EYP Status Early Years Professional Status
Full-time, Part-time
Location • City Campus
Subject area • Childhood studies
Related subjects • Education studies
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View profiles of students on this course
Read about how EYPS has impacted the early years sector over the past few years.
Early Years Professional Status (EYPS) is a professional accreditation endorsed by the government for graduate practitioners that is raising the quality of early years provision. Recent research has demonstrated the improvements EYPS is making in early years settings.
EYPS is the gold-standard in early years training. It is the highest award specifically aimed at the early years sector and is equivalent to qualified teacher status (QTS). Over 8,300 early years professionals (EYPs) now work in a range of settings and roles across England making a real difference to the lives of children.
EYPS is achieved by demonstrating a set of 39 professional standards that relate to working with children from birth to five. The standards are outcome statements that describe what you must know, understand and be able to do in order to achieve EYPS. They cover working safely with babies, toddlers and young children.
The standards fall into six areas
knowledge and understanding
effective practice
relationships with children
communicating and working in partnership with families and carers
teamwork and collaboration
professional development
We have been delivering a successful EYPS programme since the status was launched in 2007. We are now a member of the Northern Alliance. This group of experienced EYPS providers work collaboratively to provide opportunities for students to gain the status across the North of England.
We offer a range of EYPS pathways, so whether you already work in early years and want to develop your role or you would like to start a career in this area, we have a suitable pathway for you. We can advise you on the most appropriate training route based on your qualifications and experience to ensure your chosen pathway is tailored to meet your needs.
We are offering four pathways
Please contact us for more information on the most suitable pathway for you. The following is for guidance only.
1. Graduate entry pathway (GEP) 12 months full-time
This is for you if you are a graduate with any degree wanting to pursue a career in early years with no experience working in the sector. You attend placement hours in University-approved settings which provides you with the opportunity to develop your personal practice and leadership and support skills. You are provided with a work-based EYP mentor.
2. Graduate practitioner pathway (GPP) 6 months part-time
This route is suitable if you are a graduate with experience working in the sector. You only need a small amount of additional learning and leadership opportunities in your personal practice to meet the 39 EYPS standards.
3. Undergraduate entry pathway (UEP) 12 months full-time
This is for you if you are currently working towards BA (Hons) Early Childhood Studies. You study an EYPS option module in year three which develops your skills leading practice in early years settings as well as attending valuable placement days giving you the opportunity to prepare for meeting the 39 EYPS standards.
4. Undergraduate practitioner pathway (UPP) 12 months part-time
This is suitable if you are an early years practitioner with at least a level 5 qualification in early years. You may need some additional learning and experience to meet the EYPS standards.
Funding
A limited number of funded places are available for all pathways and some bursaries are available for the UEP and GEP. Self-funding options are also available for national and international candidates not eligible for funding but wanting to pursue a career as an EYP.
For more information about EYPS, visit the Children's Workforce Development Council (CWDC) website.
Early Years Professional Northern Alliance
This course is delivered in partnership with The Manchester Metropolitan University together with a number of other universities that collectively make up the Early Years Professional Northern Alliance. The alliance is leading the way to make a real difference for children and families across the following regions
Yorkshire and Humberside
North West
North East
East Midlands
Funding is available for all pathways and some pathways offer a £3,500 bursary. We also welcome applications from individuals who do not meet the criteria for a funded place.
Related courses
6 months part-time
12 months part-time
12 months full-time
To apply for this course download this application form (.doc 175KB).
Return completed application forms to EYPS administration, Stephen Coates, Sheffield Hallam University, 10101 Arundel Building, City Campus, Sheffield, S1 2NE or e-mail s.a.coates@shu.ac.uk
2012/13 academic year
Funding is available for all pathways and some pathways offer a £3,500 bursary. We also welcome applications from individuals who do not meet the criteria for a funded place.
Please contact us for further information.
For further information on fees and funding see www.shu.ac.uk/funding
2012/13 academic year
2013/14 academic year
undergraduate practitioner pathway (with 60 credits) £4,950
graduate practitioner pathway £1,150
graduate entry pathway £7,000
undergraduate entry pathway £7,000
For further information on fees, scholarships and bursaries see www.shu.ac.uk/international/fees
The assessment process is the same on all EYPS pathways.
It involves
a one day review of your skills in influencing change and supporting others
written assessment on your experiences of developing early years practice
an assessor visit to your setting
For further information call Stephen Coates on +44 (0)114 225 5352 or e-mail s.a.coates@shu.ac.uk
This nationally recognised award recognises your expertise as a practitioner and professional leader.
Gillian Christie
EYPS graduate (GEP)
'EYPS has influenced every part of my practice as it trains you to try and provide the best possible experiences for children and to develop high quality provision. It also helps you to identify other areas for improvement and constantly think about ways to improve practice.'
Paul Smith
EYPS graduate (GEP)
'I needed to return to England and re-enter the early years workforce but so much had changed in the preceding 5 years I had worked abroad. I was directed to EYPS by an ex-colleague and decided that it was a good way to catch-up on all the changes and refresh my knowledge and skills ready for employment.
'I learnt how to apply my existing leadership and management skills into an early years setting by using a much more practitioner-based approach. I feel the skills around parental involvement and working with outside agencies were also provided by EYPS training.
'I gained my current role whilst still training as an EYP so EYPS directly impacted on this.
'I had a great time studying at Sheffield Hallam. Staff members were consistently professional and resources were always appropriate and available. I also felt very well supported throughout the course and have recommended it to others already.'
Louise Slazak
EYPS graduate (UPP) and manager at Granby Howard Nursery, Rotherham
Why did you choose to study at Sheffield Hallam?
'Living and working in Rotherham, Sheffield Hallam was an ideal and convenient campus for me.
Why did you choose to study your particular course?
'Early Years Professional Status (EYPS) will extend my professional development further and complement my role as a nursery manager. As I work in a private nursery, I work with children aged from birth to five years. This allows me to demonstrate my personal practice and my ability to lead the practice of others. I recently completed the Foundation Degree in Early Years and then progressed to the BA Honours Early Childhood Studies top-up degree as part of the EYPS long pathway.
What are the highlights of the course?
'EYPS allows me to build on my past experience and develop new skills. It gives me the confidence and ability to lead practice in the workplace and to inspire other practitioners around me. This helps to create an environment where we develop a high quality provision. The course has given me the opportunity to spend more time with the children and staff at my nursery, which I have enjoyed. This has helped to build and strengthen relationships.
Is there anything you struggled with?
'Studying and working full-time has been a struggle at times, as well as trying to juggle family and social life. As I was also studying for the BA Honours degree, I found time management was a real challenge.
How has the course helped you?
'It has given me increased confidence in myself. My knowledge has been extended and I feel much more motivated in my work. The course has allowed me to become a reflective leader.
What do you hope to do in the future?
'Have a rest! I will continue to develop my provision, my personal professional development and that of others.
Is there any advice you'd give to students taking this course?
'Be prepared for a lot of hard work and dedication. It is not something you should take on as an easy option. To complete EYPS, it is ideal if you already work with children within a setting. I would advise you to organise and manage your time effectively - don't leave things till the last minute.'
Tracy Wood
EYPS graduate (UPP) and day care manager at Valley Childrens Centre, Rotherham
'EYPS has impacted my practice in many ways. I have been able to strengthen my leadership ability and more importantly for me I have engaged in play more with young children. This has enabled me to act as a positive role model to both staff and volunteers and impacted on their practice resulting in improved outcomes for children.'
Profiles
Gillian Christie
EYPS graduate (GEP)
Paul Smith
EYPS graduate (GEP)
Louise Slazak
EYPS graduate (UPP) and manager at Granby Howard Nursery, Rotherham
Tracy Wood
EYPS graduate (UPP) and day care manager at Valley Childrens Centre, Rotherham
Evaluation of the Graduate Leader Fund
The transformation fund was developed in 2006 to provide funding for local authorities with the aim of developing a graduate-led workforce. This funding was superseded by the Graduate Leader Fund in 2008.
The Evaluation of the Graduate Leadership Fund report was commissioned by the Department for Education and Skills (DFES) and published in 2011. This assessed the impact of this funding on early years provision and found a number of significant improvements to quality in settings who employed a graduate leader with Early Years Professional Status (EYPS).
In summary the report showed
• Overall quality improvement for pre-school children.
• EYPs were successfully involved in leading the implementation of the Early Years Foundation Stage.
• Particular improvements in quality were found in social interactions, language and communication and child-initiated learning.
The report recommends continued support for the development of a graduate-led workforce to continue to raise standards and quality in early years settings.
