Early years teacher (EYTS)

Knowledge

K1: The theories, principles, and approaches to early childhood development, the associated research and evidence bases, and the impact on children’s learning and development. Back to Duty

K2: The areas of effective learning development, within statutory frameworks. Back to Duty

K3: The communication and language needs of babies and children including the relationship between early literacy . Back to Duty

K4: Patterns of typical and atypical development, and how to support all children considering their current and future needs. Back to Duty

K5: Relational theories and their impact on children’s development and relationships. Back to Duty

K6: The importance of attachment theory within a relational context, and the significance of the key person. Back to Duty

K7: The principles of the different paradigms influencing early years education and care. Back to Duty

K8: Pedagogical strategies and approaches to learning (for example play, approaches to adult-led teaching, sustained shared thinking, group learning and relational approaches). Back to Duty

K9: Methods to evaluate pedagogical approaches to inform their own approach. Back to Duty

K10: Approaches to the pedagogy of early language and literacy and the importance of developing a love of early reading. Back to Duty

K11: Approaches to the pedagogy of early mathematics and the importance of a love of early number. Back to Duty

K12: How early mathematics, early literacy, children’s holistic communication development, and the prime areas of learning support children when starting school. Back to Duty

K13: How to plan experiences to support learning, based on an understanding of children’s interests and needs. Back to Duty

K14: How to adapt education and care to support all children. Back to Duty

K15: The principles of co-construction of the curriculum. Back to Duty

K16: The factors that contribute to enabling environments and how to adapt environments to the needs of children. Back to Duty

K17: The impact of enabling environments, in the setting and in the home, on children’s learning and development. Back to Duty

K18: The impact of environmental factors, trauma and stress on children’s learning and development. Back to Duty

K19: The importance of play-based opportunities in children’s learning and development. Back to Duty

K20: The principles and approaches to observations, of children’s play. Back to Duty

K21: The implications of observation and assessment on practice. Back to Duty

K22: Theories of transition, the range of transitions that children will experience, and the impact of transition on children. Back to Duty

K23: The statutory and non-statutory frameworks and guidance for provision in early years. Back to Duty

K24: The statutory and non-statutory frameworks and guidance for special educational needs and disabilities (SEND) provision in early years. Back to Duty

K25: How to access additional support for all children who need it Back to Duty

K26: The principles, processes, and procedures related to early identification of SEND. Back to Duty

K27: The principles of safeguarding and child protection. Back to Duty

K28: The statutory frameworks and statutory duties required with regards to safeguarding and SEND. Back to Duty

K29: Local approaches to safeguarding and child protection and how these vary. Back to Duty

K30: The principles of professional curiosity in the context of safeguarding. Back to Duty

K31: The principles of professional accountability within early years, and how this relates to the role of key person, safeguarding, and advocacy for children. Back to Duty

K32: The other professionals that contribute to the multi-agency system that supports children, young people, and families. Back to Duty

K33: How early years professionals fit within, and contribute to, the multi-agency system that supports children, young people, and families. Back to Duty

K34: Current policy, statutory and non-statutory frameworks, and guidance relevant to the setting and the community. Back to Duty

K35: The factors that impact health and wellbeing in children. Back to Duty

K36: The importance of health and wellbeing as a factor in children’s holistic development. Back to Duty

K37: The theories and contemporary research underpinning approaches to supporting children’s health and wellbeing. Back to Duty

K38: Respectful and nurturing personal care practices, and how these impact on children’s development. Back to Duty

K39: Ethical approaches to advocacy. Back to Duty

K40: The principles of practice-based enquiry. Back to Duty

K41: The principles of supervision in an early years context. Back to Duty

K42: Approaches to mentoring, coaching, and supporting others in their professional development. Back to Duty

K43: The importance of a scholarly approach to continuing professional development. Back to Duty

K44: The purpose of reflection, its impact on children, the early years teacher, and other early years professionals. Back to Duty

K45: Approaches to, and models of, reflective practice, including proactive reflection. Back to Duty

K46: Methods of identifying, evaluating and analysing evidence bases. Back to Duty

K47: Approaches to critically analysing policy and theory. Back to Duty

K48: How national policy translates to impact local contexts. Back to Duty

K49: Theories and approaches to leadership. Back to Duty

K50: The principles of leading in an early years context. Back to Duty

K51: Approaches to leading change and improvement. Back to Duty

K52: The purposes of and approaches to recording, storing, reporting, and sharing information in the early years context. Back to Duty

K53: The principles of equality, diversity, and inclusion within the early years setting. Back to Duty

K54: The theories and principals of working with parents. Back to Duty

K55: The rights of the child. Back to Duty

K56: How to establish and sustain a safe environment and employ practices that promote children’s health and safety. Back to Duty

Skills

S1: Apply understanding of child development to observations, assessments, and practice. Back to Duty

S2: Plan experiences for children, based on an understanding of their individual interests and needs. Back to Duty

S3: Integrate the child's voice into the design of the curriculum. Back to Duty

S4: Conduct observations of all children to understand what they are learning, how they are developing and what they are experiencing. Back to Duty

S5: Lead practitioners in the setting to embed observation of children into daily practice. Back to Duty

S6: Analyse and use the outcomes of observations to inform planning and practice. Back to Duty

S7: Lead and model strategies to develop and extend children's learning. Back to Duty

S8: Apply approaches to the pedagogy of early reading and early literacy. Back to Duty

S9: Apply approaches to the pedagogy of early mathematics. Back to Duty

S10: Critically analyse pedagogies and evaluate when to apply certain pedagogies in practices. Back to Duty

S11: Adapt education and care to all children. Back to Duty

S12: Apply the principles, processes, and procedures for the early identification of SEND. Back to Duty

S13: Establish enabling environments, and adapt those environments, to support children’s learning and development. Back to Duty

S14: Support parents, carers, and families to provide enabling home environments for children. Back to Duty

S15: Promote secure attachments and relationships. Back to Duty

S16: Reflect on the effectiveness of pedagogy and provision and lead other practitioners in reflecting on provision. Back to Duty

S17: Apply the principles of practice-based enquiry. Back to Duty

S18: Analyse the outcomes of practice-based enquiry and embed learning in practice. Back to Duty

S19: Manage change in early years practice to drive quality. Back to Duty

S20: Critically analyse theories and evidence bases to inform practice. Back to Duty

S21: Critically analyse policy and translate policy to local contexts. Back to Duty

S22: Align policy, processes, and procedures with practice. Back to Duty

S23: Apply the principles of safeguarding and child protection in line with statutory requirements and local approaches. Back to Duty

S24: Identify when a child is at risk, applying an understanding of verbal and non-verbal cues and the norms for individual children. Back to Duty

S25: Lead the application of approaches to safe practice. Back to Duty

S26: Lead the settings approach to multi-agency working. Back to Duty

S27: Mentor or coach early years practitioners within the setting to support their professional development. Back to Duty

S28: Lead practitioners to establish a culture of cooperative play learning and development. Back to Duty

S29: Apply approaches to team working and leadership within the early years setting. Back to Duty

S30: Advocate for, and support colleagues to advocate for, children's rights. Back to Duty

S31: Record, store, and report information on children to a range of audiences. Back to Duty

S32: Communicate with colleagues to share information and improve practice. Back to Duty

S33: Lead communication with parents, carers, and families. Back to Duty

S34: Maintain the rights of the child, including the promotion of equality, diversity and inclusion. Back to Duty

S35: Lead the learning and development of staff through peer observation, supervision and support. Back to Duty

S36: Quality assure the curriculum and how it meets the needs of all children. Back to Duty

Behaviours

B1: Be accountable for leading practice and children's outcomes. Back to Duty

B2: Value and promote a culture of safeguarding. Back to Duty

B3: Act ethically and responsibly. Back to Duty

B4: Be confident to challenge others. Back to Duty

B5: Be proactive in seeking out opportunities for Continuing Professional Development (CPD) and reflective practice. Back to Duty

B6: Be visionary and influence colleagues and others. Back to Duty

B7: Establish a culture of cooperative working. Back to Duty

B8: Promote equality of opportunity and inclusive practice. Back to Duty

B9: Model the positive values, attitudes and behaviours expected of children. Back to Duty