Evaluation of the Expansion of Funded Early Years Initial Teacher Training. Research Report
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| Title: | Evaluation of the Expansion of Funded Early Years Initial Teacher Training. Research Report |
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| Language: | English |
| Authors: | Department for Education (DfE) (United Kingdom), IFF Research |
| Source: | UK Department for Education. 2025. |
| Availability: | UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk |
| Peer Reviewed: | N |
| Page Count: | 87 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education |
| Descriptors: | Preservice Teacher Education, Early Childhood Teachers, Educational Finance, Financial Support, Program Effectiveness, Outcomes of Education, Student Financial Aid, Incentives, Program Improvement, Faculty Mobility, Employment Opportunities, Foreign Countries |
| Geographic Terms: | United Kingdom (England) |
| ISBN: | 978-1-83870-664-7 |
| Abstract: | The Department for Education (DfE) developed the Early Years Education Recovery (EYER) programme to address the impact of the COVID-19 pandemic. As a part of the programme, DfE committed £153 million for the development of high-quality professional development of early years practitioners. One element of this was the funding of additional places for Early Years Initial Teacher Training (EYITT) courses. EYITT is a Level 6 qualification which leads to Early Years Teacher Status (EYTS), run by universities and school-centred initial teacher training (SCITT) organisations. EYITT provides specialist training covering the education and care of children from birth to the age of five and is distinct from primary education. In April 2023, DfE commissioned IFF Research to evaluate the effectiveness of the increased number of funded EYITT places. This report outlines the findings from that evaluation, which was conducted using the development of a Theory of Change, baseline and follow-up surveys of two cohorts of EYITT trainees, qualitative interviews with EYITT providers, trainees, and managers of those that took the course, and secondary data analysis of the Initial Teacher Training (ITT) Census, ITT Performance Profiles and the Survey of Childcare and Early Years Providers (SCEYP). Findings show the number of trainees who took up EYITT increased during the same time period that DfE increased the number of funded places. Filling places was a bigger challenge for university providers, whereas SCITTs were able to fill their courses with greater ease. The intended short-term outcome of an increased number of Early Years Teachers within the early years workforce, and an increased number of settings with a graduate, has been partially realised. The majority of trainees stayed in the same setting they were in before training, which tended to be private, voluntary and independent (PVI), but impacts on retention in the sector are unclear based on the currently available data. Providers identified various challenges and suggestions for increasing take up of the course, relating to wider sector issues, and issues related more closely to the course. Challenges included difficulties releasing staff onto the course, pay in the sector, course eligibility, the perceived lack of value of the qualification for progression, and a lack of awareness about the course. Suggested solutions to these challenges put forward by research participants included increasing pay in the sector, increasing employer funding, and DfE raising awareness of the course. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676809 |
| Database: | ERIC |
| Abstract: | The Department for Education (DfE) developed the Early Years Education Recovery (EYER) programme to address the impact of the COVID-19 pandemic. As a part of the programme, DfE committed £153 million for the development of high-quality professional development of early years practitioners. One element of this was the funding of additional places for Early Years Initial Teacher Training (EYITT) courses. EYITT is a Level 6 qualification which leads to Early Years Teacher Status (EYTS), run by universities and school-centred initial teacher training (SCITT) organisations. EYITT provides specialist training covering the education and care of children from birth to the age of five and is distinct from primary education. In April 2023, DfE commissioned IFF Research to evaluate the effectiveness of the increased number of funded EYITT places. This report outlines the findings from that evaluation, which was conducted using the development of a Theory of Change, baseline and follow-up surveys of two cohorts of EYITT trainees, qualitative interviews with EYITT providers, trainees, and managers of those that took the course, and secondary data analysis of the Initial Teacher Training (ITT) Census, ITT Performance Profiles and the Survey of Childcare and Early Years Providers (SCEYP). Findings show the number of trainees who took up EYITT increased during the same time period that DfE increased the number of funded places. Filling places was a bigger challenge for university providers, whereas SCITTs were able to fill their courses with greater ease. The intended short-term outcome of an increased number of Early Years Teachers within the early years workforce, and an increased number of settings with a graduate, has been partially realised. The majority of trainees stayed in the same setting they were in before training, which tended to be private, voluntary and independent (PVI), but impacts on retention in the sector are unclear based on the currently available data. Providers identified various challenges and suggestions for increasing take up of the course, relating to wider sector issues, and issues related more closely to the course. Challenges included difficulties releasing staff onto the course, pay in the sector, course eligibility, the perceived lack of value of the qualification for progression, and a lack of awareness about the course. Suggested solutions to these challenges put forward by research participants included increasing pay in the sector, increasing employer funding, and DfE raising awareness of the course. |
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| ISBN: | 978-1-83870-664-7 |
