The UK’s early years sector is facing an ongoing skills shortage, making it increasingly challenging to recruit and retain well-trained professionals. Recently, the DfE confirmed that functional skills Maths and English were to be removed as an exit requirement for all apprenticeships. This change will apply to apprentices who are aged 19 or over at the start of their apprenticeship. Those aged 16-18 will still need to achieve both Maths and English to enter end point assessment and complete their apprenticeship.

While this move could have significant benefits, there are also concerns about the impact on both apprentices and the children they care for. In this blog, we will explore the advantages and drawbacks of this potential change.

Benefits of removing the requirement

1. Increasing the workforce in early years settings

One of the biggest challenges in the early years sector is recruitment. Many aspiring early years professionals struggle to achieve functional skills qualifications, despite being highly skilled and passionate about working in early years. By removing this barrier, more individuals could complete their apprenticeships, leading to a larger pool of qualified and talented professionals entering the workforce.

2. Focusing on practical skills over academics

Early years education is primarily a practical field that requires hands-on skills, patience, and an understanding of child development. Many apprentices excel in practical aspects of early years care and education but struggle with academic subjects like Maths and English. Removing functional skills as an exit requirement will allow apprentices to focus more on developing the critical skills needed to provide quality childcare and education.

3. Improving apprenticeship completion rates

A significant number of early years apprentices fail to complete their qualifications due to difficulties in passing Maths and English exams. This not only discourages apprentices but also contributes to the ongoing workforce shortage. If these subjects are no longer mandatory, completion rates would likely improve, allowing more individuals to gain their early years qualification.

4. Creating a more inclusive pathway

Not everyone has had an equal educational background. Some apprentices may have learning difficulties such as dyslexia or dyscalculia, making it harder for them to pass Functional Skills exams. Removing these requirements could make early years apprenticeships more accessible and inclusive, ensuring that those who are passionate about childcare have the opportunity to qualify.

Sector concerns about removing the requirement

1. Impact on children's learning and development

Early years educators play a crucial role in supporting children's literacy and numeracy development. If educators themselves lack proficiency in Maths and English, it could affect their ability to help children develop these foundational skills. This raises concerns about whether children will receive the necessary support in their early education.

2. Lowering professional standards

Some people who work in the sector have argued that removing functional skills requirements could lower professional standards in the sector. Literacy and numeracy skills are essential for tasks such as recording observations, communicating with parents, and managing budgets. Ensuring that all educators meet a basic level of Maths and English helps maintain professionalism and quality in the workforce.

3. Potential disadvantages for career progression

While removing the requirement may help apprentices complete their apprenticeship, it could limit their career progression in the long term. Many higher-level qualifications and leadership roles in the early years sector require a solid foundation in Maths and English. Without these skills, practitioners may find it harder to advance in their careers. The EYFS requires all those who enter the sector at level 3 to hold an English qualification at level 2. If an apprentice does not achieve functional skills in English, they will only be able to work as a level 2. In addition to this, all managers who started a role from January 2024 are also required to hold a Maths qualification at level 2 – meaning if an apprentice does not achieve their maths functional skills, this will prevent them from moving into a manager's role in the future.

4. Risk of devaluing the qualification

There is a risk that removing functional skills requirements could lead to the perception that early years qualifications are less rigorous. This could affect how the qualifications are viewed by employers, policymakers, and the public, potentially reducing the credibility of early years professionals.

Finding a balanced solution

A possible compromise could be to offer alternative forms of assessment for Maths and English that focus on practical application rather than traditional exams. For example, demonstrating literacy and numeracy skills through workplace tasks could ensure that practitioners still develop essential skills without the pressure of standardised testing. Additionally, providing better support, such as tailored tutoring and resources for apprentices struggling with these subjects, could help more individuals achieve the required qualifications without removing the requirement entirely.

Conclusion

The debate over whether to remove functional skills Maths and English as an exit requirement for early years apprentices is complex. While eliminating the requirement could increase the workforce and make the qualifications more accessible, it also raises concerns about professional standards and children’s learning outcomes. The best approach may be to find a middle ground that supports apprentices in developing essential skills while ensuring that early years professionals maintain high standards of literacy and numeracy.

What are your thoughts on this issue? Should functional skills remain a requirement, or should the focus shift entirely to practical skills? Let us know!