Status. It is true that the DfE describes the two jobs as ‘the same but different’. Both jobs are of equal importance and value to their sector however the DfE has shown minimal regard for the disparity and unfairness of the status and salary received by the two groups.

Educare establishments are under increasing pressure to provide more services for young children and their families whilst settings are receiving diminishing funds. The sector endorses the requirement for families to receive suitable support to ensure that each ‘Unique’ child is able to reach their maximum learning and well-being potential and to guarantee that interventions for additional support can be made as and when they are required. Unfortunately, these ‘principles’ of Early Years education are becoming increasingly difficult to sustain.

RECORDED INTERVIEW WITH KCFM RADIO ON 99.8FM

I have just finished recording a brief interview about the petition with KCFM Radio.

I hope that I have covered all of the salient points concerning the campaign but if not I will use the learning experience to fine-tune my interview technique!!

I will report when the interview will be aired.

"Why Early Years Teacher standards fail the youngest children" - Nursery World article 22nd July 2013

This article is well worth the read as it clarifies how: "The standards published earlier this month had already been roundly criticised by the sector for failing to focus on the importance of play for young children, but now two different expert groups have submitted highly critical responses to the standards."

Take a look here: http://www.nurseryworld.co.uk/article/1192249/why-early-years-teacher-standards-fail-youngest-children?HAYILC=RELATED&HAYILC=INLINE

Media coverage and interest from key Early Years Specialists!

This petition has been very fortunate to have received attention from both on-line and paper magazines relating to the Early Years sector.

It would also appear from some of the names that have signed the petition that we have attracted critically valuable interest from some key Early Years Specialists.

I am reluctant to name these specialists without their permission but will be very grateful if any would like to provide permission for their names to be promoted.

I shall be attending a recorded interview at a local radio station tomorrow so I will report how that goes soon!

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I have seen a copy of a letter sent by TACTYC (Association for the Professional Development of Early Years Educators) to Teach First on the 5th July 2013. It is available at: http://www.tactyc.org.uk/our-view.asp, but briefly states that the committee firmly believes that the subject eligibility criteria should reflect the different needs of the age group and the distinctive pedagogy and knowledge and understanding needed. The committee also strongly promotes the significant and specific training undergone by students achieving Early Childhood based degrees.

Furthermore, TACTYC have responded to the new Early Years Teachers' Standards in a document dated 18th July 2013, available on: http://www.tactyc.org.uk/pdfs/Teacher's%20Standards.pdf.

The document describes that the Committee takes a poor view in regard to several elements of the new Teaching Standards and asks: " How can one set of teachers claim to be as important as or equivalent to those with QTS, when by virtue of the fact that they do not have QTS they will be paid less, have different terms and conditions of service and have fewer career opportunities?"

 

 

 



Another email from DfE dated 24th July 2013. But no new information!

I have received another email from the DfE. I have highlighted and annotated my on-going concerns. It reads as follows:

Dear Mrs Dervey ,

Thank you for your email dated 12 July 2013 about Early Years Professional Status and the Teach First early years extension to the Primary programme. Teach First launched in 2002, with a mission to recruit highly able graduates, who would not otherwise have considered teaching, to work in some of the country’s most challenging schools for at least two years. It started by preparing secondary trainees to achieve Qualified Teacher Status (QTS), and later expanded to include primary trainees. The further extension of Teach First into the Early Years Foundation Stage is a new development for September 2013 which covers the age range three to seven years and is part of its primary QTS programme. It is, however, very much part of the overall Teach First programme, and all applicants are required to meet the Teach First eligibility criteria, irrespective of the age range they are training to teach. These have been developed through consultation with stakeholders, and currently include a requirement that applicants hold a degree in a traditional national curriculum subject at 2:1 or above. The recent expansion of the Teach First programme into the Early Years Foundation Stage is currently in its first year and teaching subject eligibility criteria is being reviewed as part of the programme evaluation[j1] . Teach First applicants are looked at holistically so if you feel you have other attributes that contribute to your application but do not fall within the criteria they do urge you to apply and outline these attributes on the application form and  to note any extenuating circumstances. [j2] They also will consider where you have ‘A’ levels in a specified subject rather than a degree. This is to meet the curriculum requirements for primary teaching of which the 3-7 age range is a part. Teach First participants are trained and work in schools serving more disadvantaged children and families.  They commit to at least two years in schools and then decide if they move on to other careers or stay in teaching. They would usually pursue leadership roles as[j3]  their training is focused on leadership development as well as teaching itself.  Teach First focus on placing highly motivated individuals where they are most needed and recommend that applicants be open minded about location[j4] . Teach First specifically place participants in partner schools rather than engage them within existing employment. During the application participants are able to state a regional preference; however they prioritise the needs of the schools and their children over the preferences of the applicants.  The initial 20 places are based in London and the South East; however Teach First may look to place early years participants in other regions in the future.   It is of note, though, that as an Early Years Professional you are able to use the title Early Years Teacher. Early Years Professionals and Early Years Teachers focus specifically on babies and children from birth to 5 years old. [j5]  In our report More great childcare published in January this year we made it clear that Early Years Professionals will not need to obtain QTS to increase their status, although routes are already available to QTS if you wish to take them.  These include through universities, the Assessment Only route and the new School Direct teacher training programme.  You may also wish to consider the Teachers’ Standards which you would be required to demonstrate in order to gain QTS; these can be found at https://www.gov.uk/government/publications/teachers-standards  [j6]  Thank you for taking the time to email and I hope this information has been of use to you.

My initial thoughts relating to the highlighted areas.

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 [j1]As a result of complaints from applicants with EY degrees!

 [j2]I was turned down initially in spite of an extensive outline of my relevant experience, skills and qualifications!

 [j3]What about leadership within EY settings!

 [j4]Perhaps everyone can relocate to London, Kent & Medway!

 [j5]When will they hear that EYPs are far less concerned with job titles than being recognised in terms of status and salary as equal to QTS!

 [j6]Almost all EY practitioners are alert to continual changes in the EYFS requirements including Teaching Standards. They don’t need telling repeatedly.

 

 

Regrettably, the DfE seem to just repeat their previous email and assume that the issues petitioned against may just disappear.

I am particularly angered that they seem to think that qualified EYPs need to repeatedly be told about on-going changes to the variety of criteria and standards relating to EYFS. They don't acknowledge that our training ensures that we continually research current legislation to adjust and maximise our provision accordingly!