Early years teacher
Early years, or nursery, teachers work in pre-school, nursery and reception classes with children aged between three and five. They are responsible for developing and implementing work schemes and lesson plans in line with the requirements of the early years foundation stage (EYFS). This involves motivating children to learn and imaginatively using resources in order to facilitate learning.
Early years teachers develop the social and communication skills of children and provide a safe and secure environment in which the child can learn. They build and maintain relationships with parents/guardians to further support pupils as well as operate within multi-agency networks to ensure the correct support is available. Early years teachers record observations and summarise the children's achievements. They focus on optimum child development and preparation for a successful transition to primary school education.
Early years teachers teach all areas of the foundation stage, which is focused on helping the children to achieve early learning goals. Typical activities include:
Some early years/nursery teachers will make home visits prior to a child starting nursery/school and, where appropriate, might also visit providers of pre-school care, such as day nurseries.
To teach in a maintained school in England and Wales, qualified teacher status (QTS) is necessary. This is obtained by passing an initial teacher training course (ITT). The most common ITT route for graduates, unless your first degree is a BEd or BA/BSc (QTS), is the primary Postgraduate Certificate in Education (PGCE) with an early years specialism.
Various ITT routes are available, but all of them will require a degree or equivalent qualification. For early years specialism, a degree in early childhood studies, education studies or psychology with a significant element devoted to young children may be an advantage. The basic requirements of GCSE (A-C) passes in English, maths and science (or equivalent qualifications) are also needed, as well as satisfactory results in numeracy, literacy and ICT (information and communications technology) tests. A Criminal Records Bureau (CRB) check will also be required.
In Northern Ireland, ITT is known as initial teacher education (ITE) and the basic requirements are the same as in England and Wales. Once a graduate passes the BEd or PGCE they are granted 'eligibility to teach', the equivalent to QTS. To train as an early years teacher in Scotland, you would typically take either the BEd in Primary Education or alternatively you could study for the Professional Graduate Diploma in Education - Primary (PGDE). A degree, Higher grade in English at C or above and a Standard grade in maths, level 1 or 2, are the minimum entry requirements.
In England and Wales there are other, employment-based routes to QTS. These include the Graduate Teacher Programme (GTP), which involves one year of postgraduate training, as well as the Registered Teacher Programme (RTP) for candidates who have completed 240 or more university credits but not achieved a degree (this involves topping up credits to complete a degree whilst training). Another option for graduates is School-Centred Initial Teacher Training (SCITT), one years' classroom-based training.
Entry is not possible with HND only; diplomates must follow a post-HND two-year specialist BEd or BA/BSc (QTS) or the RTP route to gain QTS.
Pre-entry experience of working with young children is extremely useful. This may include volunteering at a local playgroup, play scheme or as a classroom assistant.
Candidates will need to show evidence of the following:
The work is often active and you will need stamina to keep up with the needs of a large group of young, lively children. Creative skills such as music, dance, drama, arts and crafts are advantageous.
Arrange to visit schools to observe and talk to teachers. Approach your local authority (LA) and look at these websites for more information, including curriculums for foundation stage:
The Graduate Teacher Training Registry (GTTR) is the clearing house for applications to PGCE training in England, Wales and PDGE in Scotland (excluding the University of the West of Scotland, as it handles its own applications). Enquiries regarding training to teach in Northern Ireland are handled by the Department of Education for Northern Ireland (DENI) . Apply directly to universities in Northern Ireland.
Competition for primary teacher training can be intense. Applications should be made in the autumn prior to the start of the academic year.
For more information, see work experience and internships and search courses and research.
All newly qualified teachers (NQTs) follow a three-term induction programme, usually completed in one school. The induction period is designed to ensure that all NQTs are supported and monitored during their first year of teaching and that their future professional and career development is built on a firm foundation.
Induction can be done in a nursery school but, as you will need breadth of experience, you may need to gain some additional experience with children of other ages. Separate induction arrangements, similar to the English/Welsh arrangements, are in place in Scotland and Northern Ireland.
After induction, a wide range of further in-service training is available, for example in special needs teaching (SEN) or subject leadership. Short courses are also available. An MBA/MA/MEd may be useful to those seeking management positions.
Schools deliver training spread over the course of the year. Content and delivery are determined by individual schools. All teachers in Scotland have a contractual commitment to undertake 35 hours' continuing professional development (CPD) per year. More information can be obtained from the General Teaching Council for Scotland (GTCS) .
After a number of years' experience, an early years/nursery teacher may progress. This can be via special educational needs (SEN) or management (deputy or head) roles. Early years coordinator positions may be available in very large nursery schools.
The move from nursery teacher to early years coordinator, and to deputy head in a primary school, can sometimes be difficult because early years/nursery teachers tend to have limited experience of working with other year groups. Those wanting to move into senior management roles within a primary school will need to be prepared to gain additional experience in classrooms at Key Stage 1 (5 to 7 year olds) and Key Stage 2 (7 to 11 year olds). Undertaking short courses, for example in middle management and leadership skills, will help improve promotion prospects. These can be taken as part of in-service training.
Early years/nursery teachers may become advanced skills teachers (ASTs). These are teachers who have reached levels of excellence within the profession. They spend approximately 80% of their time as classroom teachers and the remaining 20% is spent improving standards and teaching elsewhere by sharing their skills through outreach work.
Within teaching, it is generally up to the individual to take responsibility for their own development, although this is normally discussed with the immediate line manager at annual performance appraisals. The Masters in teaching and learning (MTL) or training for early years professional (EYP) status may be alternative routes. The Training and Development Agency for Schools (TDA) website includes a section on professional development and the Children's Workforce Development Council (CWDC) also has further information.
Other alternatives include working as an inspector for The Office for Standards in Education, Children's Services and Skills (Ofsted) , as a local authority early years advisory teacher or inspector, and delivering teacher training.
Employment for early years/nursery teachers may be in:
Private nurseries (often referred to as day nurseries) are less likely to employ early years teachers as they are paid more than nursery nurses. This could change as the sector grows, but it is more likely that there will be an increase in the number of positions for nursery nurses and other staff who are not necessarily graduates, rather than qualified teachers.
The structure of the school system in England and Wales is complicated (it is different in Scotland and Northern Ireland, though not necessarily less complicated). The mainstream state schools are run by the government or the local authority (LA)/unitary authority and are financed by public money. Independent schools are private and financed by fees from parents. There are also voluntary-aided or voluntary-controlled schools, which are under the control of voluntary or charitable bodies (usually religious). You can find out what schools are available in a particular area by contacting the LA.
Teacher recruitment agencies offer part and full-time, temporary and permanent contracts, including Protocol Education and Capita Education Resourcing .
University careers services are useful sources of vacancies, particularly those in universities running teacher training courses.
Get tips on job hunting, CVs and covering letters and interviews.
Tweet