EYPS - Make a change for the next generation
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The first five years of life are critical in children’s development. High quality early years care can help children achieve their potential, and can support parents and families. High quality care requires a well-trained, well-supported and highly motivated workforce which is where you can make a difference.
Developed by the Children’s Workforce Development Council (CWDC) and its partners, Early Years Professional Status (EYPS) is a new national Status that allows individuals to demonstrate valuable knowledge and understanding, indicating their aptitude at working with children.
It encourages people with differing skills, experiences and qualifications to work collaboratively for the benefit of the next generation.
Sally Pearse, is a mother of two, a children’s centre teacher, a project manager, and has now added another badge to her lapel - being one of the first to gain EYPS.
“It was nourishing”, she says, “completing the Status has helped me feel more in touch with the reasons I wanted to work with children in the first place.”
Sally works at the Tinsley Green Children’s Centre in Sheffield, the heart of the local community
“I became aware of EYPS 18 months ago. All of our staff hold some childcare qualifications, but as the only graduate I was the only one eligible for EYPS”, says Sally.
She enrolled with the first batch of students at a local training provider in January 2007 for the three-month ‘Validation Route’, benefiting from the free financial support on offer.
“The course let me understand the theoretical background behind things I had been doing for a while. It helped me with my confidence and my job – and helped to role out best practice. As I can now better understand why things should be done in a certain way, it makes it easier to explain to other staff members who are hungry to learn more.
Since Sally has gained her Status, two other colleagues have now applied for the Early Years foundation degree.
To achieve EYPS is no mean task. “I enjoyed it most because it was very rigorous and not a ‘tick-box’ exercise.”
“First I wrote an application form and attended a one day introduction event. The next meeting was at a local university where we were given the ‘39 Standards’ that form the basis of the training and were asked to go home and write about how we achieve them.’
The ‘39 Standards’ consist of working knowledge that candidates must prove they know and practice. They are organised into six areas:
1. Knowledge and understanding
2. Effective practice
3. Relationships with children
4. Communicating and working in partnership with families and carers
5. Teamwork and collaboration
6. Professional development
What follows is a series of tests to decide whether those on the course will be able to meet the standards within the course time limit, or if they should move to a more long-term course.
“In one of the tests there’s an actor and we had 10 minutes to read through a scenario and act it out,” says Sally. “It was a challenge that you might face in your job, a professional challenge; about people management.”
At the end of the course assessors attended Sally’s workplace to ensure that she was able to meet the Standards.
“It was so great that the course was rigorous. If it wasn’t I don’t think it would have had any respect from professionals. I’ve got enough paper certificates; I wanted it to be respected by colleagues”, she says.
Since her studies Sally has taken a special interest in developmental movement play, which means there’s a greater focus on getting the children outside for physical activity. As a result of her rejuvenated enthusiasm for the role, she also plans to develop skills for working with bilingual children.
If you would like to find out more about how you can achieve EYPS, click here.
