At least he has responded which is more than Ms Truss has done.
I emailed her before him!
Thursday, 27 June 2013
Response from Graham Stewart MP
At least he has responded which is more than Ms Truss has done.
I emailed her before him!
Email received today from Under 5 Magazine
Hi Julie,
Just to let you know I contacted Teach First r.e. your comments and received
the below response:
"Teach First is grateful to Under 5 magazine for drawing our attention
to this issue. While we have recently expanded our reach to allow successful
candidates to train in early years settings – working with children aged three
to five in some of the most disadvantaged communities – this took place halfway
through our recruitment season. We therefore continued recruiting based on our
existing degree criteria for primary and secondary – these vary according to
the needs of our partner schools and university training providers and are set
out on our website. However, we are now reviewing our eligibility criteria for
applicants interested in early years and will be in touch with the candidate
concerned to update them on our progress.”
I hope this is in some way helpful and very much hope it indicates that they are changing their policy and you’ll be able to enrol on the programme after all.
All the best,
Shannon Hawthorne, (Corporate Editor, Under 5 magazine)
I should confirm that I am yet to hear any further from Teach First. I will report to my Blog as the situation evolves!
Wednesday, 26 June 2013
The petition has 100 signatures!
The petition has 100 signatures. That is fab news.
The next challenge is to apply media and social networking influence to multiply those signatures by 100! What can you do to help?
The Twitter phase is under way (see @clueless1963) and there have been a few re-tweets, including one from @GuardianTeach (The Guardian Newspaper).
Thank you to all those who have signed already.
Please apply your knowledge and effort to encourage and invite others to join us.
Remember not everyone who signs will need to be an EYP or even in Early Years education, Almost everyone appreciates the need for dedication and skill from the team surrounding very young children and this belief should be at the centre of our campaigning.
Keep up the good work.
The next challenge is to apply media and social networking influence to multiply those signatures by 100! What can you do to help?
The Twitter phase is under way (see @clueless1963) and there have been a few re-tweets, including one from @GuardianTeach (The Guardian Newspaper).
Thank you to all those who have signed already.
Please apply your knowledge and effort to encourage and invite others to join us.
Remember not everyone who signs will need to be an EYP or even in Early Years education, Almost everyone appreciates the need for dedication and skill from the team surrounding very young children and this belief should be at the centre of our campaigning.
Keep up the good work.
Different But Equal
I have discovered the following document which I hope transfers onto the blog without difficulty:
Following an interesting roundtable discussion led by three UK universities at the recent BECERA conference, Professor Denise Hevey from The University of Northampton has put together a statement in response to the EY Teacher proposal in More Great Childcare. In this statement entitled 'Different but Equal', Professor Hevey has focused on the impression the proposal creates that the new Early Years Teachers without QTS are still second class citizens compared with teachers with QTS. This was written in a way that recognizes the strengths of both professional routes and hence enables us in HE to unite on a way forward rather than to take a divisive and hence weakened stance.
The recent government policy statement ‘More Great Childcare’ announced major changes to education and training at graduate professional level for those working with young children from birth to 5. While welcoming much of its content, the following statement expresses the outstanding concerns of some of the representative organisations of academics, researchers and teachers in Higher Education, major nursery chains and other representatives of wider stakeholders with an interest in higher level education and training leading to Qualified Teacher Status and Early Years Professional Status including those directly affected by the changes
Statement:
We welcome the government's recognition of the value of EYPS as a multi-disciplinary training programme specifically designed to produce graduate leaders capable of meeting the holistic needs of young children from birth to five and their families;
We welcome the governments recognition of the impact that graduate leaders who are EYPS status holders have had/ are having on the quality of Early Years provision nationally;
We welcome the expressed intention to build on the strengths of the EYPS standards and training programme in future and would question the need for any significant modification to the standards that have recently been revised to align with QTS standards;
However, we have a number of concerns about the current proposal for a new profession of Early Years Teacher (0-5) without QTS. Recent research has confirmed that the roles of Early Years Professionals and Early Years Teachers with QTS are fundamentally different in relation to:
the breadth and scope of knowledge and skills:- EYPS deals broadly with the whole child from birth to the end of the 5th year in a family and community context and from a multi-disciplinary standpoint in which health, welfare, working with social disadvantage, parent support and safeguarding have equal importance with education; although considering these wider aspects, QTS focuses primarily on the educational dimensions, delivering curriculum content and partnership with parents in their role as the child’s first educators from 3 onwards.
the expectation and assessment of leadership:- EYPS prepares graduates to act as change agents responsible for raising standards across the whole setting and leading and supporting/mentoring teams of staff from day one; QTS prepares graduates initially for curriculum leadership of a single class, including any para-professionals, whereas wider responsibility for leadership and quality at school level develops after the initial supervised NQT year.
EY teachers with QTS are recognised for their specialist, in-depth knowledge and skills in teaching and enabling children aged 3-7 to access required learning across the curriculum. Involving parents in their children's learning is seen as an important part of this, as is liaison with specialist professionals in order to support children's learning.
EY professionals with EYPS are required to demonstrate knowledge, skills and experience with 0-3 year olds, to actively engage with and support parents of children of all ages regarding parenting issues and to liaise directly with social workers, health workers and others to promote and safeguard children's health and well-being as well as educational aims.
Different and Unequal
The current proposal gives a situation which is confusing for parents and prospective students in which some graduates will be 3-7 trained with QTS whilst others will be 0-5 trained with the equivalent of a revised EYPS yet both will be called Early Years Teachers
EY Teachers without QTS are likely to be regarded as second class citizens in maintained schools since they will not be employed on the same pay and conditions as those with QTS (though it is recognised that strict adherence to national pay scales is changing with the advent of academies, free schools etc)
EY Teachers without QTS are also likely to be disadvantaged in competition for jobs because of restrictions on their flexibility to be deployed in all areas of the school. In contrast, those with QTS or QTLS can be deployed throughout a maintained school at the discretion of the head teacher.
In the longer term, there is a danger that those who work in the Foundation Stage as Early Years Teachers, regardless of qualification type, become cut off from the core profession of teachers and the importance of their work downgraded.
Different but Equal
We consider that Early Years Professionals/ new Early Years Teachers and Early Years Teachers with QTS should be equally valued, equally remunerated and equally able to be employed throughout the education and childcare sectors. It should be up to employers, Head Teachers and Local Authorities to deploy staff on an equal basis according to their expertise.
Alternative models across Europe allow for a distinction between pedagogues and teachers with equivalent but different graduate training and status and equivalent recognition in terms of pay, terms and conditions of service and in terms of employment throughout the education sector.
An alternative model already exists within England that expressly recognises two forms of teaching professions as different but equal:-
‘Since April 1st 2012 further education teachers who have been awarded QTLS by the Institute for Learning(IfL) and are members of the IfL are recognised as qualified teachers in schools. This will allow them to be appointed to permanent posts in maintained schools in England and they will be paid on the qualified teachers’ pay scale. ( DfE 08 May 2012)
While recognising that teachers pay and conditions have recently changed to increase the discretion of head teachers to employ, deploy and remunerate staff according to their expertise and performance, we endorse the government response to the recent review to retain a ‘broad national pay structure’ in particular that ‘all entrants to the profession will know what they can earn as a minimum starting salary’ (DfE response to School Teachers Review Board recommendations Nov 2012)
At the moment, the Teaching Agency’s advice is that new Early Years Teachers without QTS may be employed in schools as ‘instructors’. This reinforces the perception of different and unequal that we reject. Whilst recognising that legal change may be necessary, we strongly recommend that the government makes a statement of intent to the effect that either : (a) the new status is QTS (0-5/Foundation) so that teachers are simply differentiated by phase and that standards reflect the essential differences in promoting children’s learning, well-being and development under the EYFS and supporting parents; or,
(b) The equivalence of Early Years Teachers with their distinct role and standards will be treated in the same way as that of QTLS holders.
Both the above options would serve to confirm the message of different but equal.
Available online at: http://www.becera.org.uk/docs/Different%20but%20Equal%20EYITT.pdf
Following an interesting roundtable discussion led by three UK universities at the recent BECERA conference, Professor Denise Hevey from The University of Northampton has put together a statement in response to the EY Teacher proposal in More Great Childcare. In this statement entitled 'Different but Equal', Professor Hevey has focused on the impression the proposal creates that the new Early Years Teachers without QTS are still second class citizens compared with teachers with QTS. This was written in a way that recognizes the strengths of both professional routes and hence enables us in HE to unite on a way forward rather than to take a divisive and hence weakened stance.
Different but Equal
The recent government policy statement ‘More Great Childcare’ announced major changes to education and training at graduate professional level for those working with young children from birth to 5. While welcoming much of its content, the following statement expresses the outstanding concerns of some of the representative organisations of academics, researchers and teachers in Higher Education, major nursery chains and other representatives of wider stakeholders with an interest in higher level education and training leading to Qualified Teacher Status and Early Years Professional Status including those directly affected by the changes
Statement:
We welcome the government's recognition of the value of EYPS as a multi-disciplinary training programme specifically designed to produce graduate leaders capable of meeting the holistic needs of young children from birth to five and their families;
We welcome the governments recognition of the impact that graduate leaders who are EYPS status holders have had/ are having on the quality of Early Years provision nationally;
We welcome the expressed intention to build on the strengths of the EYPS standards and training programme in future and would question the need for any significant modification to the standards that have recently been revised to align with QTS standards;
However, we have a number of concerns about the current proposal for a new profession of Early Years Teacher (0-5) without QTS. Recent research has confirmed that the roles of Early Years Professionals and Early Years Teachers with QTS are fundamentally different in relation to:
the breadth and scope of knowledge and skills:- EYPS deals broadly with the whole child from birth to the end of the 5th year in a family and community context and from a multi-disciplinary standpoint in which health, welfare, working with social disadvantage, parent support and safeguarding have equal importance with education; although considering these wider aspects, QTS focuses primarily on the educational dimensions, delivering curriculum content and partnership with parents in their role as the child’s first educators from 3 onwards.
the expectation and assessment of leadership:- EYPS prepares graduates to act as change agents responsible for raising standards across the whole setting and leading and supporting/mentoring teams of staff from day one; QTS prepares graduates initially for curriculum leadership of a single class, including any para-professionals, whereas wider responsibility for leadership and quality at school level develops after the initial supervised NQT year.
EY teachers with QTS are recognised for their specialist, in-depth knowledge and skills in teaching and enabling children aged 3-7 to access required learning across the curriculum. Involving parents in their children's learning is seen as an important part of this, as is liaison with specialist professionals in order to support children's learning.
EY professionals with EYPS are required to demonstrate knowledge, skills and experience with 0-3 year olds, to actively engage with and support parents of children of all ages regarding parenting issues and to liaise directly with social workers, health workers and others to promote and safeguard children's health and well-being as well as educational aims.
Different and Unequal
The current proposal gives a situation which is confusing for parents and prospective students in which some graduates will be 3-7 trained with QTS whilst others will be 0-5 trained with the equivalent of a revised EYPS yet both will be called Early Years Teachers
EY Teachers without QTS are likely to be regarded as second class citizens in maintained schools since they will not be employed on the same pay and conditions as those with QTS (though it is recognised that strict adherence to national pay scales is changing with the advent of academies, free schools etc)
EY Teachers without QTS are also likely to be disadvantaged in competition for jobs because of restrictions on their flexibility to be deployed in all areas of the school. In contrast, those with QTS or QTLS can be deployed throughout a maintained school at the discretion of the head teacher.
In the longer term, there is a danger that those who work in the Foundation Stage as Early Years Teachers, regardless of qualification type, become cut off from the core profession of teachers and the importance of their work downgraded.
Different but Equal
We consider that Early Years Professionals/ new Early Years Teachers and Early Years Teachers with QTS should be equally valued, equally remunerated and equally able to be employed throughout the education and childcare sectors. It should be up to employers, Head Teachers and Local Authorities to deploy staff on an equal basis according to their expertise.
Alternative models across Europe allow for a distinction between pedagogues and teachers with equivalent but different graduate training and status and equivalent recognition in terms of pay, terms and conditions of service and in terms of employment throughout the education sector.
An alternative model already exists within England that expressly recognises two forms of teaching professions as different but equal:-
‘Since April 1st 2012 further education teachers who have been awarded QTLS by the Institute for Learning(IfL) and are members of the IfL are recognised as qualified teachers in schools. This will allow them to be appointed to permanent posts in maintained schools in England and they will be paid on the qualified teachers’ pay scale. ( DfE 08 May 2012)
While recognising that teachers pay and conditions have recently changed to increase the discretion of head teachers to employ, deploy and remunerate staff according to their expertise and performance, we endorse the government response to the recent review to retain a ‘broad national pay structure’ in particular that ‘all entrants to the profession will know what they can earn as a minimum starting salary’ (DfE response to School Teachers Review Board recommendations Nov 2012)
At the moment, the Teaching Agency’s advice is that new Early Years Teachers without QTS may be employed in schools as ‘instructors’. This reinforces the perception of different and unequal that we reject. Whilst recognising that legal change may be necessary, we strongly recommend that the government makes a statement of intent to the effect that either : (a) the new status is QTS (0-5/Foundation) so that teachers are simply differentiated by phase and that standards reflect the essential differences in promoting children’s learning, well-being and development under the EYFS and supporting parents; or,
(b) The equivalence of Early Years Teachers with their distinct role and standards will be treated in the same way as that of QTLS holders.
Both the above options would serve to confirm the message of different but equal.
Available online at: http://www.becera.org.uk/docs/Different%20but%20Equal%20EYITT.pdf
Tuesday, 25 June 2013
Getting noticed!
Well, the petition is beginning to get noticed and I am getting responses from some of the Early Years magazines.
I have tried to speed-read my way through a variety of ebooks about the intricate workings of Twitter. I have to admit that the apparent ease that youngsters navigate through this social network has, so far, completely eluded me but hey, God loves a tryer!
I never realised there were so many Tweeters/Twitterers? interested in the Early Years. This is certainly proving to be a useful tool for promoting the campaign.
I have had lots of support from practitioners through the Early Years Foundation Stage Forum and held some interesting online conversations. The forum collates such a broad spectrum of Early Years experiences, ranging from college students starting out in Early Years through to practitioners, managers, university tutors, Ofsted inspectors, Health Visitors, Social Workers and revered Early Years Specialists to name a few.
Such a diverse bunch, and such a valuable combined resource! What a shame that their combined views and perspectives do not make up our DfE!
I have tried to speed-read my way through a variety of ebooks about the intricate workings of Twitter. I have to admit that the apparent ease that youngsters navigate through this social network has, so far, completely eluded me but hey, God loves a tryer!
I never realised there were so many Tweeters/Twitterers? interested in the Early Years. This is certainly proving to be a useful tool for promoting the campaign.
I have had lots of support from practitioners through the Early Years Foundation Stage Forum and held some interesting online conversations. The forum collates such a broad spectrum of Early Years experiences, ranging from college students starting out in Early Years through to practitioners, managers, university tutors, Ofsted inspectors, Health Visitors, Social Workers and revered Early Years Specialists to name a few.
Such a diverse bunch, and such a valuable combined resource! What a shame that their combined views and perspectives do not make up our DfE!
Sunday, 23 June 2013
Ways campaigners can help to increase awareness
Ways you can
help to increase awareness
Breakfast.TV@bbc.co.uk = BBC Breakfast
sendyourstory@itn.co.uk = ITN News
news.plan@bskyb.com = Sky News
newseditor@independent.co.uk = The Independent
dtnews@telegraph.co.uk = The Telegraph
letters@tes.co.uk = Times Educational Supplement
education@guardian.co.uk = The Guardian
reader@observer.co.uk = The Observer
jake@teachnursery.com = Teach Nursery Magazine
neil.henty@markallengroup.com
= EYE magazine
liz.roberts@markallengroup.com
= Nursery World
c.e.nutbrown@Sheffield.ac.uk = Cathy Nutbrown (Early Years Consultant)
Stephen.Twigg.MP@parliament.uk
= Mr Stephen Twigg MP (Shadow Cabinet)
elizabeth.truss@education.gsi.gov.uk
= Ms Elizabeth Truss MP
ministers@education.gsi.gov.uk
= FAO Mr Michael Gove MP
- Contact
the individual members of the Department for Education
- Contact the members of the Shadow
Cabinet
- Contact your local MP
- Approach friends and family members to
discuss the issues and promote their support
- Write to or email your local newspaper
or the Education Editor at your favourite national newspaper
- Write to Early Years and/or Education
focused magazines
- Email/Facebook/Twitter/Tumblr/Telephone
- can all be useful in getting more people to attend to this issue.
How to motivate others to join the campaign?
This looks like it could be another barrier! Why should EYPs, Early Years Practitioners, other Educators or Jo Public be bothered?
The majority of adults already feel that they have a lot of cr*p to deal with. To them, this just another irritant to add to the 'To Do List'.
However, this issue directly impacts on about 13000 existing Early Years Professionals and the continuing professional development of many others working in the Early Years Sector.
The Early Years has historically struggled to be considered to be more than just a baby sitting service. But in recent years, research and theory have combined to demonstrate the critical effect that a well-managed Early Childhood experience might have on each unique child's life chances and opportunities for adulthood.
That doesn't mean that the primary and secondary school years are less important. It merely stresses that the preschool years are also a critical period of growth, development and change and those working in the sector carry enormous responsibilities in promoting children's potential for achieving future success and helping their families to manage potentially difficult transitions etc.
It is in the Early Years that the critical seeds must be planted, along with provision of motivation and challenge, to develop into the necessary Dispositions for Learning. Delay in planting these seeds has been demonstrated to negatively impact on life chances. Inconsiderate and poorly managed planting and nurturing has similarly negative implications.
These children may be members of your family, they may grow up with the potential to effectively run this country, save lives, become an intricate part of a valuable team, bring up a thriving family of their own.
Alternatively, they may grow up to despise the educational system or become a member of the disaffected youth so often described in today's media.
That doesn't mean that the primary and secondary school years are less important. It merely stresses that the preschool years are also a critical period of growth, development and change and those working in the sector carry enormous responsibilities in promoting children's potential for achieving future success and helping their families to manage potentially difficult transitions etc.
It is in the Early Years that the critical seeds must be planted, along with provision of motivation and challenge, to develop into the necessary Dispositions for Learning. Delay in planting these seeds has been demonstrated to negatively impact on life chances. Inconsiderate and poorly managed planting and nurturing has similarly negative implications.
These children may be members of your family, they may grow up with the potential to effectively run this country, save lives, become an intricate part of a valuable team, bring up a thriving family of their own.
Alternatively, they may grow up to despise the educational system or become a member of the disaffected youth so often described in today's media.
Saturday, 22 June 2013
My mind is in gear now!
Right, they say that adversity sharpens the mind and in my case it has certainly sharpened my tongue!!
I have figured out how to get a petition going...
Department for Education: Stop discrimination against Early Years Professionals
http://www.change.org/en-GB/petitions/department-for-education-stop-discrimination-against-early-years-professionals
This petition aims to get the Department for Education to address the plight of EYPs who cannot access the necessary training to enable them to be paid for all their previous hard work and additional study.
Will Blog Readers please pass the link to anyone they think might be interested. We need all the support we can get!
EYPs were promised that their ‘status’ would be equal though different to that of QTS. The most subtle DIFFERENCES are clearly that they will continue not to be valued as equal in financial terms or in terms of status!
I have figured out how to get a petition going...
Department for Education: Stop discrimination against Early Years Professionals
http://www.change.org/en-GB/petitions/department-for-education-stop-discrimination-against-early-years-professionals
This petition aims to get the Department for Education to address the plight of EYPs who cannot access the necessary training to enable them to be paid for all their previous hard work and additional study.
Will Blog Readers please pass the link to anyone they think might be interested. We need all the support we can get!
EYPs were promised that their ‘status’ would be equal though different to that of QTS. The most subtle DIFFERENCES are clearly that they will continue not to be valued as equal in financial terms or in terms of status!
If qualified
EYPs are not to be paid an equivalent rate to those with QTS then those that
wish should be enabled to be fast-tracked to access free additional training to
achieve QTS.
It is unacceptable and damaging to the Early
Years landscape that Early Childhood Specialists are discriminated in this way
and the situation should be resolved with immediate effect.
Whatever can be done?
I am trying to figure out how to start a petition to address
the poor pay and lack of decent opportunities available to EYPs and others dedicated
to improving provision in the Early Years Sector. Many of us have invested
heavily in time, course fees and significant effort to improve their early years
skills and career prospects.
Those who have worked hard to achieve higher levels of skill
and have proven capabilities should receive suitable remuneration and
acknowledgement to be valued appropriately.
At present many dedicated members of the workforce are
undervalued and received no increase in status or pay following several years of
intensive study. This is a disrespectful situation which does little to
motivate the workforce or to sustain provision for the youngest children.
EYPs were promised that their ‘status’ would be equal though
different to that of QTS. The DIFFERENCE is clearly that they will continue not
to be valued as equal in financial terms.
If qualified EYPs are not to be paid an equivalent rate to those
with QTS then those that wish to engage in yet more study, should be enabled to be fast-tracked to access
free additional training to achieve QTS.
At present, some providers of training for ‘Early Years
Teacher with QTS’ (e.g. Teach First) do not regard Early Childhood based
degrees or Early Years Professional Status as relevant or equivalent core
studies to qualify to apply for this training. These providers prefer applicants
to have academic core study degrees such as Maths, French or History over
specific studies relating to Child Development, etc. And will not consider applications from Early
Years candidates.
This is unacceptable and damaging to the Early Years landscape
and should be resolved with immediate effect.
How about Teach First - Early Years Teacher Training with QTS?
Following the Nursery World
article dated 10th April 2013, entitled 'Teach First extended to the early
years' (http://www.nurserywo...ded-early-years), I excitedly accessed the Teach First website
(http://graduates.tea...quirements.html) to make an application.
Upon struggling to find the required link, I emailed Teach First to get some help.
· Design & Technology
· English
· Geography
· History
· Computer Science & ICT
· Maths
· MFL (French or Spanish)
· Music
· Physical Education
· Religious Education
· Science (Biology, Chemistry, Physics
· Psychology
Upon struggling to find the required link, I emailed Teach First to get some help.
Imagine my shock at being
advised that my qualifications are not sufficient to be considered to train to
achieve QTS in Early Years. - I have GCE O levels including English, Maths,
Science, thirteen years experience in local authority nursery school, a Foundation Degree in Early Childhood Policy &
Practice (July 2011), a First Class BA(Honours) Degree in Early Childhood Education
& Care (July 2012) and have achieved Early Years Professional Status (March
2013).
Teach First advised that, to train to teach 3 - 7 year olds, I
should instead hold a 2:1 degree in one of the following core subjects:
·
Art & Design· Design & Technology
· English
· Geography
· History
· Computer Science & ICT
· Maths
· MFL (French or Spanish)
· Music
· Physical Education
· Religious Education
· Science (Biology, Chemistry, Physics
· Psychology
Or possibly two A levels at
grade B or above in those subjects.
I am thoroughly speechless
that my specific and protracted studies during the past five years, relating specifically to Early
Childhood Education & Care, have such minimal relevance to accessing
Teacher Training with QTS for the Early Years!
I am also stunned that accepted degrees have so little relation to the EY sector!
What does everyone think!
What about applying for PGCE in Early Years?
What about applying for PGCE in Early Years?
Short of an unexpected windfall, no joy here!
Salaried Teacher Training
Salaried Schools Direct Teacher Training with Qualified Teacher Status
I applied to 'Salaried
Schools Direct' to access training for Early Years & Primary Teachers and succeeded in getting an interview. Hooray!
I had
a good interview but the interviewees were advised on arrival that there would be no Early Years training available locally! Boo! However, if this is a route to achieving the magical Qualified Teacher Status then it has got to be worth a try...
So - I stayed for the interview and I thought it went very well. My only concern was that there were 24 candidates and six placements - and of the candidates at least five were already working in the cluster of schools and had been supported by their head teachers through the application process! Boo!
I received my non-acceptance letter from the school cluster. It explained that the calibre of candidates was very high but that the selection process had elected to offer the places to those with good primary school experience. I have little to no primary school experience!! Boo Hoo!.
Rationale for future plans:
If I try to obtain a primary
school position, I will have to give up my secure job for a lower paid position,
probably on a temporary contract. All this risk, so that I can apply again to
Schools Direct and hope that I am successful next year! (NB., completion of the
training and passing all the standards in the Schools Direct QTS does not guarantee
an employment offer after the nine month course.)
Where do I begin....
So, where do I start?
I am aged 50, currently paid
£12600pa, in a secure job, employed by a local authority nursery school.
- This is the
same position I had prior to commencing degree studies in 2008!
I am
currently the sole wage earner struggling to run a family of 5, with an
unemployed husband, a daughter at university and two more in sixth form.
I have: 1st class BA(Hons) in
Early Childhood, Education & Care (2012); Early Years Professional Status
(2013); Foundation Degree in Early Childhood Policy & Practice (2011), GCEs
including Maths, English & Science; 13 years experience in nursery settings
(mainly a local authority setting for 3-5 year olds).
This Blog will tell the story of my present exploits in attempting to achieve gainful employment in a sector which insists I improve my skills but will not then reward me!
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