Early years teacher (EYTS) (L6)

Early years teacher (EYTS) (Level 6)

To be responsible for the learning, physical, emotional, social and intellectual development, and care of young children from birth to 5 years.

Average salary

SOC 2020 code

UK ENIC Band

Level 6 RQF

Details of standard

Early years teacher (EYTS)

Summary

The Early Years Teacher (EYTS) position exists across all types of early years provision, including school-based settings, group-based settings, and registered childminders. A large proportion of the sector operates within private, voluntary, and independent (PVI) settings. Early years teachers hold Early Years Teacher Status (EYTS), which qualifies them to lead teaching in PVI settings, with childminders, and in some academy-based early years environments. However, those with EYTS are not eligible to work as lead teachers in maintained schools, as these require Qualified Teacher Status (QTS).

The main purpose of the role is to oversee the learning, physical, emotional, social, and intellectual development and care of children from birth to five years, while also being aware of progression for children aged five to seven. Early years teachers plan and deliver learning experiences through a range of approaches—such as play, modelling, and direct instruction. They observe, assess, and evaluate children’s learning to inform future planning and create environments that are stimulating, inclusive, and challenging. They adapt educational practices and care to meet the diverse strengths and needs of all children.

In daily practice, early years teachers interact with children, parents, families, and carers, as well as colleagues and other professionals involved in supporting children’s development. They also collaborate with external agencies, including early help services, healthcare professionals, and children’s services, to ensure holistic support for each child.

Early years teachers carry overall responsibility for the safety and wellbeing of children in their care. They are expected to lead good practice in line with statutory frameworks such as the Early Years Foundation Stage (EYFS) and ensure that children’s health and welfare are prioritised. Typically, they report to a line manager within the setting and may also supervise or manage other members of staff.

Typical job titles include

Early Years Teacher – Educates and supports children from birth to five years old, promoting their physical, emotional, social, and intellectual development in accordance with the Early Years Foundation Stage (EYFS).

Employers involved in creating the standard

Ambition Institute, Best Practice Network, Bright Horizons, Gloucester City Council, Kids Planet Day Nurseries, Kingston University, KM Training, Leicestershire County Council, Little Pips Nursery, NCFE, NDNA, Newcastle City Council, North Northamptonshire Council, Nottingham Trent University, Our Monkey Club, Pen Green Children’s Centre, St John Vianney RC Primary School, South Farnham Educational Trust, Storal, The Early Years Alliance, University of Greenwich, University of Reading

Knowledge

K1: Theories, principles, and approaches to early childhood development, along with their research and evidence bases, and how these influence children’s learning and development.

K2: The key areas of effective learning and development within statutory frameworks.

K3: The communication and language needs of babies and children, including the connection between early communication and literacy.

K4: Patterns of typical and atypical development, and ways to support all children according to their present and future needs.

K5: Relational theories and their influence on children’s development and relationships.

K6: The importance of attachment theory in relational practice and the key person’s role in fostering secure relationships.

K7: The principles underpinning the different paradigms that shape early years education and care.

K8: Pedagogical strategies and learning approaches such as play, adult-led teaching, sustained shared thinking, group learning, and relational methods.

K9: Methods for evaluating pedagogical approaches to refine and improve one’s own teaching practice.

K10: Pedagogical approaches to early language and literacy and the importance of developing a love for reading from an early age.

K11: Pedagogical approaches to early mathematics and the significance of nurturing a positive attitude toward numbers.

K12: How early mathematics, early literacy, holistic communication, and the prime areas of learning support school readiness.

K13: How to plan experiences that support learning based on children’s interests, needs, and stages of development.

K14: How to adapt education and care practices to meet the needs of all children.

K15: The principles of co-constructing the curriculum with children and colleagues.

K16: The factors that contribute to enabling environments and how to tailor these to children’s needs.

K17: The impact of enabling environments—both in the setting and at home—on children’s learning and development.

K18: The effects of environmental factors, trauma, and stress on children’s learning and development.

K19: The importance of play-based learning opportunities in supporting children’s development.

K20: Principles and methods for observing children’s play and learning behaviour.

K21: How observation and assessment influence and inform professional practice.

K22: Theories of transition, types of transitions children experience, and their effects on development.

K23: Statutory and non-statutory frameworks and guidance for early years provision.

K24: Statutory and non-statutory frameworks and guidance for special educational needs and disabilities (SEND) in early years.

K25: How to access additional support for children who need it.

K26: Principles, processes, and procedures for the early identification of SEND.

K27: Principles of safeguarding and child protection.

K28: Statutory frameworks and legal duties relating to safeguarding and SEND.

K29: Local safeguarding and child protection approaches and how they may differ across contexts.

K30: The principles of professional curiosity in safeguarding contexts.

K31: Principles of professional accountability in early years and their connection to the key person role, safeguarding, and child advocacy.

K32: The roles of other professionals within the multi-agency system supporting children, young people, and families.

K33: How early years professionals contribute to and collaborate within the multi-agency support system.

K34: Current policies, statutory and non-statutory frameworks, and guidance relevant to early years settings and local communities.

K35: Factors influencing children’s health and wellbeing.

K36: The importance of health and wellbeing in holistic child development.

K37: Theories and contemporary research underpinning effective approaches to children’s health and wellbeing.

K38: Respectful and nurturing personal care practices and their impact on children’s development.

K39: Ethical approaches to advocacy for children and families.

K40: Principles of practice-based enquiry and reflective professional learning.

K41: Principles of supervision within early years contexts.

K42: Approaches to mentoring, coaching, and supporting colleagues’ professional development.

K43: The importance of adopting a scholarly and evidence-based approach to continuous professional development (CPD).

K44: The purpose and impact of reflection on children, the early years teacher, and the wider professional team.

K45: Models and approaches to reflective practice, including proactive reflection.

K46: Methods for identifying, evaluating, and analysing evidence bases.

K47: Approaches to critically analysing educational policy and theory.

K48: How national policies influence and shape local practice and implementation.

K49: Theories and approaches related to leadership within the early years sector.

K50: Core principles of leadership in early years education and care.

K51: Approaches to leading organisational change and continuous improvement.

K52: The purposes and best practices for recording, storing, reporting, and sharing information in early years settings.

K53: Principles of equality, diversity, and inclusion in early years education.

K54: Theories and principles for working in partnership with parents and carers.

K55: The rights of the child and their application in early years practice.

K56: How to create and maintain safe environments and apply practices that promote children’s health, safety, and wellbeing.

Skills

S1: Apply knowledge of child development to guide observations, assessments, and everyday practice.

S2: Plan learning experiences that reflect each child’s individual interests, abilities, and developmental needs.

S3: Incorporate children’s voices and perspectives into curriculum design and learning experiences.

S4: Observe all children to understand what they are learning, how they are developing, and what experiences shape their growth.

S5: Lead practitioners in embedding observation as a consistent part of daily practice.

S6: Analyse and interpret observation outcomes to inform future planning and improve practice.

S7: Model and lead strategies that extend and deepen children’s learning.

S8: Apply effective pedagogical approaches to early reading and literacy development.

S9: Apply pedagogical strategies to promote early mathematics learning.

S10: Critically evaluate pedagogical approaches and determine when and how to apply them effectively in practice.

S11: Adapt education and care to meet the diverse needs of all children.

S12: Apply the principles, processes, and procedures for early identification and support of children with SEND.

S13: Create and adapt enabling environments that foster children’s learning and development.

S14: Support parents, carers, and families in developing home environments that enable and extend learning.

S15: Foster secure attachments and positive relationships with and among children.

S16: Reflect on the effectiveness of pedagogy and provision, and guide other practitioners in reflective practice.

S17: Apply principles of practice-based enquiry to evaluate and enhance provision.

S18: Analyse findings from practice-based enquiry and integrate lessons learned into ongoing practice.

S19: Lead and manage change in early years settings to drive continuous quality improvement.

S20: Critically analyse theories and evidence to inform and refine professional practice.

S21: Critically analyse policy frameworks and translate them into effective local practice.

S22: Align policy, processes, and procedures with high-quality early years practice.

S23: Implement safeguarding and child protection principles in line with statutory and local requirements.

S24: Identify when a child may be at risk by recognising both verbal and non-verbal cues and understanding individual norms.

S25: Lead the implementation of safe practices across the setting.

S26: Lead the setting’s approach to multi-agency collaboration and partnership working.

S27: Mentor and coach early years practitioners to support their ongoing professional growth.

S28: Lead practitioners in establishing a culture of cooperative play, learning, and shared development.

S29: Apply effective teamworking and leadership approaches within the early years setting.

S30: Advocate for children’s rights and empower colleagues to uphold and promote these rights.

S31: Record, store, and report information about children accurately and appropriately for different audiences.

S32: Communicate effectively with colleagues to share insights and enhance practice.

S33: Lead communication with parents, carers, and families to support children’s learning and wellbeing.

S34: Uphold and promote the rights of the child, ensuring equality, diversity, and inclusion in all practice.

S35: Lead staff learning and development through supervision, peer observation, and ongoing support.

S36: Oversee and quality assure the curriculum to ensure it effectively meets the learning and developmental needs of all children.

Behaviours

B1: Be accountable for leading high-quality practice and ensuring positive outcomes for all children.

B2: Value, uphold, and actively promote a strong culture of safeguarding within the setting.

B3: Act with integrity, professionalism, and a strong sense of ethical responsibility.

B4: Demonstrate confidence in constructively challenging others to improve practice and uphold standards.

B5: Be proactive in pursuing opportunities for continuing professional development and engaging in reflective practice.

B6: Show vision and leadership by inspiring and influencing colleagues and other professionals.

B7: Foster and maintain a collaborative culture that encourages teamwork and shared responsibility.

B8: Promote equality of opportunity, diversity, and inclusive practice for all children and families.

B9: Model the positive values, attitudes, and behaviours expected from children and fellow practitioners.

Bachelor of Early Childhood Education (Honours)

Level 6 Diploma in Teaching and Learning

All National Occupational Standards

All Bachelor Programmes

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