Candidates from schools that sit within a Category 5 or Category 6 area are eligible for fully funded DfE scholarships. Candidates from schools within MATs or dioceses where at least one school sits within a Category 5 or Category 6 area are also eligible. Contact us with the name and address of your school and we will be glad to look up the Category of your school.

The DfE has put no limit on how many scholarships can be claimed per school. However, we encourage schools to ensure they have sufficient capacity to provide each colleague with a school-based mentor, a suitable school improvement project they could individually lead on, and ensure they have the capacity to support colleagues being out of school for the face-to-face events.

If you are eligible for a scholarship simply enter "Fully funded by scholarship/government funding"in the invoicing section of the application portal (as per the below image). Our back-office team will then apply to the DfE for your scholarship. In this instance, the rest of this section can be left blank.

No. If you work in a school which is in a Category 5 or Category 6 area neither you nor your school will be invoiced. Once your application has been accepted we will immediately apply to the DfE for the scholarship.

DfE funding for the National Professional Qualifications is available to leaders or aspiring leaders in schools located in Category 5 and Category 6 areas. These are areas with persistent underperformance, where not enough children have access to a high-quality school place and where there is insufficient capacity to drive improvement.

This is part of an ongoing initiative by the DfE to strive for excellence in deprived areas of England. You can find out more information about how these areas were determined in this DfE publication.

We will always endeavour to let you know of your group arrangements and course schedule no longer than 2 weeks after the recruitment window has closed. However, if recruitment demands are high and/or the application window is extended (which you’d be made aware of), the date of this course arrangements’ announcement is subject to change.

Candidates who feel their group allocations are not sufficiently convenient are free to change group or withdraw from the course at no expense to themselves. We also have a distance learning model that allows candidates to complete the qualifications by attending webinars and taking part in online discussions instead of the face-to-face events (see Distance Learning Model below).

The Distance Learning Groups engage with additional online activities and briefings in lieu of attending face-to-face events. Overseas candidates are grouped according to time zones to meet each learner’s scheduling needs. The online replication of each training event involves:

• 1 hour online briefing covering the key learning and introducing the supporting activities
• 2 weeks of online activity - Completing a selection of activities covering key themes and ideas of the face-to-face events

The web conferences and online discussion activities will typically fall 1 or 2 weeks after each training event has been held. As such, you will virtually be on the same schedule to complete the course.
Your time-frames for final assessment would remain unchanged at 18 months and you would still be expected to engage with, and complete, the three essential online courses alongside other candidates.

NPQML & NPQSL: You will need support from, and access to, a school setting, as a key requirement to be offered a place in the qualification. Furthermore, as part of your NPQML/SL qualification, you are required to work closely with an in-school mentor. Your mentor will be critical in providing support, advice and feedback as you work on your school improvement project. All candidate applications must be supported through the completion of a Headteacher Declaration, this declaration must be signed by your Headteacher and confirms that they support your place on the training and will provide the necessary time and support needed to successfully complete the qualification.

NPQH & NPQEL: You will need to be supported by a sponsor who will be closely involved in supporting your application to join the qualification, your subsequent development and in the final assessment process. This should be someone with a detailed and thorough professional knowledge of your work and professional characteristics as well as the demands of headship, the associated leadership behaviours and the requirements of the content areas. For example, your existing Headteacher (NPQH), Executive Head, School Improvement Partner, or the Chair of your accounting body.

We at the Outstanding Leaders Partnership pride ourselves on the support we offer our candidates. For the entirety of your leadership journey you will be supported by the following members of the team:

Title	Purpose of role
Facilitator	To facilitate face-to-face training events, which consolidate the learning undertaken online and during in-school activity.
Online Tutor	To support you through your online learning experience; ensuring you are active and engaged in the programme.
Coach (NPQH and EL)	To provide expert coaching to participants throughout their qualification.
Mentor	To provide support, guidance as well as challenge you, ensuring you have the capacity to complete your qualification.
Assessor	Undertake an assessment of the final written submission and supporting evidence.
Candidate and Partner Support (CAPS) Team	All logistical support queries (events, resources, groups, dates etc.) should be directed to the Candidate and Partner Support (CAPS) Team at Best Practice Network (cpd@bestpracticenet.co.uk).

Our NPQs are delivered through a blended learning model consisting of a combination of face-to-face events, online courses & briefings and, for NPQH and NPQEL candidates, individual performance coaching. A detailed breakdown of the guided learning hours candidates can expect can be found in our soon to be published qualification specifications, but overall candidates will receive the following:

Qualification	Guided learning hours
NPQML	92
NPQSL	92
NPQH	112
NPQEL	132

Those with Early Years Teacher Status can work in maintained settings but only individuals who meet the legal definition of a school teacher can lead teaching in a maintained nursery school or a nursery class in a maintained school for children aged 3 and over. Those with Early Years Teacher Status are, therefore, not able to lead classes in a maintained nursery or school, unless they also hold QTS (or a suitable international teaching qualification as defined by NARIC). Early Years Teachers can, of course, lead teaching in all other early years settings.

Early Years Teachers can work in all private, voluntary and independent (PVI) early years settings which is where the majority of children and early years provision is based. They can also work in free schools, academies and independent schools which can employ teaching staff without the requirement for them to have QTS.

There is no pay scale for Early Years Teachers. The pay and conditions of individuals with Early Years Teacher Status are determined by employers. All early years settings including maintained schools are free to set the level of pay for individuals they employ with Early Years Teacher Status

Yes. Some ITT providers offer a 3-7 years Primary QTS route. If you wish to work with children 3+ this may be the best option for you. You can find details on the 'Get Into Teaching' section of the Department for Education’s website.

The government’s reforms are focussed on birth to five as the evidence is clear that high-quality early education teaching and care can have a powerful impact on young children preparing them for school and later life. Although routes to QTS for three to seven years remain, the birth to five years Early Years Teacher route recognises the key importance that quality education has on the outcomes for young children from their earliest years.

Early Years Teachers are specialists in birth to five years and are ideally placed to fulfil the needs of employers in private and independent settings and schools to provide high-quality education and care for our youngest children.

An NPQ certificate branded by the DfE*

*if you do not have a valid TRN you will still receive an NPQ certificate but not branded by the DfE.

Initial teacher training leading to Early Years Teacher Status is designed for those who wish to specialise in early childhood development and lead education and care for children from birth to five years. Working as an Early Years Teacher with young children is a rewarding and challenging career and teachers can make a real difference to children’s development and life chances. There are opportunities to work in a range of early years settings to further develop skills and expertise and also opportunities to move into management of a setting.

Early Years Teachers can work in all private, voluntary and independent (PVI) early years settings which are where the majority of children and early years provision is based. They can also work in free schools, academies and independent schools which can employ teaching staff without the requirement for them to have QTS.

For those who wish to work with primary school-age children the most common route to becoming a school teacher is to undertake initial teacher training leading to QTS.

EYITT leads to Early Years Teacher Status and is for graduates who are already working/have decided to work with babies and young children up to the age of five. This is most important - i.e. you must be committed to teaching, i.e. leading care and education for babies and young children up to the age of 3 as well as for children between age 3 and 5.

If you want to focus only on children age 3+, you should research other ITT options for example 3-7 Primary ITT.

Visit www.education.gov.uk/get-into-teaching to see all the options.

A career in early years brings the rewards of working with young children at a very formative time in their lives and gives the opportunity to make a real difference for young children's learning and life chances.  You will be able to also make a lasting, positive impact on children’s wellbeing and development. Working as an Early Years Teacher with young children is a rewarding and challenging career and there are opportunities to work in a range of early years settings to further develop skills and expertise and also opportunities to move into management of a setting. (See section on employment).

Yes, you must be in paid employment doing a minimum of 16.5 hours a week. You can be already employed at the setting/school or employed specifically to join the Graduate Employment-Based route to EYITT.

This is not a route for volunteers at a setting/school. If you are not currently employed or will not be in an employment setting by the time the course starts, you should apply for the Graduate Entry full-time training route - bursaries may be available.

Eligibility and entry requirements are set by the Department for England (DfE). These eligibility and entry requirements are mandatory and cannot be changed or waived.

Yes. As long as your school is inspected the Independent School’s Inspection if not Ofsted inspected, you are eligible to apply and your employer will be eligible for the employer incentive.

Please note your school must follow the Early Years Foundation Stage (EYFS) framework.

Applications from people in this position will be reviewed on a case by case basis and may be eligible for a funded place. When applying you will need to:

• explain your reasons for withdrawing from EYPS/EYITT
• explain how your situation has now changed
• confirm that you are now able to give the required attention to completing the EYITT programme, i.e. if you are offered a place to begin in September.

If you are employed in a setting/school your manager/headteacher will also need to confirm you are now in a good position to complete the programme.

No. Anyone that is registered on the NCTL database as a “not met” for EYPS or EYITT is not eligible for a funded place. 

No. EYPS is equivalent to Early Years Teacher Status. Those who have achieved EYPS can refer to themselves as Early Years Teachers. You are not eligible for further funding. 

Eligibility for a funded place for those with Qualified Teacher Status is considered on a case by case basis. This is because a qualified teacher already has an equivalent professional teaching Status. It may be possible if you have decided to move from teaching older children to the teaching and care of children from birth to five.

Alternatively, if you have QTS and are very experienced across birth to five and want to achieve Early Years Teacher Status, it is also possible to self-fund the Graduate Entry or Graduate Employment-Based route.

If you are a graduate childminder and can confirm that you have the time to complete all the training requirements you can apply for the Graduate Employment-Based route, however, the £7000 employer incentive may not work in the same way. To be eligible for an employer incentive you must be an employee of the childminding business. If you are a sole trader or business partner and are classed as self-employed by HM Revenue and Customs (HMRC) you would not be eligible for an employer incentive. If your childminding business is a limited company, you and those working for the company are not classed as self-employed and as an employee of the limited company (the employer) you would be eligible for an employer incentive.

It is important that you think through your availability alongside your child-minding commitments because will need to make yourself available for significant time away from your childminding business i.e. for placements of at least 30 days in settings and schools where you will have the opportunity to teach larger groups/classes of children.

You will also need to confirm the ages and numbers of children under five who attend your setting.

If you have evidence of being in a teaching role from a previous employed role within the past two years prior to commencing the training with children up to the age of 5 this may be taken into account.

You must be able to confirm you can arrange for the time to be away from your own child-minding commitments. It is very important that you think this through carefully and can assure us you will definitely be available for placements and training days.

Yes if you are a graduate, you can apply as a teaching assistant. But during EYITT training you will need to be in more than a support role, i.e. have the opportunity to lead the learning and teach children in groups and whole classes.

It is for the individual to consider the most appropriate professional route for them and their career - it would probably help for you to discuss this with colleagues at school.

If a potential trainee teacher wishes to work in a school with older children into Key Stage 1 and not work with babies then teacher training leading to QTS is more relevant. If they wish to work with babies and children under 3 Early Years Teacher Status is more relevant, as QTS does not cover this younger age range.

Ideally, this will not happen - although it is acknowledged that this may be unavoidable for some.

Your new employer will need to agree for you to continue on EYITT and enter into a partnership agreement. If you apply for another job whilst on the EYITT, you should be clear that you are mid-way through the programme in your job application.

Those who are offered a place on the Graduate Entry route will be asked to complete a health questionnaire. If you are currently in employment (the Graduate Employment-Based route), this is an employer responsibility.

The selection process will check your competence in spoken and written English.

For the Graduate Entry route, a DBS check is required.

For the Graduate Employment-Based Route, we can accept the DBS number from your employer.

If you have a masters without a degree, you would have to demonstrate the breadth and time of the academic engagement that would be expected to meet 1st degree study and would not be less than 3 years. If you are a GE candidate, your bursary would be dependent on either your degree (if achieved) or the academic engagement of your masters.

Early Years Teacher Status is a graduate professional Status - at least an ordinary degree* is required on entry to Graduate routes.

All accredited Early Years ITT providers must ensure that all entrants hold a first degree of a United Kingdom higher education institution or equivalent qualification. A first degree comprises an award of 300 HE credit points of which 60 must be at a level 6 of the QCF. Applicants with a foundation degree will need to supplement this qualification with at least 60 credits at level 6 (HE level 3) in order to attain an equivalent qualification before applying for EYITT.

The Graduate Entry and Graduate Employment Based routes both require a degree before beginning the programme.

The only eligible applicants who can apply for these two routes, without an already awarded degree, are those finishing their degree in the summer before the academic year begins, i.e. you will have the degree before beginning the programme in September.

Practitioners who are in the process of topping-up from a foundation degree can apply for a place on the Graduate Employment-Based route to begin once they have achieved a full degree. Applications can be made in advance of being awarded a degree - for September places you need to be completing your degree in the summer beforehand.

* Please note Ordinary degrees (in any subject) are considered on a case by case basis.

Graduates with either ordinary* or honours degrees can apply. For the Graduate Entry route those with a 1st class degree, 2:1 or 2:2 degrees are eligible for a bursary (£5,000 for 1st class, £4,000 for 2:1 or £2,000 for 2:2). Bursaries also apply to Master’s and PhD degrees. There are no bursaries available for those with other classes of honours degree or for an ordinary* degree.

* Please note Ordinary degrees (in any subject) are considered on a case by case basis.

One of the government’s key priorities is to raise the Status and quality of the early years workforce. EYITT Providers are encouraged by the DfE to recruit a high proportion of trainees with good degrees, as for all other ITT routes. Of course, you would also need to demonstrate other entry requirements and suitability to lead the education and care of babies and young children up to the age of five.

The requirements for entry are the same as for all other ITT (QTS) routes. An ordinary degree* is acceptable.

* Please note Ordinary degrees (in any subject) are considered on a case by case basis.

No.

You will need to have been awarded a degree before you can begin EYITT. Early Years Teacher Status, in parallel with Qualified Teacher Status, is a graduate professional status and therefore everyone who is awarded Early Years Teacher Status must have been awarded at least an ordinary degree*.

* Please note Ordinary degrees (in any subject) are considered on a case by case basis.

Yes. We do need to see your certificates or if you have mislaid them, we will also accept a certified statement of results that can be obtained from the examination board. This is a straightforward process. The results slip that is sent before the certificate is not sufficient as these are subject to change. You need a certified statement from the exam board for which they make a charge. If you are unsure how to go about this, then please click on this link to the government's website: https://www.gov.uk/replacement-exam-certificate

If you don’t know your exam board(s), ask a friend or family member who went to your school if they have their certificates and can check for you. If you can contact your school/college they may also be able to tell you.

A letter from your school cannot be accepted as evidence - you need exam board evidence.

You can have either combined Science, Physics, Chemistry or Biology GCSE at grade C or above. Social Science qualifications are not acceptable.

You need GCSE in English Language. We cannot accept GCSE English Literature or spoken English.

You can take a GCSE course at most local colleges.

Alternatively, to enable candidates to meet the GCSE (or recognised equivalent) qualification requirements for the EYITT Programme, Best Practice Network works with Equivalency Testing (EQT), who provide English, mathematics, biology and combined science (biology, chemistry and physics) equivalency tests which are nationally recognised and accepted by colleges, universities and other HEIs.

We will accept equivalency exams taken through the following companies: Equivalency Testing, Birmingham City School of Education and Social Work,  a star equivalency and Maths Made Easy

No. Although these are Level 2 qualifications, as are GCSEs, they do not cover the same breadth of knowledge so cannot be accepted as equivalent to a GCSE.

For the full-time Graduate Entry route, you will need to undertake 120 days placement in at least two settings including 20 days in a reception class and a 5 day Key Stage 1 & 2 placement in a school.

For the part-time Graduate Employment-Based route, placements will be based on an assessment of individual needs. All trainees will need to be able to demonstrate recent evidence of their good teaching and care of children from birth to five across at least two settings, to include 20 days teaching in a reception class and 5-day engagement with Key Stage 1 & 2.

In practice, most GEB trainees need to undertake one or more placements to consolidate their experience across birth to five. The main placement must be of at least 30 days duration. The 30 days can be split into blocks of no less than 2 weeks if this is more convenient. Additional shorter placements may also be necessary to give a current experience of teaching and care across birth to five.

All GEB trainees need experience in a Reception class in school, to gain experience teaching phonics and maths.

See the EYITT Placements Overview for more information

For the Graduate Entry route, funded places are available. There are bursaries available for those with various degrees (£5,000 for 1st class and PhD, £4,000 for 2:1 and Masters or £2,000 for 2:2). There are no bursaries available for those with other classes of honours degree or for an ordinary degree.

For the Graduate Employment-Based route there is £7000 setting grant which employers should use for costs associated with working towards EYITT. (If you are a childminder, please see ‘I am a childminder, am I eligible?’ for further funding information).

There is no set list of activities for the employer incentive. It is intended to contribute towards costs incurred by the employer in supporting and employing the trainee during their training and can be used for things like supply cover; salary enhancements; employment costs, National Insurance and other overheads. This funding should not be used to cover sickness or maternity. Employers should keep auditable information on how this money is spent as we may ask employers to provide this information for the DfE should they request it.  

There is no charge to trainees or their employers for the funded Graduate Entry and the Graduate Employment-Based routes as the DfE funds these training routes.

This route is DfE funded for the training fee and what is called an ‘employer incentive’. This will be £7,000 to contribute towards release costs and other support costs while you are on the EYITT programme.

No. The EYITT programme is funded directly by the DfE through a bursary and employer incentive. There are no tuition fees as the course fees are also paid by the DfE. The programme is not eligible for student finance or universal credit.

No. As the programme is funded by the DfE it is not listed on the list of eligible programmes for a childcare grant or funding support. The rules for this are set by HMRC

Training venues will be arranged to be as convenient as possible within the region, taking into account accessibility by public transport. Group training will be approximately once a month.

The Graduate Entry and the Graduate Employment-Based routes run from September to June.

The Graduate Entry is a full-time programme. You need to be available on a full-time basis, including 120 full days in placement. This means that you will be required (normally) for four days a week sometimes five, in placement. Your family/other commitments must enable you to be able to commit to full-time attendance.

The Graduate Employment-Based route is part-time, i.e. you undertake the training including placements alongside your employment in an early years setting/school.

The Graduate Employment-Based route is for those in paid employment, so this is not the correct route for you - unless you have secured an employed post for September 2018.

If you do not wish to become employed whilst training you should consider the full-time Graduate Entry route.

Yes. Whichever route you follow this is a necessary requirement - the experience of leading education and care/teaching across birth to five in at least two settings. Previous experience (from the two years before starting EYITT) can be taken into account only if you have evidence of assessed practice, for example, performance management records.

For the Graduate Entry route, your placements will be across at least two settings/schools.

For the Graduate Employment-Based route you need to undertake a forty-day placement ( in blocks of no less than two weeks ) in another setting/school with children within the birth to five age range, as well as Key Stages 1 and 2, during the programme - i.e., if you do not have sufficient evidence of assessed practice in another setting/school.

Yes. This applies to all routes. A minimum of 10 days engagement with the curriculum and expectations in Key Stage 1 & 2 is a necessary requirement. This is completed through study and time spent in school.

Yes. This experience can be recent employment or placement during your EYITT programme.

If experience is from recent employment you need evidence of assessed practice in the previous setting/school. This evidence could come from performance management for example. A record of your experience on its own is not sufficient - you need evidence of the quality of your practice in leading education and care/teaching which evidences the Teachers’ Standards (Early Years).

A minimum of 25-30-days placement experience is required in order for trainees to gain experience of teaching across the 0-5 age range. All age groups must be covered in at least 2 different settings (one is their employment setting) and must be taken in blocks of no less than 2 weeks.

For trainees in an EY setting covering babies, toddlers and pre-school, this will be a placement in a school to include 20 days teaching systematic synthetic phonics and maths in a reception class and 5 days engagement with KS1/2.

**Some trainees will require a 3rd placement e.g. if based in pre-school, they will be required to cover babies and toddlers in addition to the placement in school. This must be sufficient in time (10-15 days per age group) to enable the trainee to complete a sequence of learning, be observed and make an impact demonstrating the Standards**

... I don’t currently have a job in the early years sector. Would I have to find a setting/school who will employ me or does the ITT provider link me up with a setting/school who are employing individuals specifically to complete the programme?

Yes. You can begin employment in an early years setting specifically to undertake the Graduate Employment-Based route. Finding employment could work either way - i.e. you may know of a school/setting that would employ you or the EYITT training provider could assist in this process.

Please follow the latest government guidance available from:

• NHS - https://www.nhs.uk/conditions/coronavirus-covid-19/
• Phone- 111 Coronavirus Helpline
• Government Coronavirus Updates - https://www.gov.uk/government/topical-events/coronavirus-covid-19-uk-government-response
• Public Health England Updates - https://www.gov.uk/government/collections/coronavirus-covid-19-list-of-guidance

If you are unable to attend a virtual event, contact the programme coordinator cpd@bestpracticenet.co.uk and alternative arrangements will be made. Please ensure you keep in contact with your online tutor for support in relation to your online activity. 

Please follow the latest government guidance available from:

• NHS - https://www.nhs.uk/conditions/coronavirus-covid-19/
• Phone- 111 Coronavirus Helpline
• Government Coronavirus Updates - https://www.gov.uk/government/topical-events/coronavirus-covid-19-uk-government-response
• Public Health England Updates - https://www.gov.uk/government/collections/coronavirus-covid-19-list-of-guidance

If you will be unable to attend or deliver an event or activity on your programme with us, please inform us on +44 (0) 117 920 9200, and/or contact cpd@bestpracticenet.co.uk so alternative arrangements can be made

None. You will continue with the leadership activity online with your peers and online tutor. School closure may impact upon your final assessment submission and advice given in the assessment section of this update will apply to you.

An apprenticeship is a job with an integrated formal training program.

Apprenticeships are work-based training programmes that are designed to help employers and individuals train for specific job roles. Apprentices get a paying job with valuable training while working towards a nationally recognised apprenticeship standard.

Both new and existing staff may embark on an apprenticeship

Anyone in a job role who will benefit from substantial new learning to carry out the role.

An operations/departmental manager is someone who manages teams and/or projects, and achieving operational or departmental goals and objectives, as part of the delivery of the organisation’s strategy. They are accountable to a more senior manager or business owner. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities and job titles will vary, but the knowledge, skills and behaviours needed will be the same.

Key responsibilities may include creating and delivering operational plans, managing projects, leading and managing teams, managing change, financial and resource management, talent management, coaching and mentoring.

Typical job titles may include:

For NPQSL- a deputy headteacher, a SEN coordinator, an assistant headteacher, or other senior staff member.

For NPQML- key stage leader, a curriculum leader, a pastoral services leader, a subject leader or head of a department.

No age restrictions

There are residency conditions:

https://www.gov.uk/guidance/apprenticeship-funding-rules-for-employer-providers/annex-a-eligibility-criteria-who-we-fund

5 GCSE’s at Grade C (4) or higher including English and maths or able to achieve Level 2 English and maths whilst on programme.

• Certificates or evidence on the PLR will be required for any exemption from sitting English and maths.
• Lost certificates – please contact your awarding body for copies
• If you have no evidence, we will support you to achieve Level 2 Functional skills

The apprentice is paid a lawful wage

The apprentice cannot contribute towards the cost of the apprenticeship

An initial assessment must consider whether the individual already possesses any of the training content e.g. the knowledge, skills and behaviours required by the apprenticeship:

• It is important to know the apprentice’s starting point so that the training plan does not duplicate prior learning.
• Any existing relevant qualifications will be checked against the Apprenticeship Standard criteria during the initial assessment to ensure there is no duplication.
• Significant new learning must be required.

Only knowledge, skills and behaviours in the Apprenticeship Standard are relevant, existing non-relevant qualifications at the same or higher level do not exempt learners from the programme, e.g. a degree in landscape design

https://www.instituteforapprenticeships.org/apprenticeship-standards/operations-departmental-manager/

Typically, 12 to 15 months

We are offering both NPQML and NPQSL as part of the same Level 5 Operations/Departmental Manager because:

The distinct nature of the NPQ’s will be appropriate for middle or senior leaders, however the occupations the apprenticeship has been written for is designed to be wide ranging, diverse and relevant to managers at different levels.

The Apprenticeship Standard states:

An operations/departmental manager is someone who manages teams and/or projects, and achieving operational or departmental goals and objectives, as part of the delivery of the organisations strategy. They are accountable to a more senior manager or business owner. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities and job titles will vary, but the knowledge, skills and behaviours needed will be the same. Key responsibilities may include creating and delivering operational plans, managing projects, leading and managing teams, managing change, financial and resource management, talent management, coaching and mentoring. Roles may include: Operations Manager, Regional Manager, Divisional Manager, Department Manager and specialist managers

• Nationally recognised Level 5 Apprenticeship Standard accredited by industry regulatory bodies.
• The DfE accredited National professional Qualification (NPQs), NPQML or NPQSL.
• On completion, apprentices can register as full members with the Chartered Management Institute and/or the Institute of Leadership & Management, and those with 3 years of management experience can apply for Chartered Manager status through the CMI

The apprenticeship is a work-based qualification, which means that the majority of the training and assessment for the apprenticeship will be completed at your workplace. You will need to build an apprenticeship e-Portfolio of evidence. Your Apprenticeship Tutor will observe you in the workplace and guide you on which pieces of work-based evidence are suitable for your e-Portfolio.

Delivery will also be through webinars, online courses and briefings and three face to face training days offsite (dependant on current legislation).

Throughout your apprenticeship, you will have monthly remote visits and three-monthly face to face visits (dependant on current legislation) with your Apprenticeship Tutor to carry out reviews and observations and support you and your employer.

Once you have completed all the criteria for the apprenticeship and mock tests you will have a gateway meeting with your Tutor and Line Manager/Mentor to agree you are ready for your End Point Assessment (EPA). The EPA is completed to assess the knowledge, skills and behaviours that you have learnt throughout the apprenticeship.

1. Multiple-choice online knowledge test
2. Structured Competency-based interview (telephone, live media, online) – 15 minutes
3. Assessment of online e-Portfolio of evidence
4. Work-based project presentation with a Q&A – 15 minutes
5. Professional discussion relating to continuing CPD – maximum 1 hour

If you are over 19 you must be paid at least the Apprenticeship Minimum Wage of £4.15 an hour, however many employers pay more than this and the average weekly wage is £200.

If you are 19 after completing the first year of your apprenticeship, you must be paid at least the full National Minimum Wage.

All apprentices are employed and have a contract of employment. You are counted as a regular employee so get all the benefits such as holiday and sick leave as well.

There are three levels of Apprenticeship:

Level 2: Intermediate Level Apprenticeship (equivalent to five A* GCSEs)

Level 3: Advanced Level Apprenticeship (equivalent to two A-Levels)

Level 4, 5 and 6: Higher Apprenticeship (Foundation degree level)

It is up to you what you do when you have finished your apprenticeship. There may be an opportunity to stay on at the same company and progress to the next level of apprenticeship or you may want to look for a new job or professional development opportunity.

Applying for an apprenticeship is like applying for a job so you will have to go through an application process.

Yes apprentices can move employers but they must check that the new employer is happy to support them on the programme and the employer will need to complete checks and contracts with us first.

https://www.gov.uk/government/publications/apprenticeships-off-the-job-training

• Off-the-job training is about upskilling an individual to reach full occupational competency, not accrediting their existing skills.
• Off-the-job training must make up at least 20% of the apprentice’s normal working hours (paid hours excluding overtime) over the planned duration of the apprenticeship.
• Off-the-job training must be away from the apprentice’s normal working duties and must teach new knowledge, skills and behaviours relevant to their specific apprenticeship.

 

• You can deliver off-the-job training in the apprentice’s normal workplace or at an external location.
• Progress reviews and on-programme assessment do not count towards 20% off-the-job training.
• Apprentices may choose to spend additional time training outside paid hours, but this must not be required to complete the apprenticeship.
• If training must, by exception, take place outside of the apprentice’s normal working hours, e.g. in an evening or at a weekend for an apprentice that normally works Monday to Friday between 9-5, we would expect this to be recognised, for example through time off in lieu or by an additional payment to the apprentice.

Benefits of OJT

Apprenticeships are about upskilling an individual. Reaching occupational competency takes time.

• Many employers and apprentices have praised the positive effect off-the-job training has on their productivity
• Apprentices feel valued by the significant investment in their training.
• It can be delivered flexibly, for example, as a part of each day, one day per week, one week out of five or as block release
• You may already have existing training programmes or materials you can use to deliver elements of the apprentice’s off-the-job training.
• We have developed a range of delivery styles to suit employer and apprentice needs. Employers should work with us to decide when and where off-the-job training should take place and who is best placed to deliver it.
• Learning support - To be successful, learners may need a range of approaches and support, which will be targeted appropriately. As well as material assistance, such as physical adjustments or access to accessibility software, some apprentices may benefit from additional time, revision or personal support from their training provider, to help them to stay on track and to achieve specific knowledge, skills and behaviours.
• Develops strategic leadership skills and behaviours
• Improves core management techniques
• Focused learning experience
• Builds leadership capabilities to motivate and inspire your teams
• Builds self-awareness
• Addresses real organisational issues
• For those that are engaged on an apprenticeship there may be an initial loss of productivity, due to the time the apprentice is engaged in training, but in the long term the new skills that the person brings back to the workplace, which makes them fully occupationally competent, should compensate for this.
• The importance of off-the-job training to a quality apprenticeship was emphasised in the Richard Review of Apprenticeships and more recently in Taking Training Seriously, a report by the Gatsby Foundation which compared English apprenticeships to those in other countries. This report reinforced the need for off-the-job training and concluded that 20% should be the bare minimum if England is to compete with the strongest apprenticeship programmes internationally.

 

• Ofsted and the Quality Assurance Agency for Higher Education (QAA) have also highlighted the importance of off-the-job training to a quality apprenticeship in their various publications.
• A key element of Ofsted’s inspection regime is a judgement about how well apprentices make progress from their starting points i.e. what an apprentice can do as a result of their training and experience on the apprenticeship programme that they were unable to do before.

OJT examples

• Research
• Networking events
• Seminars
• Shadowing others
• Employer induction programme, e.g. conflict resolution and corporate induction as these are part of the required knowledge.
• Reflective learning
• Self-directed distance learning (where the apprentice is working on their own with no real-time support)
• Interactive online learning (virtual classrooms where the learner can receive support, in real-time, from their training provider).
• Practical training
• Mentoring
• Time writing assignments
• Lectures, role-playing, simulation exercises
• Online learning
• Industry visits
• Learning support

• Dedicated Apprenticeship Tutor to support the apprentice and employer throughout the programme including regular reviews
• A small amount of additional knowledge (through formal learning and applied according to business environment)
• Support to gain and evidence more skills in the workplace acquired and demonstrated through continuous professional development.
• Support to develop behaviours in the workplace: taking responsibility, inclusivity, agility and professionalism
• Bringing learning together to build an e-Portfolio of evidence including a project
• End Point assessment

£7,000, but:

Apprenticeship funding is available for employers from the government. The size of the funding employers receive varies depending on whether they pay the apprenticeship levy or not. Non-levy paying companies currently pay 5% of the cost with the government paying the rest. For levy-paying employers, the funds are drawn from their levy accounts or topped up by the government if they have insufficient funds.

https://www.apprenticeships.gov.uk/employer/how-much-is-it-going-to-cost

• The entire apprenticeship is eligible for funding
• The apprentice cannot pay towards an apprenticeship
• Resits may incur extra costs to the employer

How are apprenticeships paid for and are they affordable?

Payments are spread across the entire lifetime of the apprenticeship - taken each month by your training provider. This means that you don’t have to meet the full cost of the apprenticeship at the start of the training. You just need enough funds in your account to meet the monthly payments. In addition, 20% of the cost of the apprenticeship will be held back and taken from your Apprenticeship Service (AS) online account at the end of the apprenticeship.

Do Levy funds run out?

Yes. Levy funds will expire 24 months after they enter your digital account unless you spend them on apprenticeship training. For example, funds that entered your account in July 2019 will expire in July 2021. If you don’t use them, you will lose them. The account works on a first-in, first-out basis. Whenever a payment is taken from your digital account it automatically uses the funds that entered your account first.

What happens if an employer’s Levy funds don’t cover the full cost of training?

If an employer pays the Apprenticeship Levy but their funds do not cover the full cost of the apprenticeship training, then additional support is available. The government will pay 95% of the additional costs (up to the maximum of the relevant funding band) -with you as the employer ‘co-investing’ 5%.

The following timeline shows the key points of engagement for a typical candidate undertaking the dual award.

Candidates undertaking the standalone NPQs are expected to complete three face-to-face events, three facilitated four-week online courses, project work, and regular support webinars.

In addition to the above, candidates completing the dual-award will receive further support to develop particular skills and behaviours relating to the apprenticeship standard. The additional support includes:

• Ongoing dedicated support from an apprenticeship tutor
• Quarterly school visit
• Monthly online review and support meetings
• Collation of an e-portfolio of learning
• Gateway meeting to assess readiness for endpoint assessment
• Endpoint assessment

NPQML Final Assessment

Leading an improvement project (4,500 words)

Candidates must lead an improvement project within their team, lasting at least two-terms, to a) improve pupil progress and attainment b) the capability of their team.

NPQSL Final Assessment

Leading an improvement project (5,000 words)

Candidates must lead an improvement project across their school, lasting at least two terms, to a) reduce variation in pupil progress and attainment and b) improve the efficiency and effectiveness of teaching.

Level 5 Apprenticeship (End Point Assessment)

• Professional discussion, underpinned by a portfolio of evidence
• Project proposal, presentation and questioning

The majority of the apprenticeship training takes place in your workplace. Face-to-face training events will fall alongside our stand-alone NPQ courses ensuring a wider availability of local groups. 

Delivery venues are largely provided through our national network of teaching school and multi-academy trust partners. Candidates applying from one of our partner groups will be allocated to that group for face-to-face events.*

In addition to partner groups, we also have a number of groups located according to the geography of the candidates that register, helping minimise travel time for the majority of candidates.

Candidates not registering through a school partner will be allocated to their most geographically convenient group for the three training events.

Our face-to-face groups take place across the country and we strive to ensure all candidates have access to local delivery.

You can view a map of our most recent groups locations here: www.outstandingleaders.org/npq-groups

* Subject to group viability

The levy is paid by large employers with a wage bill of over £3 million. These employers pay 0.5% of their total annual pay bill into the levy. Most state-maintained schools and multi-academy trusts pay into the levy.

The levy is designed to create long term sustainable funding for apprenticeships and to give employers more control to provide their staff with a range of training opportunities.

If your school is non-levy payer or has exhausted its levy funds then you can still access a funded apprenticeship. Please contact us if you would like more information

The government have issued the following videos around the apprenticeship service:

Using the apprenticeship service

Employers: How to create an account and accept the employer agreement on the apprenticeship service

Transcript of the presentation and any additional notes are acceptable. For example, a PowerPoint presentation and additional notes to be used at the meeting.

Yes, they can submit the project they have done. The data they use can be internal school data. We would advise that in this case the analysis of data for these pupils in the project is based on the August 2020 GCSE results. They need to include a statement regarding the school closure and date that it took effect due to COVID-19. Where this is the case, the assessor needs to be made aware of this so as not to penalise the participant.

Yes, they can submit the project they have done. The data they use can be internal school data. We would advise that in this case the analysis of data for these pupils in the project is based on the August 2020 GCSE results. They need to include a statement regarding the school closure and date that it took effect due to COVID-19. Where this is the case, the assessor needs to be made aware of this so as not to penalise the participant.

Yes.

This is not confirmed yet given the current situation. The DfE will inform providers on the date that this will return to 18 months.

This will be approved on a case by case basis. 

For example, if they have completed two terms and have issues accessing versus if someone has completed only 1 term?

All participants who started the programme in June 2018 have been given an additional 6 months to complete the project by the DfE.

Yes

Yes

Yes.

Yes.

You will need to include all the evidence required for assessment criteria in each content area.  For sections that require evaluation of data to show the positive impact of your work, it is possible to use internal data rather than external data where examinations/assessments have not taken place.  Centre Assessed Grades and Teacher Assessments/Predictions are also valid.  You can also explain how you have readjusted your project to consider the changes experienced through the pandemic and the re-engagement of pupils with their education, at any level. You would need to confidently express how, what, and why your findings could and would be scaled up to support improved teaching and learning in the project area when circumstances allow.

You can use internal data for the raw data (baseline) and pupil performance data (mid and end-point data). This does need to be quantitative data. All school-based data will be acceptable.

If your project has started based upon your baseline data, but then interrupted, you can use any end of term data prior to the current school closures to create an endpoint for that period of time. On return to school, you could re-baseline the pupils involved in the project and continue to implement the project. When the project has run for long enough i.e., a minimum of 2 terms (in total between the two periods you have been able to implement) you would collect another set of end-point data. When you come to final submission write-up you would be able to evaluate the key findings from the first set of data and explain how you used it to inform the changes you made for the second period of implementation.  You can then explain how your endpoint evaluation will inform future developments and how you had to adapt because of the barriers you faced because of closures and interruptions to pupils being in school. 

Final assessment submission windows will remain the same, and we strongly recommend you do not submit in the final window for your cohort. There are no later windows other than those specified in the assessment tab of the learning network.

Yes, but you will still need to provide all the necessary evidence required for each of the project assessment criterion.

Unfortunately, you cannot. Unless the DfE provides advice otherwise, will need to submit the sponsor comments for:

NPQML 4.1.1

NPQSL 3.2.1 & 4.2.1

NPQH 3.3.2.

As a minimum, the sponsor must also rate each content area on the final assessment submission form, and we recommend strongly that the sponsor also provides additional evidence in the relevant column to secure more depth.

Use an electronic version.

No, unfortunately, there are no further submission dates available as Autumn 20 and Spring 21 cohorts are the last iteration of the current NPQs.  Autumn 20 participants (including those on the Apprenticeship route) need to submit by window 2 that is open between 10/12/2021 – 14/01/2022. Spring 21 participants (including those on the Apprenticeship route) will need to submit in window 1 that is open between 10/12/2021 – 14/01/2022. There is one more assessment window after these dates, in May, where you will be able to resubmit if you need to.

This will depend upon the nature of your project and the stage it was at.

If your project was close to completion and the evidence yet to be gathered relates largely to pupil outcomes and an evaluation of the project’s effectiveness, we would suggest that you contact your old school for any relevant information you require when this becomes available. A good way of evaluating your situation is to complete the whole of the Project Tracker – this will give you an indication of how much/little evidence remains to be collected. Contact cpd@bestpracticenet.co.uk if you are still unsure.

Don’t worry, complete your project when you can and submit outcomes in the first available assessment window. Complete the project tracker as this will give an indication of what you will still need to follow up when you are back at school.

No, but we do expect you to engage with the recorded version of the session.

Updates will be made available through Canvas and on the OLP website. If you have a specific issue about the programme, please contact your online tutor or your programme coordinator cpd@bestpracticenet.co.uk

No, there is not an opportunity to defer as the Autumn 20 and Spring 21 intakes are the last ones of this iteration of the NPQs.

There is additional advice for apprenticeship route participants. Please contact the apprenticeship team if you have any further questions after this advice has been issued: apprenticeships@bestpracticenet.co.uk

It is acceptable to hold the meeting virtually. You may wish to consider using Skype or a similar online communication platform.

If you are not able to do this alternative acceptable evidence is a PowerPoint presentation instead of a recording (NPQH/NPQEL). This would need to be supplemented with a Transcript/Key notes that illustrate what was said and the outcomes, including answers to questions. Use the note section under each slide so it is clear what dialogue took place and the outcomes from discussion.  You could also record your presentation on relevant slides if you prefer. 

It is acceptable to hold the meeting virtually. You may wish to consider using Skype or a similar online communication platform.  The Action Plan may be distributed to governors as a document. If this is the case, you must invite governors to provide feedback. It is strongly recommended that you include the Action Plan as one of your additional supporting documents, together with feedback and responses from Governors as part of what you would have said if a formal meeting had taken place.

Yes.  We recommend you spend sufficient time to ensure you have the relevant evidence for each of the six-assessment criterion to be able to submit a successful assessment submission.

We are waiting for guidance from the DfE. However we recommend you spend sufficient time to ensure you have the relevant evidence for each of the six-assessment criterion to be able to submit a successful assessment submission.  

If the placement school leader is happy to support the process earlier and you can accommodate this then that is fine. However, we recommend you leave the placement project until the later in the Summer term and/or before February half term in the Autumn if you are planning to submit in the December window.

Hold your initial meeting with the Placement school leader as soon as you can so they are clear about timescales, their commitment and you can agree the focus for the action plan and your leadership work.

If the placement school leader is happy to support the process earlier and you can accommodate this then that is fine. However, we recommend you leave the placement project until the later in the Summer term and/or before February half term in the Autumn if you are planning to submit in the December window.

Hold your initial meeting with the Placement school leader as soon as you can so they are clear about timescales, their commitment and you can agree the focus for the action plan and your leadership work.

It is acceptable to hold the meeting virtually. You may wish to consider using Skype or a similar online communication platform.  The business strategy may be distributed to governors as a document. If this is the case, you must invite governors to provide feedback. It is strongly recommended that you include the business strategy as one of your additional supporting documents, together with feedback and responses from Governors as part of what you would have said if a formal meeting had taken place.

It is critical that participants follow up placement school leaders to confirm the focus of the leadership action plan activity and key leadership milestones to the presentation of the action plan. Unless the school leader confirms otherwise leave this agreement and completion of the overview until after Spring half term. We recommend that the actual placement leadership activity does not take place until later in the Summer Term, when you are looking to submit final assessment submissions in the second window 01/09/21 to 22/09/21 when hopefully the landscape is a little more settled. The placement can be done virtually in 'sufficient time’ to address all 6 of the assessment criteria.

Information on maths and English requirements for HLTA can be found within our Standard 11 Guidance Document.

Please note: if your certificates are in a different name to the one you currently use (for example, if you’ve been married and changed your surname) we’ll also need you to send us a copy of your certificate proving this.

You can either contact the examining body that you took the exam through for a replacement certificate (there is often a small fee for this).

Once you have read our Standard 11 Guidance Document, if you would like more information on the equivalency test, please contact hlta@bestpracticenet.co.uk.

You can take an equivalence entry test for the HLTA course in one or both required subjects.

Once you have read our Standard 11 Guidance Document, if you would like more information on the equivalency test, please contact hlta@bestpracticenet.co.uk.

Unfortunately, there is not currently any funding available from the government for HLTA programmes.

The cost of the HLTA preparation programme, where participants are prepared for assessment, is £290 + VAT. This cost of preparation does not include the actual assessment element which is £450 per person, no VAT applies to this assessment fee.

We base the location of preparation groups on the location of candidates who apply for the course to ensure that groups are as convenient as possible for as many as possible. As such, this can vary from cohort to cohort. Once you’ve made an application, we’ll contact you shortly after the application deadline to let you know where your group will be based.

If it turns out to be too far for you to travel, you can attend an online preparation programme instead, defer your place to a later cohort (when the group locations may be different), or withdraw from the programme free of charge.

For the standard online / face-to-face programme, you will need to be out of school for two single days, roughly six working-weeks apart (accounting for school holidays).

For the online option, you will need to be available either at school or at home, with school’s permission, to engage in online activities on two single days, again roughly six working weeks apart.

The assessment is normally between 4 and 9 weeks after the final session of your preparation programme. As part of the assessment, the assessor will:

• assess your written tasks
• scrutinise your e-portfolio of documents
• interview you, a teacher (or teachers) you work closely with, and the headteacher (or their delegate) in order to verify whether you have met all the HLTA standard.

The assessment will take place via a video conferencing facility such as Zoom, Microsoft Teams, Skype. Full details will be provided as part of the preparation programme.

Our preparation for assessment typically takes place over a 6 week period. There are two preparation days (preparing you for the HLTA assessment) where you meet with your tutor and other participants that we call ‘candidates’. Between the two preparation days (typically 6 weeks apart) you will need to spend approximately one to two days drafting your assessment tasks, collecting evidence for your folder, reading through the support documentation provided and completing an online unit of support.

The preparation days prepare you on how to approach the eight required written tasks, the portfolio of documentary evidence and the assessment interview.

Through the eight written tasks you must demonstrate you meet all the HLTA standards except standard 11 which is demonstrated through your literacy / numeracy qualifications.

• Task 1: working with an individual.
• Task 2: working with a small group (3 or more children).
• Task 3: working with a whole class.
• Tasks 4-8: five situations/events that enable you to show you meet any remaining standards and/or those that need strengthening.

Please note: In all tasks, you must use examples of your employed work with children aged three or above. Work carried out as a volunteer is not admissible as evidence towards HLTA.

Unfortunately, we are not aware of any current funding available from the government for NASENCO courses.

The NASENCO qualification is designed for SENCOs in role. Therefore, if you are the school’s designated SENCo you are eligible, regardless of the number of hours you work each week. If you are not the school’s designated SENCO, please refer to the FAQ section: I am not in a SENCO role; can I still do the programme?.

On occasion we accept aspiring SENCo, who are often those identified by the school as a future SENCo and in anticipation of, for example, the current designated SENCo retiring or leaving in the near future.

When an aspiring SENCO applies, we provide a needs analysis document based on the NASENCO Learning Outcomes (LOs). We ask that the applicant and their headteacher review the needs analysis and the applicant’s ability and opportunity to evidence all the LOs in the context of their non-designated SENCo role.

We can only accept applicants who have a signed statement from the headteacher to confirm the applicant will have the school’s support to meet all the LOs. We do not specify a minimum number of hours that the applicant must work, but clearly the number of hours will impact on the ability and opportunity to demonstrate all the LOs.

No, the programme is for SENCos or aspiring SENCos working in a school.

No, the programme is for SENCos or aspiring SENCos working in a school.

No, QTS or QTLS is an entrance requirement for the programme.

Individuals holding Early Years Teacher Status can also be considered. However, the qualification they achieve will be limited to the 0-5 sector and is not transferable to a SENCO role in a mainstream school. When an Early Years Teacher applies, we provide a needs analysis document based on the NASENCO Learning Outcomes (LOs). We ask that the applicant and their headteacher or head of setting review the needs analysis and the applicant’s ability and opportunity to evidence all the LOs in the context of their role. We can only accept applicants who have a signed statement from the headteacher or head of setting to confirm the applicant will have the settings support to meet all the LOs.

Our expectation is that all participants will complete the 2 academic assignments within 4 school terms and will complete the full NASENCO within a maximum of 5 school terms of starting.

However, if you are the school’s designated SENCo please note requirements confirmed in the Special Educational Needs and Disabilities 0-25 Code of Practice (DfE and DoH 2015) that ‘The SENCO must be a qualified teacher working at the school. A newly appointed SENCO must be a qualified teacher and, where they have not previously been the SENCO at that or any other relevant school for a total period of more than twelve months, they must achieve a National Award in Special Educational Needs Co-ordination within three years of appointment.’

The National Award for SEN Coordination costs £2,250 +VAT.

Fees include ongoing personal tutor support, registration with Bath Spa University and access to our virtual learning environment for the duration of the programme.

We base the location of training groups on the location of candidates who apply for the course to ensure that groups are as convenient as possible for most people.

The majority of our groups are linked to school network and local authority delivery partners who host the training. Other groups are city centre-based to ensure accessibility for many. If it turns out to be too far for you to travel, you can either defer your place to a later cohort (when the group locations may be different) or withdraw from the programme free of charge.

• You will need to be out of school for 6 days over one academic year.
• To support successful completion, we ask and encourage schools to provide appropriate release time in order to give participants the opportunity to:

1. Carry out some days of school-based activities for research and development activity in school
2. Visits other workplaces, where appropriate
3. Engage in additional national workshop days or half days

Schools have used the Pupil Premium Grant, Covid-19 Catch-Up funding and the Accelerated Learning Fund in Wales, some have approached their PTA, local authority or charitable trusts, or used crowd funding in their local community.

Yes, you do! Thrive-Online is central to the Thrive Approach. It is a web-based screening, monitoring and progress measuring tool that will provide you with a profile of social and emotional development for individuals, classes and year groups. It is packed with targeted strategies and age-appropriate activities for creating individual or group action plans that are easily incorporated in your lesson planning.

Apprentices are required to spend 20% of their working hours acquiring new workplace skills, knowledge and behaviours.​ Off the job training is not an entitlement to one day a week out of school as it includes any work-place activities that bring new learning​. 

 

The levy is paid by large employers with a wage bill of over £3 million. These employers pay 0.5% of their total annual pay bill into the levy. Most state-maintained schools and multi-academy trusts pay into the levy and all schools can access the levy to fund apprenticeship training. Dependent upon the individual school, levy funding can be accessed through their trust, their local authority, or the ESFA via the co-investment scheme.

Best Practice Network provide support to candidates and their employers in order to access this funding.

An apprenticeship is a job with an integrated formal training program. 

Apprenticeships are work-based training programmes that are designed to help employers and individuals train for specific job roles. Apprentices get a paying job with valuable training while working towards a nationally recognised apprenticeship standard. 

Both new and existing staff may embark on an apprenticeship. 

As part of our Early Years initiative, learners who wish to become early years professionals, or those already working in this area of education, can take part in our programmes and advance onto other qualifications related to early years and child care. This initiative supports you in achieving your own ambitions and allows you to gain the skills required to support the next generation in being able to reach theirs.

Our Early Years Career Pathway has been developed to support your career development, take into account the variety of roles within the early years sector, and help you develop your career.

This pathway includes the following programmes: Early Years Practitioner (EYP) Apprenticeship Level 2, Early Years Educator (EYE) Apprenticeship Level 3, Early Years Lead Practitioner (EYLP) Level 5 and Early Years Initial Teacher Training (EYITT) (eligible with a degree top-up).

The EYE level 3 apprenticeship is ideal for someone looking to pursue a career as an Early Years Educator, Nursery Teaching Assistant, Nursery Nurse, Supervisor, or Child Minder. 

 It is suitable for either someone already working in or someone looking for a career in, an early years childcare and education setting.  

 Early Years Educators work with and care for children from birth to 5 years. They play a massive role in supporting children to have the best start to their education. Research shows disadvantaged children are four months behind at age 5, 10 months behind by the age of 11, and 19 months behind when they reach 16. As an Early Years specialist, you will personally help to close the gap and increase the life chances of the children you work with.

There are no age restrictions.  

There are residency conditions:  

https://www.gov.uk/guidance/apprenticeship-funding-rules-for-employer-providers/annex-a-eligibility-criteria-who-we-fund  

GCSE’s in English and Maths at Grade C (4) or above or able to achieve Level 2 English and maths whilst on programme 

• Certificates or evidence on the PLR will be required for an exemption from sitting English and maths.  
• Lost certificates – please contact your awarding body for copies 
• If you have no evidence, we will support you to achieve Level 2 Functional skills 

The apprentice is paid a lawful wage (£5.28 per hour from April 2023)

The apprentice cannot contribute towards the cost of the apprenticeship 

An initial assessment must consider whether the individual already possesses any of the training content e.g. the knowledge, skills and behaviours required by the apprenticeship: 

• It is important to know the apprentice’s starting point so that the training plan does not duplicate prior learning. 
• Any existing relevant qualifications will be checked against the Apprenticeship Standard criteria during the initial assessment to ensure there is no duplication.  
• Significant new learning must be required.  

Only knowledge, skills and behaviours in the Apprenticeship Standard are relevant, existing non-relevant qualifications at the same or higher level do not exempt learners from the programme, e.g. a degree in landscape design 

https://www.instituteforapprenticeships.org/apprenticeship-standards/operations-departmental-manager/  

Typically, 15 to 18 months duration.

The apprenticeship is a work-based qualification, which means that the majority of the training and assessment for the apprenticeship will be completed at your workplace. You will need to build an apprenticeship e-Portfolio of evidence. Your Apprenticeship Tutor will observe you in the workplace and guide you on which pieces of work-based evidence are suitable for your e-Portfolio. 

Delivery will also be through webinars, online courses and briefings and three face to face training days offsite (dependant on current legislation). 

Throughout your apprenticeship, you will have monthly remote visits and three-monthly face to face visits (dependant on current legislation) with your Apprenticeship Tutor to carry out reviews and observations and support you and your employer. 

Once you have completed all the criteria for the apprenticeship and mock tests you will have a gateway meeting with your Tutor and Line Manager/Mentor to agree you are ready for your End Point Assessment (EPA). The EPA is completed to assess the knowledge, skills and behaviours that you have learnt throughout the apprenticeship.  

As an apprentice you must be paid at least the Apprenticeship Minimum Wage of £5.28 an hour from April 2023.

If you are 19 after completing the first year of your apprenticeship, you must be paid at least the full National Minimum Wage. 

 All apprentices are employed and have a contract of employment. You are counted as a regular employee so get all the benefits such as holiday and sick leave as well. 

On-programme assessment 

You must achieve the following on-programme assessment requirements prior to Gateway:  

• Level 3 Early Years Educator qualification  
• Level 3 Award in Paediatric First Aid (RQF) or Level 3 Award in Emergency Paediatric First Aid (RQF)  
• Level 2 English and maths 

Gateway requirements 

The decision to take an apprentice through Gateway is made between the employer, Independent Training Provider and apprentice. The apprentice must have achieved all the required on-programme elements before they enter Gateway, including the completion of a Portfolio of Evidence that will underpin the Professional Discussion (video evidence can be withheld for the IEPA to view at the employer’s premises). 

End-point assessment (EPA) 

The EPA for Early Years Educator contains 2 methods of assessment as outlined below: 

• Knowledge Test  

The Knowledge Test features 35 multiple choice questions carrying one mark each. The assessment will either be computer-based or paper-based, sat under controlled conditions and will last for 60 minutes. It will test the apprentice’s knowledge requirements as outlined in the standard.  

Grade weighting - The Knowledge Test is ungraded above a Pass. The apprentice must correctly answer a minimum of 23 questions (including all 5 safeguarding questions) to achieve a Pass.  

• Professional Discussion underpinned by a Portfolio  

The Professional Discussion is a structured discussion of 90 minutes (+/- 10%), underpinned by the Portfolio. The Professional Discussion will offer a full synoptic assessment of the apprentice, testing aspects of knowledge, skills and behaviours identified in the assessment plan. The Portfolio of Evidence will be completed during the on-programme learning and will enable the IEPA to prepare for the Professional Discussion. It should cover the knowledge, skills and behaviours to be assessed by the Professional Discussion.  

 Grade weighting - The Professional Discussion is graded as Fail, Pass or Distinction by the IEPA. 

 

Grade aggregation table 

There are three levels of Apprenticeship: 

Level 2: Intermediate Level Apprenticeship (equivalent to five A* GCSEs) 

Level 3: Advanced Level Apprenticeship (equivalent to two A-Levels) 

Level 4, 5 and 6: Higher Apprenticeship (Foundation degree level) 

It is up to you what you do when you have finished your apprenticeship. There may be an opportunity to stay on at the same company and progress to the next level of apprenticeship or you may want to look for a new job or professional development opportunity. 

Applying for an apprenticeship is like applying for a job so you will have to go through an application process. 

Yes, apprentices can move employers but they must check that the new employer is happy to support them on the programme and the employer will need to complete checks and contracts with us first. 

For the apprenticeship, a certain amount of your working hours should be focused on gaining new learning. The amount will be dependent on your contracted hours per week. 

• Off-the-job training is about upskilling an individual to reach full occupational competency, not accrediting their existing skills. 
• Off-the-job training must be away from the apprentice’s normal working duties and must teach new knowledge, skills and behaviours relevant to their specific apprenticeship. 
• You can deliver off-the-job training in the apprentice’s normal workplace or at an external location.  
• Progress reviews and on-programme assessment do not count towards off-the-job training. 
• Apprentices may choose to spend additional time training outside paid hours, but this must not be required to complete the apprenticeship. 
• If training must, by exception, take place outside of the apprentice’s normal working hours, e.g. in an evening or at a weekend for an apprentice that normally works Monday to Friday between 9-5, we would expect this to be recognised, for example through time off in lieu or by an additional payment to the apprentice. 

Benefits of Off-the-job training 

Apprenticeships are about upskilling an individual. Reaching occupational competency takes time.  

• Many employers and apprentices have praised the positive effect off-the-job training has on their productivity  
• Apprentices feel valued by the significant investment in their training.  
• It can be delivered flexibly, for example, as a part of each day, one day per week, one week out of five or as block release.
• You may already have existing training programmes or materials you can use to deliver elements of the apprentice’s off-the-job training. 
• We have developed a range of delivery styles to suit employer and apprentice needs. Employers should work with us to decide when and where off-the-job training should take place and who is best placed to deliver it. 
• Learning support - To be successful, learners may need a range of approaches and support, which will be targeted appropriately. As well as material assistance, such as physical adjustments or access to accessibility software, some apprentices may benefit from additional time, revision or personal support from their training provider, to help them to stay on track and to achieve specific knowledge, skills and behaviours.  
• Develops strategic leadership skills and behaviours 
• Improves core management techniques 
• Focused learning experience
• Builds leadership capabilities to motivate and inspire your teams 
• Builds self-awareness 
• Addresses real organisational issues 
• For those that are engaged on an apprenticeship there may be an initial loss of productivity, due to the time the apprentice is engaged in training, but in the long term the new skills that the person brings back to the workplace, which makes them fully occupationally competent, should compensate for this. 
• The importance of off-the-job training to a quality apprenticeship was emphasised in the Richard Review of Apprenticeships and more recently in Taking Training Seriously, a report by the Gatsby Foundation which compared English apprenticeships to those in other countries. This report reinforced the need for off-the-job training and concluded that 20% should be the bare minimum if England is to compete with the strongest apprenticeship programmes internationally. 
• Ofsted and the Quality Assurance Agency for Higher Education (QAA) have also highlighted the importance of off-the-job training to a quality apprenticeship in their various publications.  
• A key element of Ofsted’s inspection regime is a judgement about how well apprentices make progress from their starting points i.e. what an apprentice can do as a result of their training and experience on the apprenticeship programme that they were unable to do before. 

Off-the-job training examples 

• Research 
• Networking events 
• Seminars  
• Shadowing others  
• Employer induction programme, e.g. conflict resolution and corporate induction as these are part of the required knowledge. 
• Reflective learning 
• Self-directed distance learning (where the apprentice is working on their own with no real-time support) 
• Interactive online learning (virtual classrooms where the learner can receive support, in real-time, from their training provider).  
• Practical training 
• Mentoring 
• Time writing assignments 
• Lectures, role-playing, simulation exercises 
• Online learning 
• Industry visits 
• Learning support 

£6,000 but: 

Apprenticeship funding is available for employers from the government. The size of the funding employers receive varies depending on whether they pay the apprenticeship levy or not. Non-levy paying companies currently pay 5% of the cost with the government paying the rest. For levy-paying employers, the funds are drawn from their levy accounts or topped up by the government if they have insufficient funds. 

https://www.apprenticeships.gov.uk/employer/how-much-is-it-going-to-cost  

• The entire apprenticeship is eligible for funding 
• The apprentice cannot pay towards an apprenticeship 
• Resits may incur extra costs to the employer 

How are apprenticeships paid for and are they affordable? 

Payments are spread across the entire lifetime of the apprenticeship - taken each month by your training provider. This means that you don’t have to meet the full cost of the apprenticeship at the start of the training. You just need enough funds in your account to meet the monthly payments. In addition, 20% of the cost of the apprenticeship will be held back and taken from your Apprenticeship Service (AS) online account at the end of the apprenticeship. 

Do Levy funds run out? 

Yes. Levy funds will expire 24 months after they enter your digital account unless you spend them on apprenticeship training. For example, funds that entered your account in July 2019 will expire in July 2021. If you don’t use them, you will lose them. The account works on a first-in, first-out basis. Whenever a payment is taken from your digital account it automatically uses the funds that entered your account first. 

As part of our Early Years initiative, learners who wish to become early years professionals, or those already working in this area of education, can take part in our programmes and advance onto other qualifications related to early years and child care. This initiative supports you in achieving your own ambitions and allows you to gain the skills required to support the next generation in being able to reach theirs.

Our Early Years Career Pathway has been developed to support your career development, take into account the variety of roles within the early years sector, and help you develop your career.

This pathway includes the following programmes: Early Years Practitioner (EYP) Apprenticeship Level 2, Early Years Educator (EYE) Apprenticeship Level 3, Early Years Lead Practitioner (EYLP) Level 5 and Early Years Initial Teacher Status (EYIIT) (eligible with a degree top-up).

An apprenticeship is a job with an integrated formal training program. 

Apprenticeships are work-based training programmes that are designed to help employers and individuals train for specific job roles. Apprentices get a paying job with valuable training while working towards a nationally recognised apprenticeship standard. 

Both new and existing staff may embark on an apprenticeship.

Anyone in a job role who will benefit from substantial new learning to carry out the role. 

We will support employers and applicants to recruit and fill positions.

• No age restrictions 
• Cannot be on any other apprenticeship or programme funded by the AEB or DfE. 
• Able to achieve Level 1 English and maths whilst on programme (specific rules for those with an EHCP).
• All Level 2 apprentices are required to sit Level 1 Functional skills but they do not have to have achieved them. 

There are residency conditions:  https://www.gov.uk/guidance/apprenticeship-funding-rules-for-employer-providers/annex-a-eligibility-criteria-who-we-fund  

The apprentice is paid a lawful wage (minimum of £5.28 per hour from April 2023) 

The apprentice cannot contribute towards the cost of the apprenticeship 

An initial assessment must consider whether the individual already possesses any of the training content e.g. the knowledge, skills and behaviours required by the apprenticeship: 

• It is important to know the apprentice’s starting point so that the training plan does not duplicate prior learning. 

• Any existing relevant qualifications will be checked against the Apprenticeship Standard criteria during the initial assessment to ensure there is no duplication.  
• Significant new learning must be required.  

Only knowledge, skills and behaviours in the Apprenticeship Standard are relevant, existing non-relevant qualifications at the same or higher level do not exempt learners from the programme, e.g. a degree in landscape design when completing a Level 3 Early Years Educator Apprenticeship.

12 months on programme plus End Point Assessment. 

• L2 Early Years Practitioner Apprenticeship
• NCFE CACHE Level 2 Diploma for the Early Years Practitioner 

• Monthly face to face training with the Apprenticeship Tutor in the workplace (Covid allowing)  to deliver Knowledge elements 

• 8 week review meetings with Apprenticeship Tutor 

• Monthly Observations with Apprenticeship Tutor/mentor to evidence skills 

• Reflective accounts and work products confirmed by witness statements to evidence behaviours 

• One to one maths and English tuition if required

The apprenticeship is a work-based qualification, which means that the majority of the training and assessment for the apprenticeship will be completed at your workplace. You will need to build an apprenticeship e-Portfolio of evidence. Your Apprenticeship Tutor will observe you in the workplace and guide you on which pieces of work-based evidence are suitable for your e-Portfolio. 

Delivery will also be through webinars, online courses and face to face training days with the dedicated apprenticeship tutor (dependant on current legislation). 

Throughout your apprenticeship you will have face to face visits (dependant on current legislation and guidance from BPN and your workplace) with your Apprenticeship Tutor to carry out reviews and observations and support you and your employer. 

Once you have completed all the criteria for the apprenticeship and mock tests you will have a gateway meeting with your Tutor and Line Manager/Mentor to agree you are ready for your End Point Assessment (EPA). The EPA is completed to assess the knowledge, skills and behaviours that you have learnt throughout the apprenticeship. 

• Early Years Practitioner Qualification (level 2)  

• English & Mathematics at Level 1, and Level 2 attempted  

• Professional discussion underpinned by portfolio – 90 minutes and ten questions 

• Knowledge test 40 multiple choice questions

As an apprentice you must be paid at least the Apprenticeship Minimum Wage of £5.28 an hour from April 2023.

If you are 19 after completing the first year of your apprenticeship, you must be paid at least the full National Minimum Wage.  

All apprentices are employed and have a contract of employment. You are counted as a regular employee so get all the benefits such as holiday and sick leave as well. 

It is up to you what you do when you have finished your apprenticeship. There may be an opportunity to stay on at the same company and progress to the next level of apprenticeship or you may want to look for a new job or professional development opportunity. 

For example, on completing the Level 2 Apprenticeship your employer may wish to support you on to the Level 3 Early Years Educator Apprenticeship.

Email: EYApprenticeships@bestpracticenet.co.uk telling us your name, phone number and location and we will arrange a call to discuss your options and to support you towards finding an apprenticeship. 

 Any current vacancies will be advertised on the National Apprenticeship Service at https://www.gov.uk/apply-apprenticeship 

Yes, apprentices can move employers but they must check that the new employer is happy to support them on the programme and the employer will need to complete checks and contracts with us first.

For the apprenticeship, a certain amount of your working hours should be focused on gaining new learning. The amount will be dependent on your contracted hours per week. 

• Off-the-job training is about upskilling an individual to reach full occupational competency, not accrediting their existing skills. 
• Off-the-job training must be away from the apprentice’s normal working duties and must teach new knowledge, skills and behaviours relevant to their specific apprenticeship. 
• You can deliver off-the-job training in the apprentice’s normal workplace or at an external location.  
• Progress reviews and on-programme assessment do not count towards off-the-job training. 
• Apprentices may choose to spend additional time training outside paid hours, but this must not be required to complete the apprenticeship. 
• If training must, by exception, take place outside of the apprentice’s normal working hours, e.g. in an evening or at a weekend for an apprentice that normally works Monday to Friday between 9-5, we would expect this to be recognised, for example through time off in lieu or by an additional payment to the apprentice. 

Benefits of Off-the-job training 

Apprenticeships are about upskilling an individual. Reaching occupational competency takes time.  

• Many employers and apprentices have praised the positive effect off-the-job training has on their productivity  
• Apprentices feel valued by the significant investment in their training.  
• It can be delivered flexibly, for example, as a part of each day, one day per week, one week out of five or as block release.
• You may already have existing training programmes or materials you can use to deliver elements of the apprentice’s off-the-job training. 
• We have developed a range of delivery styles to suit employer and apprentice needs. Employers should work with us to decide when and where off-the-job training should take place and who is best placed to deliver it. 
• Learning support - To be successful, learners may need a range of approaches and support, which will be targeted appropriately. As well as material assistance, such as physical adjustments or access to accessibility software, some apprentices may benefit from additional time, revision or personal support from their training provider, to help them to stay on track and to achieve specific knowledge, skills and behaviours.  
• Develops strategic leadership skills and behaviours 
• Improves core management techniques 
• Focused learning experience
• Builds leadership capabilities to motivate and inspire your teams 
• Builds self-awareness 
• Addresses real organisational issues 
• For those that are engaged on an apprenticeship there may be an initial loss of productivity, due to the time the apprentice is engaged in training, but in the long term the new skills that the person brings back to the workplace, which makes them fully occupationally competent, should compensate for this. 
• The importance of off-the-job training to a quality apprenticeship was emphasised in the Richard Review of Apprenticeships and more recently in Taking Training Seriously, a report by the Gatsby Foundation which compared English apprenticeships to those in other countries. This report reinforced the need for off-the-job training and concluded that 20% should be the bare minimum if England is to compete with the strongest apprenticeship programmes internationally. 
• Ofsted and the Quality Assurance Agency for Higher Education (QAA) have also highlighted the importance of off-the-job training to a quality apprenticeship in their various publications.  
• A key element of Ofsted’s inspection regime is a judgement about how well apprentices make progress from their starting points i.e. what an apprentice can do as a result of their training and experience on the apprenticeship programme that they were unable to do before. 

Off-the-job training examples 

• Research 
• Networking events 
• Seminars  
• Shadowing others  
• Employer induction programme, e.g. conflict resolution and corporate induction as these are part of the required knowledge. 
• Reflective learning 
• Self-directed distance learning (where the apprentice is working on their own with no real-time support) 
• Interactive online learning (virtual classrooms where the learner can receive support, in real-time, from their training provider).  
• Practical training 
• Mentoring 
• Time writing assignments 
• Lectures, role-playing, simulation exercises 
• Online learning 
• Industry visits 
• Learning support 

Funding 

• This 14-month apprenticeship costs £4,000 but can be delivered at no cost to you or your setting if your setting is an Apprenticeship Levy payer. 
• If your setting doesn’t pay into the Apprenticeship Levy Fund, the government will pay 95% of your fees, with your setting contributing just 5%, which is £200. More details can be found on the  Government website. 
• Contact our friendly apprenticeship team to confirm the availability of funding for your setting.

Employer Incentive

Apprenticeship Levy Transfer

If an employer pays into the Apprenticeship Levy and has unspent funds, they can transfer up to 25% of that contribution to another employer. That means you can benefit from the levy-contributions of a different organisation to cover the full costs of an apprenticeship for a member of your team.

Organisations who are actively willing to transfer unspent funds can be viewed on the pledge page. Learn more about the Apprenticeship Levy Transfer on the Government website.

 Apprenticeship funding is available for employers from the government. The size of the funding employers receive varies depending on whether they pay the apprenticeship levy or not. Non-levy paying companies currently pay 5% of the cost with the government paying the rest. For levy-paying employers the funds are drawn from their levy accounts or topped up by the government if they have insufficient funds. 

https://www.apprenticeships.gov.uk/employer/how-much-is-it-going-to-cost  

• The entire apprenticeship is eligible for funding 
• The apprentice cannot pay towards an apprenticeship 
• Resits may incur extra costs to the employer

Payments are spread across the entire lifetime of the apprenticeship - taken each month by your training provider. This means that you don’t have to meet the full cost of the apprenticeship at the start of the training. You just need enough funds in your account to meet the monthly payments. In addition, 20% of the cost of the apprenticeship will be held back and taken from your Apprenticeship Service (AS) online account at the end of the apprenticeship. 

Do Levy funds run out? 

Yes. Levy funds will expire 24 months after they enter your digital account unless you spend them on apprenticeship training. For example, funds that entered your account in July 2019 will expire in July 2021. If you don’t use them, you will lose them. The account works on a first-in, first-out basis. Whenever a payment is taken from your digital account it automatically uses the funds that entered your account first. 

What happens if an employer’s Levy funds don’t cover the full cost of training? 

If an employer pays the Apprenticeship Levy but their funds do not cover the full cost of the apprenticeship training, then additional support is available. The government will pay 95% of the additional costs (up to the maximum of the relevant funding band) -with you as the employer ‘co-investing’ 5%.

As part of our Early Years initiative, learners who wish to become early years professionals, or those already working in this area of education, can take part in our programmes and advance onto other qualifications related to early years and child care. This initiative supports you in achieving your own ambitions and allows you to gain the skills required to support the next generation in being able to reach theirs.

Our Early Years Career Pathway has been developed to support your career development, take into account the variety of roles within the early years sector, and help you develop your career.

This pathway includes the following programmes: Early Years Practitioner (EYP) Apprenticeship Level 2, Early Years Educator (EYE) Apprenticeship Level 3, Early Years Lead Practitioner (EYLP) Level 5 and Early Years Initial Teacher Status (EYIIT) (eligible with a degree top-up).

The purpose of this apprenticeship is to train practitioners, working directly with children, to skillfully lead and support the day-to-day practice in their setting. The Lead Practitioner will be responsible for supporting the quality of learning and development in their setting as well as managing the operational aspects of the provision.

An apprenticeship is a job with an integrated formal training programme.

Apprenticeships are work-based training programmes that are designed to help employers and individuals train for specific job roles. Apprentices get a paying job with valuable training while working towards a nationally recognised apprenticeship standard.

Both new and existing staff may embark on an apprenticeship.

The EYLP Level 5 apprenticeship is ideal for someone looking to further their career possibilities as an Early Years Senior Practitioner, Room Leader, Deputy Manager, Supervisor.

 It is suitable for new recruits to the sector, newly qualified practitioners and most definitely established and experienced practitioners who wish to progress.

 Early Years Lead Practitioners work with and care for children from birth to 8 years. They play a massive role in supporting children to have the best start to their education. Research shows disadvantaged children are 4 months behind at age 5, 10 months behind by the age of 11, and 19 months behind when they reach 16. As an Early Years specialist, you will personally help to close the gap and increase the life chances of the children you work with. 

All applicants will be initially invited to a Teams interview with our sector specialists. This is to ensure they have the suitable experience, meet the entry requirements and are fully-informed of the programme they are accessing.

Apprentices must have:

• Support from your employer to undertake the programme
• Funding agreed with apprenticeship account holder
• GCSE’s in English and Maths at Grade C (4) or above or able to achieve Level 2 English and Maths whilst on programme
• Level 3 Early Years Educator or Equivalent Qualifications / Extensive Experience 
• Successful interview
• Must have held a residency in the UK for the last three years

There are no age restrictions.   

There are residency conditions:   

https://www.gov.uk/guidance/apprenticeship-funding-rules-for-employer-providers/annex-a-eligibility-criteria-who-we-fund   

Applicants will need to undertake a Disclosure and Baring Service to check and provide the results. Apprentices without level 2 English and Maths will need to achieve these prior to End Point Assessment. Apprentices will need to hold a Paediatric First Aid Certificate in order to meet Early Years Educator criteria. 

GCSE’s in English and Maths at Grade C (4) or above or evidence on the Personal Learner Record (PLR) will be required for an exemption from sitting English and Maths.

• Lost certificates – please contact your awarding body for copies  
• If you have no evidence, we will support you to achieve Level 2 Functional skills  

The apprentice is paid a lawful wage  

The apprentice cannot contribute towards the cost of the apprenticeship  

An initial assessment must consider whether the individual already possesses any of the training content e.g. the knowledge, skills and behaviours required by the apprenticeship:  

• It is important to know the apprentice’s starting point so that the training plan does not duplicate prior learning 
• Any existing relevant qualifications will be checked against the Apprenticeship Standard criteria during the initial assessment to ensure there is no duplication
• Significant new learning must be required

Only knowledge, skills and behaviours in the Apprenticeship Standard are relevant, existing non-relevant qualifications at the same or higher level do not exempt learners from the programme, e.g. a degree in landscape design  

Typically you will have GCSE’s in English and Maths at Grade C (4) or above, or able to achieve Level 2 English and maths whilst on the programme, but a full list of acceptable equivalent qualifications to exempt you from maths and English can be found here: https://www.gov.uk/government/publications/english-and-maths-requirements-in-apprenticeship-standards-at-level-2-and-above

Typically,  18 to 24 months duration.

On successful completion of your apprenticeship, you will be awarded the Level 5 Early Years Lead Practitioner Apprenticeship.

The apprenticeship is a work-based qualification, which means that the majority of the training and assessment for the apprenticeship will be completed at your workplace. You will need to build an apprenticeship e-Portfolio of evidence. Your Apprenticeship Tutor will observe you in the workplace and guide you on which pieces of work-based evidence are suitable for your e-Portfolio.  

Delivery will also be through webinars, online courses, briefings and face to face.

Throughout your apprenticeship, you will have remote visits and face to face visits with your Apprenticeship Tutor to carry out reviews and observations and support you and your employer.  

Once you have completed all the criteria for the apprenticeship and mock tests you will have a gateway meeting with your Tutor and Line Manager/Mentor to agree you are ready for your End Point Assessment (EPA). The EPA is completed to assess the knowledge, skills and behaviours that you have learnt throughout the apprenticeship.

As an apprentice,  you must be paid at least the Apprenticeship Minimum Wage of £5.28 an hour, however many employers pay more than this.   

If you are 19 after completing the first year of your apprenticeship, you must be paid at least the full National Minimum Wage.  

All apprentices are employed and have a contract of employment. You are counted as a regular employee so get all the benefits such as holiday and sick leave as well.  

Gateway requirements  

The decision to take an apprentice through Gateway is made between the employer, Independent Training Provider and apprentice. The apprentice must have achieved all the required on-programme elements before they enter Gateway, including the completion of a Portfolio of Evidence that will underpin the Professional Discussion (video evidence can be withheld for the EPAO to view at the employer’s premises) and The case study title and scope will be agreed between the apprentice, employer and the EPAO at the gateway.  

The EPA for Early Years Lead Practitioner contains 3 methods of assessment as outlined below:  

Observation with questions 

An observation with questions involves an independent assessor observing and questioning an apprentice undertaking work, as part of their normal duties, in the workplace. This allows for a demonstration of the KSBs through naturally occurring evidence. The observation must be of an apprentice completing their usual work and simulation is not permitted. The independent assessor will ask questions in relation to KSBs that have not been observed although these should be kept to a minimum. 

Professional discussion underpinned by a portfolio of evidence 

 This assessment will take the form of a professional discussion which must be appropriately structured to draw out the best of the apprentice’s competence and excellence and cover the KSBs assigned to this assessment method. A professional discussion is a two-way discussion which involves both the independent assessor and the apprentice actively listening and participating in a formal conversation. The apprentice leads the discussion. It gives the apprentice the opportunity to make detailed and proactive contributions to confirm their competency across the KSBs mapped to this method. 

Case study with report and presentation and questioning 

The assessment method is the completion of a case study and the outcome will be a case study report and presentation. The case study report will be based on a case study that the apprentice has done with an individual child or group of children. The case study report should include an analysis of observations the apprentice has made. The presentation will complement the report by allowing the apprentice the opportunity to provide more information about the report and to answer questions on it. A case study must be based on a real-life workplace situation which involves the apprentice completing a relevant and defined piece of work. The work must have a real benefit to the children or setting the apprentice is working in. The in-depth analysis of the observations and resulting case study report and presentation must be undertaken after the apprentice has gone through the gateway. The case study, report and presentation should be designed to allow the relevant KSBs to be assessed for the EPA. The EPAO must refer to the grading descriptors to ensure that case studies are pitched appropriately. The observations, analysis and preparation of the case study report and presentation will typically take 12 weeks. The case study report and presentation must be submitted 12 weeks after the gateway. 

 Grade aggregation table :

There are three levels of Apprenticeship:  

Level 2: Intermediate Level Apprenticeship (equivalent to five A* GCSEs)  

Level 3: Advanced Level Apprenticeship (equivalent to two A-Levels)  

Level 4, 5 and 6: Higher Apprenticeship (Foundation degree level)  

It is up to you what you do when you have finished your apprenticeship. There may be an opportunity to stay on at the same company and progress to the next level of apprenticeship or you may want to look for a new job or professional development opportunity.  

Applying for an apprenticeship is like applying for a job so you will have to go through an application process.  

Yes, apprentices can move employers but they must check that the new employer is happy to support them on the programme and the employer will need to complete checks and contracts with us first.

For the apprenticeship, a certain amount of your working hours should be focused on gaining new learning. The amount will be dependent on your contracted hours per week. 

• Off-the-job training is about upskilling an individual to reach full occupational competency, not accrediting their existing skills. 
• Off-the-job training must be away from the apprentice’s normal working duties and must teach new knowledge, skills and behaviours relevant to their specific apprenticeship. 
• You can deliver off-the-job training in the apprentice’s normal workplace or at an external location.  
• Progress reviews and on-programme assessment do not count towards off-the-job training. 
• Apprentices may choose to spend additional time training outside paid hours, but this must not be required to complete the apprenticeship. 
• If training must, by exception, take place outside of the apprentice’s normal working hours, e.g. in an evening or at a weekend for an apprentice that normally works Monday to Friday between 9-5, we would expect this to be recognised, for example through time off in lieu or by an additional payment to the apprentice. 

Benefits of Off-the-job training 

Apprenticeships are about upskilling an individual. Reaching occupational competency takes time.  

• Many employers and apprentices have praised the positive effect off-the-job training has on their productivity  
• Apprentices feel valued by the significant investment in their training.  
• It can be delivered flexibly, for example, as a part of each day, one day per week, one week out of five or as block release.
• You may already have existing training programmes or materials you can use to deliver elements of the apprentice’s off-the-job training. 
• We have developed a range of delivery styles to suit employer and apprentice needs. Employers should work with us to decide when and where off-the-job training should take place and who is best placed to deliver it. 
• Learning support - To be successful, learners may need a range of approaches and support, which will be targeted appropriately. As well as material assistance, such as physical adjustments or access to accessibility software, some apprentices may benefit from additional time, revision or personal support from their training provider, to help them to stay on track and to achieve specific knowledge, skills and behaviours.  
• Develops strategic leadership skills and behaviours 
• Improves core management techniques 
• Focused learning experience
• Builds leadership capabilities to motivate and inspire your teams 
• Builds self-awareness 
• Addresses real organisational issues 
• For those that are engaged on an apprenticeship there may be an initial loss of productivity, due to the time the apprentice is engaged in training, but in the long term the new skills that the person brings back to the workplace, which makes them fully occupationally competent, should compensate for this. 
• The importance of off-the-job training to a quality apprenticeship was emphasised in the Richard Review of Apprenticeships and more recently in Taking Training Seriously, a report by the Gatsby Foundation which compared English apprenticeships to those in other countries. This report reinforced the need for off-the-job training and concluded that 20% should be the bare minimum if England is to compete with the strongest apprenticeship programmes internationally. 
• Ofsted and the Quality Assurance Agency for Higher Education (QAA) have also highlighted the importance of off-the-job training to a quality apprenticeship in their various publications.  
• A key element of Ofsted’s inspection regime is a judgement about how well apprentices make progress from their starting points i.e. what an apprentice can do as a result of their training and experience on the apprenticeship programme that they were unable to do before. 

Off-the-job training examples 

• Research 
• Networking events 
• Seminars  
• Shadowing others  
• Employer induction programme, e.g. conflict resolution and corporate induction as these are part of the required knowledge. 
• Reflective learning 
• Self-directed distance learning (where the apprentice is working on their own with no real-time support) 
• Interactive online learning (virtual classrooms where the learner can receive support, in real-time, from their training provider).  
• Practical training 
• Mentoring 
• Time writing assignments 
• Lectures, role-playing, simulation exercises 
• Online learning 
• Industry visits 
• Learning support 

£8,000  but:  

Apprenticeship funding is available for employers from the government. The size of the funding employers receive varies depending on whether they pay the apprenticeship levy or not. Non-levy paying companies currently pay 5% of the cost with the government paying the rest. For levy-paying employers, the funds are drawn from their levy accounts or topped up by the government if they have insufficient funds.  

https://www.apprenticeships.gov.uk/employer/how-much-is-it-going-to-cost   

• The entire apprenticeship is eligible for funding  
• The apprentice cannot pay towards an apprenticeship  
• Resits may incur extra costs to the employer  

How are apprenticeships paid for and are they affordable?  

Payments are spread across the entire lifetime of the apprenticeship - taken each month by your training provider. This means that you don’t have to meet the full cost of the apprenticeship at the start of the training. You just need enough funds in your account to meet the monthly payments. In addition, 20% of the cost of the apprenticeship will be held back and taken from your Apprenticeship Service (AS) online account at the end of the apprenticeship.  

Do Levy funds run out?  

Yes. Levy funds will expire 24 months after they enter your digital account unless you spend them on apprenticeship training. For example, funds that entered your account in July 2019 will expire in July 2021. If you don’t use them, you will lose them. The account works on a first-in, first-out basis. Whenever a payment is taken from your digital account it automatically uses the funds that entered your account first.  

What happens if an employer’s Levy funds don’t cover the full cost of training?  

If an employer pays the Apprenticeship Levy but their funds do not cover the full cost of the apprenticeship training, then additional support is available. The government will pay 95% of the additional costs (up to the maximum of the relevant funding band) - with you as the employer ‘co-investing’ 5%.

As part of our Early Years initiative, learners who wish to become early years professionals, or those already working in this area of education, can take part in our programmes and advance onto other qualifications related to early years and child care. This initiative supports you in achieving your own ambitions and allows you to gain the skills required to support the next generation in being able to reach theirs.

Our Early Years Career Pathway has been developed to support your career development, take into account the variety of roles within the early years sector, and help you develop your career.

This pathway includes the following programmes: Early Years Practitioner (EYP) Apprenticeship Level 2, Early Years Educator (EYE) Apprenticeship Level 3, Early Years Lead Practitioner (EYLP) Level 5 and Early Years Initial Teacher Status (EYIIT) (eligible with a degree top-up).

As part of our Early Years initiative, learners who wish to become early years professionals, or those already working in this area of education, can take part in our programmes and advance onto other qualifications related to early years and child care. This initiative supports you in achieving your own ambitions and allows you to gain the skills required to support the next generation in being able to reach theirs.

Our Early Years Career Pathway has been developed to support your career development, take into account the variety of roles within the early years sector, and help you develop your career.

This pathway includes the following programmes: Early Years Practitioner (EYP) Apprenticeship Level 2, Early Years Educator (EYE) Apprenticeship Level 3, Early Years Lead Practitioner (EYLP) Level 5 and Early Years Initial Teacher Status (EYIIT) (eligible with a degree top-up).

How do I move forward in my Early Years Career?

Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities.  

Promoting self-belief, social inclusion and high self-esteem play an integral part in pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. TAs are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities.  

TAs promote Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.

The Level 3 Teaching Assistant (TA) Apprenticeship is ideal for anyone already working in or someone looking for a career in a teaching-learning support role. 

Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities.  

Promoting self-belief, social inclusion and high self-esteem play an integral part in pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. TAs are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities.  

In order to be eligible for this programme, you must have: 

• Support from your school and levy account holder/Apprenticeship Service Account holder 
• Support from your Line Manager/designated Mentor to work with you throughout the programme and support you with the 20% off-the-job training including webinars, portfolio preparation, shadowing, reading and time to attend Review meetings. Also to set the plan for the on-the-job training according to an Individual Learning Plan. 
• GCSEs in English and Maths at Grade C (4) or above or able to achieve Level 2 English and maths whilst on programme (fully supported on a one-to-one basis) 
• 5 GCSEs at Grade C (4) or above or equivalent and/or experience in the role or similar roles. Able to demonstrate working at Level 2 (same level as GCSE Grade C (4) or above 
• and you must have held a residency in the UK for the last three years 

There are no age restrictions.  

There are residency conditions: https://www.gov.uk/guidance/apprenticeship-funding-rules-for-employer-providers/annex-a-eligibility-criteria-who-we-fund  

GCSEs in English and Maths at Grade C (4) or above or able to achieve Level 2 English and maths whilst on programme 

• Certificates or evidence on the Personal Learning Record (PLR) will be required for an exemption from sitting English and maths
• Lost certificates – please contact your awarding body for copies 
• If you have no evidence, we will support you to achieve Level 2 Functional skills 

The learner is paid a lawful wage on this apprenticeship programme

The learner cannot contribute towards the cost of the apprenticeship 

An initial assessment must consider whether the individual already possesses any of the training content e.g. the knowledge, skills and behaviours required by the apprenticeship: 

• It is important to know the apprentice’s starting point so that the training plan does not duplicate prior learning. 
• Any existing relevant qualifications will be checked against the Apprenticeship Standard criteria during the initial assessment to ensure there is no duplication.  
• Significant new learning must be required.  

Only knowledge, skills and behaviours in the Apprenticeship Standard are relevant, existing non-relevant qualifications at the same or higher level do not exempt learners from the programme, e.g. a degree in landscape design 

https://www.instituteforapprenticeships.org/apprenticeship-standards/operations-departmental-manager/  

Typically you will have GCSEs in English and Maths at Grade C (4) or above, or able to achieve Level 2 English and maths whilst on the programme, but a full list of acceptable equivalent qualifications to exempt you from maths and English can be found here: https://www.gov.uk/government/publications/english-and-maths-requirements-in-apprenticeship-standards-at-level-2-and-above

Typically, 15 to 18 months duration.

On successful completion of your apprenticeship, you will be awarded the Level 3 Teaching Assistant Apprenticeship and Level 2 Functional skills in Maths and English, if required.

This programme is a work-based qualification, which means that the majority of the training and assessment for the leaner will be completed within the school setting. You will need to build an apprenticeship learner e-Portfolio of evidence. Your Tutor will observe you in the workplace and guide you on which pieces of work-based evidence are suitable for your e-Portfolio. 

Delivery will also be through webinars, online courses and briefings and three face to face training days offsite (dependent on current legislation). 

Throughout the programme, you will have monthly remote visits and three-monthly face to face visits (dependant on current legislation) with your Tutor to carry out reviews and observations and support you and your employer. 

Once you have completed all the criteria for the leaner and mock tests you will have a gateway meeting with your Tutor and Line Manager/Mentor to agree you are ready for your End Point Assessment (EPA). The EPA is completed to assess the knowledge, skills and behaviours that you have learnt throughout the apprenticeship.  

If you are over 19 you must be paid at least the Apprenticeship Minimum Wage of £5.28 from April 2023. 

If you are 19 after completing the first year of your apprenticeship, you must be paid at least the full National Minimum Wage. 

All apprentices are employed and have a contract of employment. You are counted as a regular employee so get all the benefits such as holiday and sick leave as well. 

Gateway requirements: 

• Apprentices without English or maths at Level 2 must achieve this prior to taking their EPA. For those with an Education, Health and Care Plan or a legacy statement, the apprenticeships English and maths minimum requirement is Entry Level 3 and a British Sign Language qualification is an alternative to English qualifications for whom this is their primary language. 
• Completion of a portfolio of evidence to support the professional discussion. 

The End Point Assessment (EPA) consists of two distinct assessment methods:  

• Practical observation with questions & answers 
• Professional discussion supported by a portfolio of evidence. 

Performance in the EPA will determine the learners grade of distinction, pass or fail. 

Learning and personal development are lifelong journeys. Our programme will help you to consider a range of options for career development that might include progression to HLTA or teaching, but which might also include development of specific areas of expertise or dedicated specialist support roles within schools or indeed across schools within a trust or network.

Applying for an apprenticeship is like applying for a job so you will have to go through an application process. All our current vacancies are advertised on the National Apprenticeship Service; https://www.gov.uk/apply-apprenticeship.

If this apprenticeship is for your current role please discuss this with your Employer and we will be very happy to support you onto the programme. 

Yes, apprentices can move employers but they must check that the new employer is happy to support them on the programme and the employer will need to complete checks and contracts with us first. 

For the apprenticeship, a certain amount of your working hours should be focused on gaining new learning. The amount will be dependent on your contracted hours per week. 

• Off-the-job training is about upskilling an individual to reach full occupational competency, not accrediting their existing skills. 
• Off-the-job training must be away from the apprentice’s normal working duties and must teach new knowledge, skills and behaviours relevant to their specific apprenticeship. 
• You can deliver off-the-job training in the apprentice’s normal workplace or at an external location.  
• Progress reviews and on-programme assessment do not count towards off-the-job training. 
• Apprentices may choose to spend additional time training outside paid hours, but this must not be required to complete the apprenticeship. 
• If training must, by exception, take place outside of the apprentice’s normal working hours, e.g. in an evening or at a weekend for an apprentice that normally works Monday to Friday between 9-5, we would expect this to be recognised, for example through time off in lieu or by an additional payment to the apprentice. 

Benefits of Off-the-job training 

Apprenticeships are about upskilling an individual. Reaching occupational competency takes time.  

• Many employers and apprentices have praised the positive effect off-the-job training has on their productivity  
• Apprentices feel valued by the significant investment in their training.  
• It can be delivered flexibly, for example, as a part of each day, one day per week, one week out of five or as block release.
• You may already have existing training programmes or materials you can use to deliver elements of the apprentice’s off-the-job training. 
• We have developed a range of delivery styles to suit employer and apprentice needs. Employers should work with us to decide when and where off-the-job training should take place and who is best placed to deliver it. 
• Learning support - To be successful, learners may need a range of approaches and support, which will be targeted appropriately. As well as material assistance, such as physical adjustments or access to accessibility software, some apprentices may benefit from additional time, revision or personal support from their training provider, to help them to stay on track and to achieve specific knowledge, skills and behaviours.  
• Develops strategic leadership skills and behaviours 
• Improves core management techniques 
• Focused learning experience
• Builds leadership capabilities to motivate and inspire your teams 
• Builds self-awareness 
• Addresses real organisational issues 
• For those that are engaged on an apprenticeship there may be an initial loss of productivity, due to the time the apprentice is engaged in training, but in the long term the new skills that the person brings back to the workplace, which makes them fully occupationally competent, should compensate for this. 
• The importance of off-the-job training to a quality apprenticeship was emphasised in the Richard Review of Apprenticeships and more recently in Taking Training Seriously, a report by the Gatsby Foundation which compared English apprenticeships to those in other countries. This report reinforced the need for off-the-job training and concluded that 20% should be the bare minimum if England is to compete with the strongest apprenticeship programmes internationally. 
• Ofsted and the Quality Assurance Agency for Higher Education (QAA) have also highlighted the importance of off-the-job training to a quality apprenticeship in their various publications.  
• A key element of Ofsted’s inspection regime is a judgement about how well apprentices make progress from their starting points i.e. what an apprentice can do as a result of their training and experience on the apprenticeship programme that they were unable to do before. 

Off-the-job training examples 

• Research 
• Networking events 
• Seminars  
• Shadowing others  
• Employer induction programme, e.g. conflict resolution and corporate induction as these are part of the required knowledge. 
• Reflective learning 
• Self-directed distance learning (where the apprentice is working on their own with no real-time support) 
• Interactive online learning (virtual classrooms where the learner can receive support, in real-time, from their training provider).  
• Practical training 
• Mentoring 
• Time writing assignments 
• Lectures, role-playing, simulation exercises 
• Online learning 
• Industry visits 
• Learning support 

£7,000 but: 

Apprenticeship funding is available for employers from the government. The size of the funding employers receive varies depending on whether they pay the apprenticeship levy or not. Non-levy paying companies currently pay 5% of the cost with the government paying the rest. For levy-paying employers, the funds are drawn from their levy accounts or topped up by the government if they have insufficient funds. 

https://www.apprenticeships.gov.uk/employer/how-much-is-it-going-to-cost  

• The entire apprenticeship is eligible for funding 
• The apprentice cannot pay towards an apprenticeship 
• Resits may incur extra costs to the employer 

How are apprenticeships paid for and are they affordable? 

Payments are spread across the entire lifetime of the apprenticeship - taken each month by your training provider. This means that you don’t have to meet the full cost of the apprenticeship at the start of the training. You just need enough funds in your account to meet the monthly payments. In addition, 20% of the cost of the apprenticeship will be held back and taken from your Apprenticeship Service (AS) online account at the end of the apprenticeship. 

Do Levy funds run out? 

Yes. Levy funds will expire 24 months after they enter your digital account unless you spend them on apprenticeship training. For example, funds that entered your account in July 2022 will expire in July 2023. If you don’t use them, you will lose them. The account works on a first-in, first-out basis. Whenever a payment is taken from your digital account it automatically uses the funds that entered your account first. 

What happens if an employer’s Levy funds don’t cover the full cost of training? 

If an employer pays the Apprenticeship Levy but their funds do not cover the full cost of the apprenticeship training, then additional support is available. The government will pay 95% of the additional costs (up to the maximum of the relevant funding band) - with you as the employer ‘co-investing’ 5%.

Best Practice Network is a National Provider of Assessment (NPA) for HLTA with a rich history in the development and success of the programme and status since its inception in 2003.  

Our expertise is built on the training, preparation and assessment of more than 11,000 HLTAs and our experience as a national provider of CPD and accreditation includes Department for Education approved delivery of the  Early Career Framework  and the newly reformed suite of National Professional Qualifications, as well as programmes such as the National Award for SEN Coordination, the Diploma for School Business Managers and Early Years Initial Teacher Training. 

Within our TA Level 3 Apprenticeship programme we have: 

• Cross referenced the apprenticeship KSBs to the 33 HLTA Standards 
• Provided opportunities for individuals to develop one or two specialist areas that will support progression to an HLTA area of expertise (HLTA Standards 10,17,18)
• Adapted HLTA (level 4) tasks to TA (level 3), to support familiarisation and progression 
• Developed the apprentice portfolio of learning in line with requirements for an HLTA portfolio of learning, to support familiarization and progression
• Built in opportunities to develop skills and behaviours that would support progression to whole class teaching (HLTA Standard 31) 

As a result, following achievement of the BPN level 3 apprenticeship, TAs will be eligible to apply for a fast-track route to HLTA assessment with Best Practice Network. All apprentices will have the opportunity to include progression to HLTA status as part of their final exit individual learning plan.

In addition to the core content that covers a wide range of topics and areas of study, TAs can select one or two specialist areas to develop as part of their personalised pathway, with additional certification provided for successful completion of specific modules. Within the Teaching Assistant  Level 3 programme we use the term ‘specialist areas.’ This supports progression to HLTA status where HLTA makes reference to ‘areas of expertise’.

Learners are able to select up to two specialist areas from the following:

Special Needs and Disabilities
Those specialising in SEND will develop their understanding of areas of need such as  Speech, Language and Communication Needs (SLCN), Social, Emotional and Mental Health (SEMH), Dyslexia and Autistic Spectrum Disorder (ASD), enabling them to  deliver an even more effective role in supporting provision for students with SEND.​


Early Years
The focus of the Early Years specialism is good practice in nursery and reception  that ensures children are given the best possible start to their schooling, in  line with the principles and practices of the Early Years Foundation Stage.​


Behaviour
The behaviour specialism develops a deeper understanding of behaviour strategies to support children to behave in ways that help them and others to gain the most from their schooling.​


English as an Additional Language (EAL)
Selecting EAL will equip TAs to support pupils who are may be at different stages of English language acquisition and who have different backgrounds and needs.


Assessment
A specialism in assessment will support TAs' understanding of formative assessment techniques to; find out what children already know so that they can build on this​, unpick children’s misconceptions​, check learning within (as well as at the end of) lesson​ and be able to provide effective feedback to move learning forwards.

Applicants for HLTA preparation and assessment need to be working at the HLTA standards and have their school support. Once accepted the standard programme is 2 days of HLTA preparation, additional online study and an HLTA assessment carried out by an independent assessor. Because connections to HLTA Standards, tasks and assessment methodology will be made as part of the apprenticeship programme, successful apprentices can apply for a fast-track route which is a half-day conversion course to replace the 2 days of HLTA preparation and additional online study.

Level of qualification

In line with the DfE’s published Early Years Level 3 SENCO Qualification Specification, this training is for Level 3 practitioners working in group provision or as a childminder. Those qualified below Level 3 or holding a qualification that is not full and relevant for the purposes of meeting the Level 3 ratio requirements in the Early Years Foundation Stage framework, are not eligible to access the training offer. This approach is to ensure parity between the existing minimum qualification level of trainees and the level of SENCO qualification which they will be awarded.  

Eligible setting types

Within the funding available for this training project, priority has been given to settings where there is the greatest need to increase the number of qualified SENCOs. Training is available to staff identified as a SENCO working in group provision or as a childminder, as required by section 3.68 of the Early Years Foundation Stage (EYFS). Staff in other settings mentioned in this section of the EYFS (maintained schools and maintained nursery schools, which are covered by other statutory and legal requirements concerning SENCO provision), and other forms of early years care that is not delivering the EYFS are not eligible to access this training offer.

Transferring from another training course

Funding for this contract is provided on the basis that extra Level 3 EY SENCO training places will be offered to EY SENCOs working in group provision or as a childminder. Training places offered under this contract must be in addition to training places that are already available in the market. Training applications will be assessed on a case-by-case basis but individuals who are already enrolled or undertaking training with another training provider may have their application turned down.

At this time, only one eligible person per setting will be offered a training place.

No. This DfE funded project will provide training for SENCOs (or aspiring SENCOS with employer approval) working in private, voluntary and independent settings and in childminder settings.

Yes. The Early Years Level 3 SENCO qualification specification states; The early years SENCO qualification is for a Level 3 practitioner. The DfE, with input from key EY sector stakeholders, compiled two documents (“Early years level 3 SENCO qualification specification” and “Role description of the early years special educational needs coordinator”) which are available on gov.uk.

Yes. You must be an employee of a setting or a serving childminder. The primary objective for this DfE funded project is to increase the number of Level 3 qualified SENCOs, available to children in group-based settings and childminder settings, who have the knowledge and skills to properly fulfil the role of a SENCO described in the code of practice and in the role description.

It depends. As a part of the DfE Education Recovery Package, Best Practice Network has been allocated 5000 funded places over a two year period. These places will be prioritised in line with the DfE’s identification of local authority areas and types of settings with the greatest need and impact of the Covid pandemic. If your setting falls within the area or type of criteria for prioritisation, it is extremely likely that you will be offered a place on our programme. If you are not, there is still a very good chance that you will be offered a place, particularly if you apply before January 2023, however, you may need to be placed on a waiting list or allocated a later starting date.

BPN are required to deliver certain percentages of training to individual government regions identified by the DfE where data indicates the need is greatest need. In addition, we will prioritise training places to settings that meet one or more of these criteria:

• Provide to at least one child with an Education and Health Care Plan or Disability Access Fund indicator.
• Provide to at least one child in receipt of Early Years Pupil Premium.
• Provide to at least one disadvantaged two-year-old.

Yes. Our programme is flexible to enable part-time employees to complete the programme over an extended period. All scheduled training days will follow the standard 4-month programme cycle. However, part-time employees will have up to six months, if required, to complete the online modules and assessment via the eportfolio.

As stated by the DfE, training must result in an accredited Level 3 EY SENCO qualification. Best Practice Network is approved by NCFE to deliver the Level 3 Award for SENCOs in Early Years Settings. 

We will offer a range of training sessions to meet the needs of practitioners and their settings. At the point of application candidates will be able to select a training preference (morning, afternoon, evening or Saturday AM). We will endeavour to ensure that candidates are put into training groups according to their preference, however, this cannot be guaranteed. The group will then run at the same time each month.

The Level 3 Early Years SENCO qualification is delivered over 4 months through four Online Taught Sessions and Online Study Units. Each of the 4 Online Taught Sessions are 3 hours long and consist of live tutor-led training, incorporating pre-reading tasks, breakout room activities, group discussion and group training. All learners will have access to our Virtual Learning Environment where they will access the online units.

The EY SENCO qualification specification is clear that the number of Guided Learning Hours (GLH) is 24 and the Total Qualification Time (TQT) is 34, although clearly some individual learners may take more or less hours in terms of TQT. The Guided Learning Hours on our programme equate to 12 hours of taught sessions (4 x 3 hours) and an expectation of a minimum of 12 hours online study.

Total Qualification time will include induction to the programme, initial needs analysis, 2 x 45 minute calls with a mentor, and assessment activity.

The programme is manager by our Programme Leader. Each group will be supported by two tutors. Individuals will also have a mentor and assessor who will provide 1-2-1 support and guidance throughout the programme.

BPN has a large team who will offer support for all aspects of the programme from application to completion. We have a dedicated helpdesk and IT support team who will assist with any technical issues individuals might face.

There are two main types of learning outcome:

• Skills that can be performed
• Knowledge that can be learnt

You will be assessed through an e-portfolio of evidence against these 26 Assessment Criteria. Throughout the course you will upload documents from your work and study, along with an explanation of why you believe the document(s) demonstrate how the assessment criteria is met. Once all 26 criteria have been demonstrated, you will be awarded the qualification (subject to moderation).

1. An honours degree from a UK Higher Education Institution at 2:2 or above. You will also need GCSE English and maths grade 4 (C) or above (or equivalent*).
2. You will also need GCSE Science grade 4 (C) if you are studying Primary

*If you hold Level 2 Functional Skills, Key Skills or another maths or English qualification, you will need still need to complete GCSE Equivalency testing to meet the ITT entry requirements.

**GCSE equivalent does not include Functional or Key Skills for the purpose of meeting the ITT requirements. Please do give us a ring to discuss further.

You will need to apply to ENIC for a certificate of equivalency, and we will check that against the regulations that the government sets for entry into the profession. 

You'll need to apply for an equivalency GCSE.

We accept equivalency tests from: 

• A* Star Teachers www.astarteachers.co.uk 

• Equivalency Testing www.equivalencytesting.co.uk 
• Maths Made Easy www.mathsmadeeasy.co.uk 

 (This will be at your own cost). 

If you also have non-UK GCSE equivalent examinations, send all of your certificates together. 

(This will be at your own cost). 

No. Although these are Level 2 qualifications, as are GCSEs, they do not cover the same breadth of knowledge so cannot be accepted as equivalent to a GCSE.  

We aim to place all trainees no more than 45-minute travel away from home. 

We will take into consideration your needs, in order to ensure we choose the right placement for you. 

No – you only need QTS to be employed as a qualified teacher, which you achieve on successful completion of our course. A PGCE is an additional academic qualification awarded by a university which some providers offer alongside QTS. 

Fee-funded is through a student loan and as you will be classed as full-time student, this would be unsalaried. The apprenticeship route would allow you to be paid a wage and your employer would cover the cost of the programme through the Apprenticeship Levy Fund.  

Although not essential, prior school experience will strengthen your application and provide you with an invaluable insight into what teaching is really like and the role and responsibilities of a classroom teacher. 

Contact schools who know you or local schools asking who the appropriate contact is.  Be flexible.  Schools are busy places and so might not always offer you exactly what you requested.  Volunteering is a great option if your schedule permits. 

Schools may require a DBS check as a matter of policy and you will need this as a trainee teacher.  It would be wise to obtain this as soon as possible as they can take weeks to complete. 

No, we are only offering the postgraduate fee-funded and employment based (apprenticeship) route.  

There is no ‘best route’ into teaching. The question is which is the best route into teaching for you? This may depend on your own personal situation. 

We’re looking for people who want to become outstanding teachers; people who genuinely enjoy working with children and young people; people who are passionate about education and who are relentless in their drive to ensure positive outcomes for children. 

Further essential qualities are outstanding organisation and communication skills, resilience, a proactive reflective approach and good interpersonal skills. You should also have determination and energy, high standards of English, maths and excellent subject knowledge. 

You will benefit from bespoke weekly core training days with your fellow trainees, additional tailored subject-specific training days, a school-based mentor and a personal Best Practice Network tutor, as well as support from a knowledgeable and accessible programme team including a placement coordinator who will arrange your second placement in a contrasting school environment.  

There are several pathways for you to consider.

Primary

You will be able to specialise in the key stage 1 and 2 provision (3-7 or 5-11) including SEN provision.

The 3-7 route encompass early years specialism and your placements will take place in early years and key stage 1. The 5-11 route specialises in the curriculum across the entire primary phase meaning your placements will take place in key stage 1 and key stage 2 classes. Both routes lead to QTS meaning you will be qualified to teach across the primary phase regardless of which route you take. 

Secondary

You will be able to specialise in the key stage 3 and 4 provision (11-16 or 14-19).

You will select your subject specialism (English, maths, chemistry, physics, biology, computing, geography, French or Spanish). Trainees must have taught classes to pupils in two schools prior to the award of QTS. The duration of the ‘second school’ placement is dependent on your ITT route. All routes lead to QTS meaning you will be qualified to teach across the secondary phase regardless of which route you take or subject specialism.

Yes, you would be eligible for QTS. We would recommend you consider the apprenticeship route if your current workplace setting offers Key stage 1 +

Any offer we make will be conditional on health checks, disclosure and barring check (DBS) and completing mandatory safeguarding online course.  

The selection process will check your competence in spoken and written English. 

If you have a master's without a degree, you will have to demonstrate the breadth and time of the academic engagement that would be expected to meet 1st degree study and would not be less than 3 years.  

You will be eligible if you have: 

• The right to work in the UK / settlement status 
• Have held a residency in the UK for the last 3 years   

We do not offer this as a course. 

The amount of teaching builds up over the year. For example in the first module they would start by team teaching and working with groups or in more of a supportive role like a Teaching Assistant.  

 

We will look at this on a case-by-case basis. We recognise that there are circumstances where a trainee undertakes ITT to take up a particular teaching role in a specific school and that this is sometimes a role in a special school. Accredited ITT providers and their lead partners should use their expertise and judgement to decide whether a primary or secondary ITT course would be most appropriate for the context in which the trainee will be working as an ECT. For example, we accept that there may be circumstances where primary ITT is more appropriate for a trainee who is preparing for a particular role in a secondary special school. Consideration should also be given to the trainee’s long term career ambitions in the teaching profession.

No, as you have already achieved QTS. 

For Your School 

The designated Induction Tutor will need to register any new ECTs and Mentors through the DfE Online Service. 

If your school is yet to have an ECT or your school is changing from another Lead Provider to Best Practice Network (BPN), they will be prompted with instructions on what to do within the DfE Online Service and your school will need to register through the BPN School Registration Form. 

For ECTs and Mentors: 

Once ECTs and Mentors’ details have been updated on the DfE online service, the DfE will provide BPN with the enrolment details. A follow-on enrolment form is sent from BPN to ECTs and Mentors directly to capture additional information to help allocate a suitable training group. 

Please note this is not instant: we will be in touch with all participants who have registered through the DfE, once the DfE have processed their registration and carried out the eligibility checks. 

After submitting the ECT/Mentor follow-on enrolment form, the ECTs and Mentors will be provided with:   

- ECF Information Pack 

- ECT/Mentor Handbook 

School Dashboard 

The Induction Tutor does not need to contact us to check we have received the ECT/Mentor enrolment. They should have the access to the School Dashboard

where they can view all the ECTs/Mentors enrolment status, training schedule and their progress on Canvas. More information about School Dashboard, please see our article here.

Appropriate Body

Please also ensure to register your ECTs with Appropriate Body (AB). AB is responsible for assessment of the induction period. Best Practice Network is not an AB, but a training provider. The appropriate bodies could be teaching school hubs or other organisations which the Secretary of State has determined can act in this role. You could find the list of appropriate bodies here. 

If there are any issues with the registration process on the DfE Online Service, please contact the DfE directly on  continuing-professional-development@digital.education.gov.uk . 

The Early Career Framework is part of Continuing Professional Development, (CPD).

Therefore, it is not assessed; the induction process is separate and the responsibility of the school and the appropriate body.

It cannot be used as part of the formal assessments within the statutory induction. Within the ECF programme, modules are generally linked to the teaching standards. ECTs will be assessed against the teaching standards within statutory induction, which is separate from the ECF programme and is down to your Appropriate Body to decide. Any reports or paperwork needed on the ECTs and Mentors progress will be requested from the appropriate body.

You will need to be in touch with your Appropriate Body on the assessment requirements of Early Career Teachers.

The standard length of ECT induction training is typically two years. However, if an ECT spends less or more than two years in training, a Non-Standard induction policy must be followed. 

The aim of the policy is to set out some principles to clarify our approach to non-standard ECTs and it outlines our intention to deliver ECT training that is fair, accessible and does not include any unnecessary barriers. The Non-Standard induction policy applies to: 
 •    ECTs undergoing an extended or reduced term of induction 
 •    Part-time ECTs 
 •    ECTs transferring schools during their ECF training 
 •    ECTs starting at different points throughout the academic year. 

For full details about the statutory induction of ECTs, please refer to Pages 21 and 22  of the DfE Statutory Guidance.

Please note that any non-standard induction, whether reduced or extended, must be approved by both the school and the Appropriate Body.  

If you are changing schools or training provider, this will need to be notified on the DfE Online Service. The ECF programme is funded by the Department for Education, and Best Practice makes periodic declarations for this. Completion of the programme will be recorded on the DfE, so you will not lose any of your progress by transferring schools. You should not have to re submit any work and should be able to continue with the programme where you last engaged. If you have a short period away from teaching or a gap between changing schools, you are able to defer your place and will be placed on a non-standard induction. 

Supply or Short term contracts

Supply teachers can enrol onto the ECF Programme if they are working for a school for a minimum of 3 months (or 1 long academic term). 

Best Practice Network offers a blended learning approach, with self-study, online and face-to-face training all forming part of the programme. 

We believe there are many benefits to attending in-person events, physical involvement and interaction are still proven to be the most effective ways to learn. The ability to ask questions or clarify information on the spot also keeps participants engaged in the training and can avoid confusion and misunderstandings. Facilitators are also there to contextualise the learning. 

Eligible Schools and Establishments

Schools and establishments eligible for DfE funding include:

- state-funded schools, colleges, sixth forms.

- maintained and non-maintained special schools

- independent schools that receive Section 41 funding

Independent Schools 

We do offer places for the ECF programme at a fee. Standard fees include attendance at the live online events, workshops, online modules and learning recourses. You will also need to register with an appropriate body to sign the induction of the ECT off, and they may raise a separate cost.

Payment plans can be set up for a period of up to 10 months. These fees are subject to VAT. If you have a UK bank account you can choose the Direct Debit option from the payment method email you will receive, or we can set up plans for monthly BACS or credit / debit card payments.

Please contact us to find out further information on costing. 

Who is eligible to be an ECT?

ECTs should be eligible for DfE funding if they both:

- Hold qualified teacher status (QTS).
- Started their induction on or after 1 September 2021.

ECTs with qualified teacher learning and skills status (QTLS) are not eligible for DfE funding, because they are exempt from statutory induction.

How the DfE checks the eligibility for ECTs and Mentors

When school induction tutors register ECTs and mentors with DfE, we check the teacher’s details in the Teaching Regulation Agency (TRA) records.

We check that the ECT:

-Holds qualified teacher status (QTS).

-Has not completed statutory induction before.

-Has not started an induction before 1 September 2021.

We check that the mentor:

-Does not have any prohibitions, sanctions or restrictions on their record.

-Has not received funded training for ECF-based mentoring before.

The early years are a critical period in a child's development. Early Years Initial Teacher Training (EYITT) mentors play a vital role in shaping the skills and knowledge of future practitioners, ultimately influencing the well-being and learning of young children.

Below we have outlined the key expectations for EYITT mentors, ensuring they can effectively support their trainees throughout the programme.

• Engage in assigned training (see Training Model Summary)

• Engage in the Mentor Development Review process

• Weekly 30 minute mentor observations using the BPN format, with opportunity to feedback

• To comment on the monthly reflections ​

• Set and review targets with their student teacher​

• Ensure student teachers have a timetable that provides a breadth of experience of subject knowledge and age groups

• Ensure student teachers have a balance between teaching, observation and 10% study time

• Discuss training and how this could be embedded into setting practice

• Discuss children's progress and learning over time and use student teachers' learning sequences, PLC's and the Reflective Account to evidence impact

• Be the first point of contact for any issue or concerns raised by the student teacher in setting or on placement

• Report to the Personal Tutor in the first instance with any pastoral, attendance or progress concerns regarding the student teacher

• Refer to the BPN’s Additional Support Procedures, where necessary

• Secure appropriate professional development opportunities for student teachers within setting

• Provide opportunities for student teachers to further develop their centre-based learning within the setting

• Ensure practice in the setting complies with the latest Equality legislation

• Ensure accurate judgements are being made against the EY milestones

• Attend the PLC meetings to discuss progress and set new targets

• Engage with the final recommendation process and transition plan

Mentoring aspiring early years teachers requires a unique set of skills and knowledge. 

This section lists the various training components that will prepare mentors for this crucial role.

• Induction Training:

  • Induction Conference

  • Canvas Online Induction Module

  • Completion of the MDR

• Online mentor module with reflection

• 3 x online Mentor training events

• Attendance at Keeping in Touch Meetings

• MDR Final Review

• Engagement with online discussion forums

• Engagement with the mentor research and resource bank.

• Mentor Conference

The 2024/25 academic year brings significant changes to Initial Teacher Training (ITT) mentorship programme. The Department for Education (DfE) has implemented new requirements designed to enhance the quality of support offered to trainees. These changes aim to foster a more effective learning environment for both mentors and trainees, ultimately leading to improved outcomes for teachers and pupils.

• ITT providers are responsible for ensuring their mentor training programmes meet DfE standards and align with their overall ITT curriculum

• All ITT mentors will need to engage in mentor training and professional development

• Following the initial training, mentors will need to complete training annually

To make sure mentors are equipped with the skills necessary to succeed, we track mentor engagement in the ongoing training modules:

• Through our activity tracking via the gradebook on Canvas

• Each mentor will be allocated to a Lead Mentor (LM) group. LMs will send reminders to mentors of upcoming training via a half-termly newsletter

• LMs will be able to monitor engagement in training using the Canvas grade book and contact their mentors where there are gaps in training

• LM visits/dialogue with mentors will also always include reference to engagement in training

From autumn 2024 all ITT mentors will be required to engage in Best Practice Network ITT training and development. Where we have returning mentors from primary ITT if, after discussion with the primary team, we agree that they have previously met the requirement for training, these mentors will be required to engage with our essential training. 

We understand that mentors may have previously trained with different providers, these mentors will also need to engage with at least our essential mentor training.  

If mentors have mentored for BPN previously and have completed the Mentor module they must complete the 1-hour online module refresher with a reflective task (task will be around how they will continue to apply learning from the module with their new mentee(s) and be recorded on the Mentor Development Review).

Where a mentor engages with all the Best Practice Network essential and enhancement options, their setting will be eligible to claim for the full 20 hours of DfE funding. 

All mentors must complete the mentor induction session at the at the start of the programme, they will also be expected to attend an induction event. 

Contrasting placement mentors have the opportunity to engage with the full range of training, as a minimum they must complete the essential training. 

All mentors have the opportunity to engage in Mentor Development Review. This will be reviewed during each ‘Sharing best practice meeting’ and again towards the end of their mentoring journey of their student teacher. Lead Mentors will feed into this process.

To ensure successful completion of the mentor training programme, there are a few commitments expected from mentor's school:

• Support your ITT mentors in accessing their required training

• Consider incorporating this training into your staff development plans and performance management processes from 2024/25

• Factor the training costs into your school budget

• If you're a small school facing staffing challenges, please contact us at teach@bestpracticene.co.uk for assistance

• Formal recognition and support for your ITT mentors

• Enhanced prestige of ITT mentoring within your school

• Clear training pathway for teachers interested in becoming mentors

• Improved mentoring quality, leading to better outcomes for trainees and pupils

• This training can help you develop and retain teachers within your own school

The comprehensive mentor training equips mentors with the necessary knowledge and skills to guide trainees successfully. This programme incorporates a variety of learning formats to cater to individual preferences and maximise knowledge retention.

The key components that make up the mentor training programme:

• Asynchronous learning modules: Accessible at the mentor's own convenience

• Session preparation and research support

• Introductions to the ITaP program and modules, including training videos

• Three synchronous "Sharing Best Practice" meetings

• Engagement with online discussion forums

Ensuring your mentors can effectively participate in training without disrupting daily operations is crucial. The funding allocated for ITT mentor training offers flexibility to address these logistical concerns. Here's how schools can utilise the funding to support their mentors during the training period:

• Covering lessons while a teacher (mentor) is in training

• Hiring a substitute teacher if a mentor takes time off for training

• Overtime payments for mentors who train outside of regular working hours (with careful consideration of workload)

• Costs associated with reducing other responsibilities of mentors to allow them time for training

Funding available	Funding period	Recipient of funding	How it is paid
Up to £876 (£43.80 per hour) — for schools  outside London (the rest of England)	Academic year 2024/25	Schools who host ITT trainees	Payments will be made in arrears based on the number of hours of training Schools will be able to claim this funding at the end of the 2024/25 academic year.
Up to £902 (£45.10 per hour) — for schools in the fringe region (the area between Outer London and the rest of England)
Up to £965 (£48.25 per hour) — for schools in Outer London Up to £1,072 (£53.60 per hour) — for schools in Inner London

• Engage in assigned training (see Training Model Summary)

• Engage in the Mentor Development Review process

• Primary - complete two formal lesson observations each half-term using the BPN proforma. Informal observations should take place in other weeks. For secondary, complete weekly formal lesson observations

• Prepare for and deliver an hourly mentor meeting each week using the weekly session guide

• Set and review targets with their student teacher on a weekly basis

• Ensure student teachers have a timetable that provides a breadth of experience of subject knowledge and age groups

• Ensure student teachers have a balance between teaching, observation and PPA time as per the guidance in the relevant Placement Quick Guide

• Discuss centre-based training and how this could be embedded into school-based training

• Discuss pupil progress and learning over time and use student teachers' learning sequences and learning profiles (Reflective Account) to evidence impact

• Be the first point of contact for any issue or concerns raised by the student teacher in school

• Report to the Personal Tutor in the first instance with any pastoral, attendance or progress concerns regarding the student teacher

• Refer to the BPN’s Additional Support Procedures, where necessary

• Secure appropriate professional development opportunities for student teachers within school

• Provide opportunities for student teachers to further develop their centre-based learning within the school

• Ensure practice in the setting complies with the latest Equality legislation

• Ensure accurate judgements are being made against the BPN ITT competencies

• ​Complete the Interim Report and Summative Reports in line with agreed timelines

• Complete formal assessments

• Engage with the QTS (and End Point Assessment Process, where appropriate)

Becoming a successful ITT mentor requires a solid foundation in effective guidance practices. The mentor training programme provides a diverse range of learning activities designed to equip educators with the necessary skills and knowledge to support their trainees.

Below are a few examples of the mentor training activities:

• Induction Training:

  • Induction Conference

  • Canvas Online Induction Module

  • Completion of the MDR

• Online mentor module with reflection

• Session guide preparation/research

• ITaP module introduction sessions/training on feedback videos

• Sharing Best Practice Meetings

• MDR Final Review

• Engagement with online discussion forums

• Engagement with the mentor research and resource bank