{"id":163,"date":"2021-11-15T17:24:56","date_gmt":"2021-11-15T17:24:56","guid":{"rendered":"https:\/\/sites.reading.ac.uk\/ioe-partnership\/?page_id=163"},"modified":"2024-08-28T14:13:37","modified_gmt":"2024-08-28T13:13:37","slug":"early-years","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/ioe-partnership\/early-years\/","title":{"rendered":"Early Years"},"content":{"rendered":" Overview<\/span><\/a>\n Pathways<\/span><\/a>\n Frequently asked questions<\/span><\/a>\n Useful-contacts<\/span><\/a>\n
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Overview of the\u00a0<\/span>PG<\/span> Certificate E<\/span>arly\u00a0<\/span>Y<\/span>ears Practice<\/span><\/span><\/h2>\n

Welcome to the partnership page for the\u00a0<\/span>PG Certificate Early Years Practice <\/span>at the Institute of Education.\u00a0<\/span>\u00a0<\/span><\/p>\n

The purpose of these pages is to support educators who are working with our students in\u00a0<\/span>settings and learning environments, including Early Years, special needs schools, and social care.<\/span>\u00a0<\/span><\/p>\n

Working with partners<\/span><\/span><\/h2>\n

We have strong partnerships with hundreds of child-based settings and are renowned for our excellent relationships with these settings. When commenting on the Early Years ITE provision and partnership in 2024, Ofsted said: “Course leaders and settings enjoy strong, professional relationships. Many providers are former trainees themselves, keen to continue their partnership with the university.” […] “The founding principle of working with settings to benefit children in the local area shines through.”<\/span><\/span><\/p>\n<\/div><\/div>

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The carefully designed curriculum prepares trainees well in their understanding of children\u2019s learning and development from birth to five.\u00a0 […]\nOver the year, trainees embrace leaders\u2019 ambition for them, becoming reflective practitioners who can lend a critical eye to their settings, cascade their learning and lead improvement in their sector. Ofsted, Initial Teacher Education Inspection Report 2024<\/span><\/div><\/div>\n<\/div><\/div><\/div><\/div><\/div>\n
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Pathways<\/h2>\n

There are two pathways into Early Years teacher training:<\/span><\/span><\/h3>\n
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Graduate Entry Pathway<\/div>
Designed for new graduates with little to no experience of working with young children. Students will undertake the PGCEYP (Post Graduate Certificate in Early Years Practice) alongside EYTS (Early Years Teacher Status).<\/span><\/span><\/p>\n

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Graduate Entry Employment Based Pathway<\/div>
This pathway is designed for graduates who are currently employed in the sector but require further training and experience to demonstrate the Teachers’ Standards (Early Years). Students will undertake the PGCEYP (Post Graduate Certificate in Early Years Practice) alongside EYTS (Early Years Teacher Status).<\/span><\/span>\u00a0<\/span><\/div><\/div><\/div><\/div><\/div>\n

Find out more about the PG Certificate in Early Years Practice<\/a><\/strong><\/span><\/p>\n

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Assessment Only<\/span><\/b><\/h2>\n

As an experienced teacher, it is possible to gain QTS (Qualified Teacher Status) or EYTS (Early Years Teacher Status) without additional training through the Assessment Only route. The route to QTS or EYTS is only available to teachers who have substantial experience in teaching in either the public or private sector but do not already have QTS or EYTS.<\/p>\n

As many schools and settings are unfamiliar with Assessment Only, we are very happy to talk to school\/setting leaders about the route and its process.<\/p>\n

Find out more about the Assessment Only route<\/span><\/strong><\/a><\/p>\n

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Early Years Mentoring<\/span><\/span>\u00a0<\/span><\/h2>\n

The ability to reflect on their own practice and that of the school or setting and to relate this to what they have learnt will be vital to the successful completion of the programme for students on either pathway. The role of the setting and, more specifically, you as a mentor, will be to support the student and facilitate with them, opportunities to put their evolving knowledge into practice.<\/p>\n

In the context of Early Years Teacher Status, a mentor needs to be someone who:<\/p>\n