Our sector workforce and the requirements continue to evolve and change, in response to both the current workforce crisis and updated research and guidance surrounding holistic care and education of babies and young children entrusted to us. 2024 has seen some of the most substantial changes to the Early Years qualifications and the requirements of the EYFS (Early Years Foundation Stage) statutory framework that we have seen since 2014.

In this blog, I will help to demystify the complexities presented by these changes. From qualification requirements to ratio numbers, we still witness the sharing of misinformation in our professional networks amongst our practitioners as we strive to understand and embed these requirements. Let’s work together to meet the requirements correctly and safely.

Changes to the Early Years qualifications and apprenticeships

In April 2024, the Early Years Educator apprenticeship welcomed a new structure for both the Standard and the End Point Assessment (EPA). The reformed apprenticeship removes the requirement to undertake a Diploma in addition to the Standard, finally making the achievement of the apprenticeship a qualification in its own right. The changes to the End Point Assessment replaces the Knowledge Test with an Observation of Practice, which is much more suited to the apprenticeship journey and allows the apprentice to showcase their skills in early years care effectively to their independent assessor. Apprentices will still collate a portfolio of evidence and engage in a Professional Discussion. This is on par with similar apprenticeships, such as the Teaching Assistant apprenticeship, which is assessed by observation and professional discussion, and without a mandated additional diploma.

The updates also include changes to the KSB (knowledge, skills and behaviours) that meet the Department for Education's updated and enhanced requirements for Early Years Educators. September 2024 sees the introduction of the redeveloped Early Years Educator Diploma qualifications with the same required and updated content. Content changes include an emphasis on oral health, a practitioner’s role in Ofsted inspections, and updated research regarding children’s self-regulation, amongst others. These changes are required across all awarding organisations and for all EYE qualifications.

Learners who are working towards their Level 3 can be counted in the ratio as a Level 2 practitioner if deemed competent to do so by their supervisor – another change implemented to the EYFS in 2024.

What’s going on with Maths?

The updated EYFS in January brought with it some changes to help with our workforce recruitment crisis, one being the removal of the mandatory need to hold a Maths Level 2 qualification. However, there are a few anomalies to confirm with this!

Firstly, an apprentice will be required to already hold or complete Maths at Level 2 before concluding the apprenticeship learning and head into EPA. This is related to the government funding of the apprenticeship and is not related to the Early Years Educator programme. Secondly, anyone who intends to move into a management position within the setting must gain their Maths, either before taking the role, or within two years of moving into post.

Diploma only learners are no longer required to hold Maths to be fully counted in the Early Years Educator ratio at Level 3. Level 2 Maths qualifications include GCSEs at grade C/4 or higher, or Functional Skills at Level 2, or other acceptable equivalencies.

Alongside the Early Years Educator qualification, all staff must hold their Level 2 English and a valid Paediatric First Aid certificate to be counted in ratio.

Level 6 and degrees – Where in the ratio…?

There is a little confusion in online forums surrounding the Level 6 qualifications. To clarify, a qualification such as degrees in Childhood Studies and the TQUK Level 6 Advanced Diploma in Applied Innovative Practice in Early Childhood Pedagogy and Care, which I developed as a part of a two-year empirical project, are Level 6 academically, but not in ratio. The TQUK Advanced Diploma and a variety of the Childhood Studies degrees do offer full and relevant status to count in the Level 3 ratio, providing all other conditions are met.

To count in the Level 6 ratio, which is 1 adult to 13 children aged 3 and over, the post-holder must have attained one of the following: Qualified Teacher Status, Early Years Teacher Status, or the prior Early Years Professional Status.

Childhood Studies Degrees must meet the graduate competencies for Early Years Educators and contain an element of assessed practice in a suitable setting to be classed as ‘full and relevant’ in the ratio.

Ratio summary

In each room at any time, the following conditions must be met:

• 1 Level 3 qualified practitioner must be present in the room at all times.
• The remaining staff: 50% Level 2 and 50% unqualified. Those working towards their Level 3 can be included in the L2 ratio if the manager deems them competent to do so.
• Age 0-2: 1 practitioner to 3 babies.
• Age 2: 1 practitioner to 5 toddlers.
• Age 3+: 1 team member to 8 pre-schoolers, or 1 EYTS/QTS/EYPS team member to 13 pre-schoolers with additional practitioners and at least one other member of staff must hold an approved level 3 qualification.

Example: In a Baby Room (0-2s) with 11 babies: 4 members of staff within the room. At least one of these must be qualified at Level 3. 2 of these must be qualified at Level 2 (or working towards their Level 3), and the remaining staff member can be a team member who does not hold a relevant Early Years qualification.

Looking to the future

Understanding these reforms and requirements is essential to provide the best care to our babies and young children and see the continued growth and development of our amazing workforce. I am certainly looking forward to the implementation of new apprenticeship opportunities and the introduction of the experience-only route, and seeing where these take our practitioners.