The directory for early years training and qualifications

EYupskill is a new, independent training and development directory for anyone interested in the early years in England. Training providers can now register their details for FREE. It’s easy to do and gives you a chance to reach 1,000s of learners from 1 November 2017. Simply add your details under the Register section. We do hope that you take advantage of this unique opportunity. If you would like to know more about this new directory, please contact us.

General Information New

Inspiring A Future In Childcare Campaign

In 2017, Tinies Childcare launched the Inspiring A Future In Childcare campaign. The campaign aims to raise awareness of the value of childcare professionals to the economy and to promote the variety and number of jobs that exist.

With significant support across the sector and collaboration with respected organisations outside of the sector, we are working with Cooperative Childcare, Busy Bees, Pre-School Learning Alliance, CDI to name but a few.

In addition, through a partnership with Education and Employers - a charity which connects primary and secondary schools and colleges, with employers and individual volunteers - the campaign is trying to increase the number of volunteers signing up. Volunteers only need to pledge an hour a year to support a school in their own community to help to make a difference.

Phase Two of the campaign launched in February 2018 with the inaugural Childcare Career Speed Networking Event hosted by Tinies Childcare, Education and Employers, and the DfE at a school in Stanmore. The event gave young people in Years 8 and 9 the opportunity to meet and talk to professionals working across the childcare industry. The volunteers got a lot of satisfaction out of the event too.

Following on from the event;

  • 71% of young people said they would now consider a career in the childcare sector.
  • 62% of young people stated they were now aware of more jobs associated with childcare.
  • 72% of young people said their perception of childcare had positively changed after attending the networking event.

The campaign would love to see the number of volunteers grow so that more events such as the one above can be delivered in schools around the country, and to see a growth in the number of Early Years organisations opening their doors to work experience opportunities so that individuals can see for themselves how rewarding a career in childcare can be.

Irrespective of whether you are a seasoned Early Years Practitioner or just starting out on your childcare career, take pride in the knowledge that the profession/vocation you have chosen to pursue, like any role, is not without it's challenges. You will be responsible for nurturing and enriching the lives of future generations. There are not many professions that can make such a fundamental contribution and difference to society as childcare.

Please click here for more information on how you can inspire others to consider a career in childcare.

Code of Conduct and Professional Standards

NEyTCO - The National Early Years Trainers and Consultants Member Organisation was established in 2014 to provide a membership organisation for all professionals working in early years as trainers, consultants, coaches, advisors, researchers, writers, authors, academics, campaigners. NEyTCO members provide their professional services to the private, voluntary, and independent sectors.

NEyTCO members operate different business structures however their commitment to high standards and quality is at the centre of all their activities.

NEyTCO Members - Business Structure:

  • Sole Proprietorships
  • Limited Companies
  • Partnerships
  • Corporations  
  •  Private Limited Companies (limited by shares)
  • Private Limited Companies (limited by guarantee)
  • Private Unlimited Companies
  • Public Limited Companies
  • Charities
  • Social Enterprises
  • Franchises
  • Charities and limited companies
  • Social Enterprises and Limited Companies

NEyTCO’s Aims are set out in the five C’s below…

Connecting

NEyTCO’s purpose is to connect Early Years professionals to facilitate professional exchange, interaction and collaboration and to promote members services to the sector.

Collaborating

NEyTCO members collaborate with and support each other, working together to build on individual successes to grow their services and improve quality and standards.

Commissioning

NEyTCO members access tenders and job opportunities along with contract opportunities from NEyTCO on behalf of commissioning agents both nationally and internationally.

Conscience

NEyTCO believes that having a social conscience is important to our organisation, to society, to the sector and to our members. NEyTCO members adhere to a Code of Conduct and Professional Standards, committing to high standards in all their activities. Members are required to be fully insured, hold a current DBS clearance, have relevant qualifications and experience, as well as adherence to business legal practices. Integrity, and professionalism. Quality and standards are at the heart of NEyTCO.

Continuous Professional Development

From regional meetings, conferences, workshops, training courses - both online and offline - podcasts, newsletters, NEyTCO’s knowledge hub, NEyTCO’s eLearning Platform, NEyTCO member clinics and much more.  NEyTCO has an important role in the development of members CPD and professional exchange.

NEyTCO’s purpose is to …

  • Help members to succeed
  • Raise quality & standards in Early Years
  • Support and Inspire Early Years
  • Provide a directory of Early Years trainers and consultants to support networking, collaboration, professional exchange and commissioning
  • Facilitate a supportive forum for discussing relevant issues affecting the Early Years sector
  • Support the raising of the quality of Early Years provision and of training and consultancy
  • To provide a one-stop-shop for commissioning agent

To support members through regional meetings, NEyTCO ‘s knowledge hub, NEyTCO’s guidance documents and templates as well as our eLearning Platform for members to access training and to create their own online training services.

NEyTCO Members Code of Practice & Professional Standards

NEyTCO Members must adhere to certain Standards.  We have a clear baseline of expectations for members’ professional practice and conduct and define the minimum level of practice expected of our professional members.   

Honesty, integrity, trustworthiness and competence lie at the heart of best practice in consultancy, training, support, coaching, research, and management in general. These standards apply equally to personal behaviour as well as to professional behaviour: to working relationships with team members, professional colleagues and stakeholders; to interactions with clients, customers and business partners; and to actions which have an impact on the sector and society at large.

Adherence to these standards, together with an ongoing commitment to self-development, are fundamental commitments for NEyTCO membership. All members agree to adhere to this Code when they join NEyTCO

Professional Integrity and professional practice

I will behave with honesty and integrity in my own actions and in my interactions with colleagues, clients and organisations with which I come into contact, as well as the wider community and NEyTCO.

This means that I will:

  • Strive for excellence in all that I do.
  • Put clients’ interests first, doing whatever it takes to serve them to the highest possible standards always
  • Establish, maintain and develop business relationships based on confidence, trust and respect
  • Remain accountable for my actions
  • Disclose any personal interest which may affect my decisions
  • Safeguard confidential information and not seek personal advantage from it
  • Act only within my level of competence and seek support if asked to act beyond my current level of capability
  • Ensure I am fully insured to carry out my work
  • Ensure I have a current DBS certificate
  • Ensure I adhere to Data Protection legislation always
  • Be prepared to report any concerns I have regarding children at risk from harm
  • Ensure I adhere to the laws of the United Kingdom
  • Ensure I adhere to all current and new legislation from Government, the DfES, Ofsted, or any other relevant organisation or body
  • To continually seek to improve and continue my professional development
  • To be transparent in all my communications with clients, colleagues, families, and organisations
  • Ensure my client agreements, contracts, terms and guidance materials, are of the highest quality and offer clients clear understanding of my working practices and charges
  • Ensure my website and marketing materials do not make claims that are not substantiated such as, ‘Approved by Ofsted’
  • To request support from my member body when needed.

Respect

  • I will behave respectfully towards others, and encourage and maintain an environment where learners, clients and other stakeholders feel respected always. This means that I will:
  • Respect the rights, customs, culture, practices and beliefs of others
  • Ensure that I am aware of, and comply with, all relevant legislation and regulations that exist to protect others Act in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability, learning difficulty, age, sexual orientation or religious belief
  • Respect social, environmental and wider corporate responsibility concerns, assessing the impact of my actions on the environment and society around me, and seeking to conserve resources wherever possible.

Professional Development

I will commit to a programme of personal and professional development to ensure I am able to provide effective support.

This means that I will:

  • Seek feedback on my performance and development needs
  • Continue to develop personally and professionally
  • Keep up-to-date with best practice, including complying with the expectations of any professional bodies that oversee my professional activity.
  • Attend member regional meetings and events whenever possible to access professional exchange, CPD, support and updates in best practice.
  • Keep up to date with member newsletters, job opportunities and tenders.
NEyTCO’s Aims are set out in the five Cs below…

Connecting

NEyTCO’s purpose is to connect Early Years professionals to facilitate professional exchange, interaction and collaboration and to promote member services to the sector.

Collaborating

NEyTCO members collaborate with and support each other, working together to build on individual successes to grow their services and improve quality and standards.

Commissioning

NEyTCO members access tenders and job opportunities along with contract opportunities from NEyTCO on behalf of commissioning agents both nationally and internationally.

Conscience

NEyTCO believes that having a social conscience is important to our organisation, to society, to the sector and to our members. NEyTCO members adhere to a Professional Code of Conduct, committing to high standards in all their activities. Members are required to be fully insured, hold a current DBS clearance, have relevant qualifications and experience, as well as adhere to business legal practices. Integrity, professionalism and quality are at the heart of NEyTCO.

Continuous Professional Development

From regional meetings, conferences, workshops, training courses – both online and offline – podcasts, NEyTCO’s knowledge hub, NEyTCO’s training platform, NEyTCO member clinics and much more, NEyTCO has an important role in the development of members’ CPD and professional exchange.

NEyTCO’s purpose is to:

  • help members to succeed;
  • raise quality and standards in Early Years;
  • support and inspire Early Years practitioners;
  • provide a directory of Early Years trainers and consultants to support networking, collaboration, professional exchange and commissioning;
  • facilitate a supportive forum for discussing relevant issues affecting the Early Years sector;
  • support the raising of the quality of Early Years provision and of training and consultancy;
  • provide a one-stop shop for commissioning agents;
  • support members through regional meetings, the NEyTCO Knowledge Hub, NEyTCO’s guidance documents and templates as well as our online training platform for our members to access training and create their own online training offer.

NEyTCO members provide the following services:

  • Training
  • Consultancy
  • Expert advice
  • Legal advice
  • Financial advice
  • Coaching
  • Support
  • Publishing
  • Article writing, copywriting, content writing
  • Specialist support
  • Websites and design
  • Marketing and PR
  • Project management
  • Media services
  • Business services

NEyTCO members work with:

  • Academies and free schools
  • Awarding bodies
  • Central government departments and agencies
  • Early Years equipment suppliers
  • Early Years expert advisers to the legal system
  • Early Years publishers
  • Independent and state schools
  • PVI nurseries and pre-schools
  • International education organisations
  • International government departments
  • Local authorities
  • Organisations in the independent, private and voluntary sector
  • Research organisations
  • TV, media organisations
  • Voluntary groups
  • Charities, social enterprises and committees
EYUpskill – SEND Specialists - nasen

nasen (the national association for special educational needs) is a national charity which has been operating since 1992. We support thousands of practitioners working with children and young people from 0-25 with SEND by providing relevant information, training and resources to enable staff to meet all children’s needs. We have a tiered membership structure offering different levels of benefits, with many of our resources being available at no cost. Find out more about membership at http://www.nasen.org.uk/why-join/.

We have recently developed a suite of free resources to support practitioners working in the Early Years, including miniguides, webcasts, Focus on SEND (online CPD), and face-to-face training materials. You can access all of these resources here: http://www.nasen.org.uk/early-years-send-resources/.

EY SEND FAQs:

When can SEND be identified?

Some children will come to your setting with a disability already identified, usually by a medical professional; children with disabilities are likely to also have special educational needs. Some of these children will have an Education Health and Care Plan (EHCP) which sets out exactly what their needs are and how to meet them. For other children, their needs may only become apparent as they develop and you get to know them better. EY settings should use a ‘Graduated Approach’ as described in the SEND Code of Practice (2015) to identify SEN – this is a cyclical process of assess, plan, do and review, and means that you should try out different approaches until you find what works for an individual child. This approach helps to identify when a child might have a special educational need, which could be at any age. Speak to your setting SENCO who will know more about this.

What funding is available for SEND?

Most children’s needs will be met without additional funding, by effective individualised practice and the creative use of resources. However, to meet the needs of a small number of children, it may be helpful to secure additional funding; for example, a child in a wheelchair may need doorways widening or a child with severe medical needs may need some one-to-one support. There are several sources available, but how you access these may vary from one local authority to another. It may be possible to access some funding for a child with an EHCP through the LA (your SENCO should know how to apply for this). If a child aged 3-4 is in receipt of the DLA (Disability Living Allowance) then you can apply for the Disability Access Fund, a payment of £615 to enable a setting to make the adjustments needed to accept a child with a disability. All local authorities have a SEN Inclusion Fund to support settings to meet the needs of children with SEN; you should be able to find out more by going to your local authority’s Local Offer page on their website.

What responsibility does the key person have for SEND?

The key person is responsible for meeting the needs of their key children, and this includes children with SEND. If one of your children has SEND, then you need to get to know them just as you would any child: find out their unique characteristics, what they like, how they respond, and very importantly, talk with parents. Try out different approaches, resources and strategies, listening to what parents tell you as they know their child best. You should be able to ask the setting SENCO for help too, and it may be that they take on some of the responsibility for funding applications, meetings etc, but the day-to-day responsibility remains with the key person.

How can I become an EY SENCO?

All non-maintained group settings are expected to identify a member of staff as the Special Educational Needs Co-ordinator (SENCO). No additional qualifications are required to take on this role, but the demands are such that it should be held by an experienced member of staff who is able to support and lead colleagues and undertake significant responsibility. If you feel able to do this and are interested in supporting staff to meet the needs of children with SEND, then you should consider taking on this important and rewarding role. The DfE has recently published a specification for an Early Years SENCO Level 3 qualification: you can read it here http://www.sendgateway.org.uk/resources.ey-senco-l3-qualification-specification.html. This means that awarding bodies will soon be offering this Level 3 qualification, so you should look out for it, as it will offer practitioners the opportunity to develop a really strong understanding of the EY SENCO role and the skills needed.

What qualifications do I need to work with children with SEND in the Early Years?

You do not need to have specific additional qualifications to work with children with SEND; your attitude, approach and experience are more important. However, there are courses and qualifications available which will help you with deepening your understanding of SEND. nasen has a whole set of free online learning materials which you can access at www.nasen.org.uk, including our online CPD course, Focus On SEND, which has an Early Years strand. There are lots of other courses available from other organisations, which you can search for online (maybe reference any PSLA courses here??).

What’s the best way to support children with SEND?

Using inclusive practice is the best way to meet the needs of all children, including those with SEND. This means knowing your children well, actively promoting participation and removing the barriers that children with SEND might experience in your setting. Some children will need some specialist equipment and resources, and possibly some additional training for staff, but the cast majority of children will be able to have their needs met by practitioners knowing and understanding them well (often through discussion with parents and effective observation) and offering reflective practice that is tailored to their individual needs. For children with specific needs, such as autism or hearing impairment for example, you should receive some advice from external professionals, and you can also find lots of useful advice on websites such as the Autism Education Trust or the National Deaf Children’s Society. And speak to your SENCO – they should be able to help and support you with meeting needs, or point you in the right direction to find out more for yourself.

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