When I think back to my first days in an early years setting, I remember feeling completely overwhelmed. There I was, barely out of education myself, suddenly responsible for a group of children who looked up at me with absolute trust. I knew straight away that what I was doing mattered, but at the same time, it didn’t always feel like others outside the sector saw it that way.

Early years is the foundation of everything; children’s learning, their confidence, their wellbeing. Yet our work has often been undervalued, seen as “childcare” rather than education. That’s why I’m so passionate about raising professional standards and strengthening apprenticeship routes. They don’t just shape the workforce, they change how the world sees us.

Why professional standards matter

Professional standards gave me something to aim for when I was starting out. Instead of feeling like “just another adult in the room,” I began to understand what it meant to be a professional in early years.

I remember one particular child who struggled with speech and would get so frustrated when they couldn’t express themselves. It was my mentor who showed me how to slow down, model language, and use simple signing. That wasn’t just “helping out”- it was skilled teaching. Professional standards gave me the language to understand what I was doing and the confidence to say, “Yes, I am an educator.”

Standards aren’t about ticking boxes; they’re about identity. They remind us, and others, that our work is about child development, safeguarding, inclusion, and learning. That shift, from “looking after children” to educating and nurturing them, is massive.

Apprenticeships: Learning on the job

I’ll always champion apprenticeships, because for the last 10 years I have been advocating for higher quality teaching and learning. Apprenticeships offer something that other pathways can’t match: Gaining a qualification whilst learning both on and off the job skills.

Apprenticeships have become a vital route into the sector, enabling individuals to gain practical experience alongside structured study. According to Nursery Management Today, a successful apprenticeship programme depends on:

• Structured learning pathways that combine theory and practice.
• Effective monitoring and feedback to track progress and ensure quality.
• Mentoring and support networks that build resilience and confidence.
• Opportunities for progression into leadership roles or higher qualifications.

Far from being a “second-best” route, apprenticeship standards set a clear benchmark for practice, equipping learners with both practical expertise and academic understanding.

Every day I see many students enter this way into the sector. For students wanted to learn by doing, the apprenticeship gives that balance of hands-on practice and theory.

We all learn through doing, but also through mentor support. Apprenticeship teaching and learning is the right balance of this, I remember when I was in training, I was being asked to lead circle time for the first time. I froze, 16 little faces all waiting for me to do something! It didn’t go perfectly (I think I lost half the group’s attention within minutes), but the feedback afterwards helped me grow. Apprenticeships create those moments where you can fail safely, reflect, and come back stronger.

The relationships I built through that experience, with mentors, colleagues, and even the parents at pick-up time, were just as important as the coursework. Those conversations shaped the educator I’ve become.

The Early Years Teacher Degree Apprenticeship (EYTDA)

I’ve seen apprentices start at Level 2, grow into confident practitioners, and now set their sights on degree-level qualifications. The Early Years Teacher Degree Apprenticeship makes that possible.

I spoke to a previous Swift apprentice recently who started her journey nervous, unsure, but eager to learn. Now she’s planning to work towards the EYTDA, and the pride she feels is incredible. It’s not just about her personal achievement; it’s about the message it sends, that early years professionals can and should have the same recognition as teachers in schools.

Raising the profile of apprenticeships

If we want apprenticeships to make the difference, they’re capable of, we need to start telling their stories more loudly. I’ve worked with apprentices who doubted themselves at the start “I’m not academic enough” or “this isn’t a real career.” By the end, they were leading activities, training new staff, and talking about their next qualification.

We need to:

• Promoting apprenticeships as high-value routes into the profession, not as cost-saving measures or a fall-back option.
• Investing in mentors and supervisors to ensure quality training experiences.
• Celebrating apprentices’ achievements- past, present, and future -through awards, case studies, and public recognition.
• Embedding professional language and expectations so that apprentices see themselves as emerging professionals from day one.

Professional standards and apprenticeships aren’t two separate things, they feed into each other. Standards give us the framework and identity, and apprenticeships give people a way to grow into that role, step by step.

As an advocate for Early Years Educators, I believe we must continue to champion both. Recognition of past apprentices, investment in those currently training, and a clear vision for future pathways will help secure the professional status this sector deserves.

By valuing apprenticeships, recognising the achievements of those in training, and giving clear routes for progression, we don’t just strengthen our workforce, we give children and families the best possible start. And really, that’s what it’s all about.

At Nursery Management Show London 2025, Jack Edwards will be speaking as part of the panel How to Support your Apprentices to Thrive and Not Just Achieve to Ensure Retention.