Being an inspiration

The introduction of Early Years Professional Status (EYPS) is a key component in the government's commitment to improving outcomes for our youngest children. EYPs are to be the workforce's change agents - confident, capable people, with the in-built quality assurance of having been assessed against rigorous national standards. Their priority is to lead and support colleagues to see new and better ways to enrich provision for the children in their care.

Three years on, how has the vision translated into reality? Do EYPs live up to those expectations, are they 'being an inspiration' as they go about their everyday work? From experience of working with more than 500 EYPS candidates, at Best Practice Network we would say a resounding 'yes'. The assessment evidence speaks for itself. From the colleagues they support, we have heard:

'She's moved me on far beyond where I ever thought I could be in my practice.'

'Although she's 20 years younger than me, I have learnt so much from her about giving the children the best we can.'

'He's so good with the parents, so encouraging and clear. I've learnt a tremendous amount about how to establish good relationships, even when that's hard to do.'

Time and again, assessors hear of confidence rebuilt, aspirations raised and new challenges faced with optimism. The EYPs have worked alongside, supported, mentored, guided, trained and so much more - they have clearly been agents of change.

Of course, the hallmark of any professional is that they do not sit on their laurels, that they challenge themselves and look for ways of improving. At the recent Early Years Professional Status event in Birmingham, hosted by the Children's Workforce Development Council, Best Practice Network ran a seminar to share EYPs' stories of 'being an inspiration'. We used the acronym REACH to structure the session. How are EYPs extending the 'reach' of their role so that they are drivers for continuous improvement, how are they developing themselves and their colleagues as an integral part of their everyday work and role?

Successful EYPs co-led the seminar, sharing stories of reaching out and encouraging participants to review and evaluate their own capacity to be Reflective, Encouraging, Active, Creative and Holistic - their REACH. We presented a number of inspirational stories. Nicky Oram from Wiltshire has moved from her work in a children's centre to working with us as a tutor/mentor for candidates on all four pathways. She feels strongly that her role is to bring out the talents that already exist in the practitioners she works with. 'It's all there, you have the skills and knowledge, you just need to think reflectively about what you do and identify your strengths. At the same time you will pinpoint what you could do even better - my role is to challenge you to do that in a supportive climate'.

Nicky is equally effective with the new entrants to the sector, our full pathway candidates. She leads a team of tutor/mentors who fully understand the steep learning curve of the pathway and provide their impressive brand of encouragement, nurture and guidance to the trainees that helps them meet the rigorous, at the outset seemingly impossible, requirements of EYPS within a year.

Since gaining professional status, Mary Richards from Devon, has continued her work as a managing supervisor at a Devon pre-school. Ofsted's recent visit confirmed the setting's outstanding work across all criteria - Mary takes no personal credit for this, she knows that the quality of what they achieve is achieved together as a team, everyone plays their important part in the setting's success.

'The confidence going through the short pathway, meeting others and sharing practice has really helped me work collaboratively with my team to lead them through several changes to gain this achievement.' During the seminar we asked participants about the ways they had developed and extended their own REACH, here are some responses:

• Reflective: No assumptions made; watching and listening with all senses, especially to children; identifying what works and why; supporting policy into practice.
• Encouraging: Building on strengths; proactive in giving constructive feedback; nurturing/enabling others to go beyond their expectations.
• Active: Taking part; hands on; not shut away in the office; a visible presence; leading by example, a role-model for staff, parents and children; having fun with the staff and children.
• Creative: An ideas person; looks at things from different perspectives; brings out people's talents; makes best use of resources; dynamic.
• Holistic: Never loses focus on the children's needs; looks at the team as a whole; well-balanced and sensible.

EYE Volume 11, No 5, September 2009

Reproduced with permission. Early Years Educator (c)2009 MA Education Limited.

EYE is available through subscription or from selected newsagents and bookstands. It features a broad range of professional articles for practitioners who are serious about developing their career including information for those working, or wanting to work, in early years and attain the Early Years Professional Status (EYPS).