As a result of your training, you'll achieve early years teacher status EYTS and with this you can work as an EYT within private, voluntary or independent PVI settings such as day nurseries, preschools and playgroups. It is worth noting that if you want to work in a local authority maintained school as an early years teacher, you'll need to have qualified teacher status QTS which is a different qualification to EYTS.
If you have EYTS you can still work in a maintained school but you cannot lead a class on your own and instead would be in a position such as a higher level teaching assistant or cover teacher.
For information on working as a teacher in a maintained school see primary school teacher. It's important that the activities you plan and carry out in any setting meet the requirements of the early years foundation stage EYFS in England. Hours vary depending on your setting and can be up to 40 hours a week. Nurseries can be open from 7. Work within a school would typically cover the hours of around 8.
Extra hours may be required for staff meetings, inspections and parent consultations. Depending on the setting in which you work, you may also need to spend additional time on planning and preparation for activities or lessons. Part-time hours, temporary work, career break opportunities and job shares are all available. It is also possible to get supply teaching or bank staff roles.
EYITT programmes are available either via university or school-led training routes. Applications are made directly to accredited providers. For postgraduates programmes, you'll also need an undergraduate degree, usually at a 2. EYTS is a specialist qualification that allows you to work with children up to five years old only. For more information see, primary school teacher. You'll also need stamina to keep up with the needs and energy of a large group of young, lively children, and creative skills such as music, dance, drama, arts and crafts will come in useful.
Course providers typically ask for relevant work experience with children in a school or nursery environment. Other relevant experience includes volunteering at a local playgroup or play scheme or work that shows you've provided care and supported children's development.
It's a good idea to visit nurseries and schools to observe and talk to early years teachers and that could also lead to work experience opportunities. If you're applying for the graduate employment-based route, you'll need to be working in an early years setting or school that offers the EYFS and supports your application. Find more advice on volunteering in schools. You could still find work within a maintained school but it would be in a role such as a cover teacher or higher level teaching assistant HLTA.
Teacher recruitment agencies such as Eteach and Protocol Education feature opportunities for early years teachers. It's worth contacting the careers service at the institution where you gained your EYTS to see if they have details of any relevant vacancies or if they have contacts for potential employers. Discover how to structure a teaching CV. It's generally up to you to take responsibility for your own professional development, although this is normally discussed with your immediate line manager at annual performance appraisals.
The EYFS sets out the requirements for children's learning and development, their early learning goals, assessments, safeguarding and welfare. Membership of relevant organisations can provide access to a range of benefits, including continuing professional development CPD opportunities, resources and advice. Some argue that not every early years setting needs a qualified teacher. We profoundly disagree: every child deserves the best quality early education available.
There is also compelling evidence that this is the best way to narrow the persistent and significant inequality gap between the most and least disadvantaged children.
For this reason, settings in disadvantaged areas should be prioritised in the first instance. Without further investment in more graduate-level roles, the sector will lack the career pathways and progression opportunities it requires to recruit and retain talented professionals. Recent research has found that the primary barrier to employing an Early Years Teacher is the cost of their salary, particularly in light of the underfunding of the 15 and 30 hours of government-funded childcare.
The cost of employing a graduate must be factored into the Early Years National Funding Formula EYNFF , and the latter must reflect the actual cost of providing high quality early education and childcare. Many settings, particularly in the PVI sector, are not aware of what existing government funding is available to support graduate qualifications.
Some settings are much better than others at supporting and releasing staff for this purpose. In addition, some settings do not provide appropriate mentors for student placements, with staff often unaware of the teaching standards the students need to meet.
Guidance and support is needed from government to enable more PVI settings to support and release staff to undertake graduate qualifications. It is clear from our research that many EYITT courses lack transparency in terms of the advertised course structure and outcomes, especially when modules are taught jointly or alongside more general teacher training courses which may result in QTS.
This is misleading and may seriously disadvantage some EYT graduates. Historically, DfE data has not differentiated between primary initial teacher training and early years initial teacher training. Although there are signs that this is being addressed, there is still lack of detail on the number of places allocated and filled, and qualifications achieved. It is also difficult to ascertain definitive details on the number and identities of course providers. This is the only realistic way to improve the pay, conditions, career pathways and professional status of specialist early years graduates.
This self-funded route is ideal for graduates with early-years experience. An experienced teaching professional can help if you're ready to get into teaching or if you're returning to teaching and qualified to teach maths, physics or languages. We use cookies to collect information about how you use this website. We use this information to make the website work as well as possible, and improve this website.
We also share some of this information with our social media, advertising and analytics partners. Skip to main content.
0コメント