Professional Partners

The Early Years Professional Status (EYPS) programme is grounded in partnership work at Middlesex University, one of the 35 training providers in England designated to provide pathways to EYPS. Three years ago, the Validation Pathway was piloted at Middlesex, in partnership with CACHE and partnership working between the two organisations has continued to encompass all four EYPS pathways, based on a shared recognition of the value of links established during the development of the programme.

Local Authorities are also vital partners, particularly with regard to the support that is provided to EYPs and current candidates, as well as prospective pathway applicants. The London Borough of Barnet, for example, which is the second largest local authority within London, is working collaboratively with Middlesex to support provision of placement opportunities for candidates. It is promoting EYPS recruitment activity, fostering the work of the growing number of EYPs in Barnet and encouraging their ongoing professional development.

Delphine Garr, workforce development and learning manager for Barnet and a member of Middlesex University's EYPS Steering Group, spoke at a celebratory event held earlier this year at Middlesex to acknowledge candidates' successful achievement of EYPS.

Delphine underlined how Barnet 'enjoyed the partnership and the opportunity to work with the university' by supporting candidates on existing pathways and explained how, once they have gained EYPS, they are offered further support through a network programme and other initiatives. One such development has been the introduction of a programme to support candidates who need to secure GCSE, or equivalent, English or Maths qualifications required for progression to EYPS. The Barnet EYPS Network, supported by Delphine, is an example of a thriving community of early years practitioners, based in a variety of settings, who meet on a regular basis to share and develop their role as EYPs.

Their research this year on the subject of outdoor play, which included visits to settings in Hertfordshire, Scotland and Sweden, and their ongoing work to develop outdoor play in their own settings, was recently presented by Milissa Seiler in a seminar at the recent national event for EYPs, hosted by the CWDC in Birmingham.

Melissa, who is a deputy manager of a private nursery in Barnet, had gained EYPS with Middlesex and co-chairs the Barnet EYP Network. Her presentation provided an inspiring example to current candidates attending the national event of ways in which professionals are leading and supporting their colleagues to craft change that will result in improved outcomes for the children in their settings. Milissa's narrative about the Barnet network activity also provides an important message about the signifi cance of professional status because it is the EYPs themselves who are the most powerful advocates for their role. Therefore, another significant partner are the EYPs themselves. Th eir roles as mentors and assessors on EYPS pathways not only provides a relevant source of continued professional development but also serves to enrich provision of the EYPS programme itself.

Candidates value the involvement of EYPs' because they enable them to overcome challenges on their learning journeys and can support their understanding of the 39 EYPS standards and assessment processes. The CWDC is, of course, an essential partner in the process of EYPS pathway provision. Th ey have facilitated training providers and local authorities to work together to develop the role of the EYP and CWDC's support of recruitment activity and EYPS events at a national and local level is ensuring that the role of the EYP is now more widely recognised and appreciated.

Partnership work, with other EYPS training providers and within the university itself, will continue to be sought. Last year, for example, ways of developing EYPS candidates' understanding of inter-professional working were created by Middlesex colleagues working on early years, health and social work programmes to develop collaborative training opportunities for students across a range of professional disciplines.

Partnership work will continue to be valued and developed at Middlesex because it enriches the delivery of EYPS pathways and strongly supports the crucial role that professionals play in leading practice and supporting other practitioners within the early year's workforce.

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).