Recommended for HEIs, training providers and sector stakeholders, the EYTDA Provider Guidance details key requirements for apprenticeship delivery, covering:

·  Eligibility

·  Programme structure

·  Mentoring

·  Assessments

·  Quality assurance

·  Compliance

·  Roles of providers and employers

 Training providers are expected to be ready to offer EYTDA apprenticeships from September 2026, although some may be ready earlier.

The full guidance is available on the GOV.UK page. For queries, Contact the Department for Education - Your question - GOV.UK.

Bespoke employer guidance will also be published shortly to support organisations in understanding and implementing the new requirements effectively. 

The DfE will be hosting a series of webinars for providers and employers weeks commencing 25^th April and 5^th May. Register your interest at: eytda.enquiries@education.gov.uk

There were over 4,900 registrations for the programme, which supported early years settings and childminders to overcome the challenges posed by COVID-19 and provide high-quality provision for all children, particularly those from disadvantaged backgrounds. It provided personalised coaching for leaders, guidance on best practices and teaching strategies and support to implement the 2021 EYFS framework. Additionally, the programme helped practitioners access the Early Years Child Development Training and offered advice and guidance on meeting the needs of children with English as an Additional Language or Special Educational Needs and Disabilities.

Key Evaluation Findings:

·  A positive, statistically significant impact of the programme on practitioners’ confidence in supporting children’s personal, social and emotional development

·  Strong evidence that the programme had a positive impact on practitioners’ confidence in supporting children’s communication and language development, but this was not wholly conclusive.

·  The positive impact on both primary outcomes was larger among practitioners working in settings with higher levels of disadvantage.

·  Experts, mentors and area leads reported a range of improved outcomes including enhanced professional development and creating new networks.

·  Setting leaders and staff reported improved skills and knowledge and greater confidence.

Please see the full report here – Early years experts and mentors programme evaluation - GOV.UK.

If you have not already done so, please take the time to read through our proposals and share your views: Improving the way Ofsted inspects education - GOV.UK.

A Better Start is built on this approach, where place-based partnerships allow organisations in the same local area to team up with local stakeholders to tackle challenges and improve outcomes for families.

Rachel Kent Horwood from the National Children’s Bureau analyses the report and highlights examples of how the A Better Start partnerships are making waves.

Read more at: https://www.tnlcommunityfund.org.uk/funding/publications/a-better-start/how-are-place-based-partnerships-changing-the-game-for-families

Working with parents and practitioners involved in the Small Steps Big Changes (SSBC) programme in Nottingham, alongside the Child Accident Prevention Trust, a team based at The University of Nottingham developed an evidence-based standardised approach to home safety for families with children under three called ‘Stay One Step Ahead’ (SOSA).

Read Dr Mike Hayes, Consultant, Child Accident Prevention Trust and Denise Kendrick, Professor of Primary Care Research, University of Nottingham, discussing the development and impact of the home safety programme at https://www.tnlcommunityfund.org.uk/funding/publications/a-better-start/stay-one-step-ahead 

In a case study published by the East Midlands Early Years Stronger Practice Hub, Ben describes working with a child exhibiting negative behaviour in a nursery setting and then in an after school club in his reception class.

The turning point for this child was the introduction of superhero themed activities, making costumes and transforming himself into “Captain Amazing” and spending his time in character helping others and being supportive.

Read the case study at https://www.strongerpracticehubs.org.uk/hubs/em/em-eysph/resources/case-study-ahmed-vs-captain-amazing-ben-kingston-hughes

Interactive writing is an approach which can help develop children’s early literacy skills whilst supporting children to develop positive self-care routines helps their wellbeing, health and safety.

EEF’s Evidence Store brings together a number of evidence-informed approaches to help educators to understand and reflect on their practice. Each approach includes a summary of current evidence, practical examples of how the approach could be implemented in your setting and videos of the approach in action.

Visits the Early Years Evidence Store here to learn more about the different approaches.

Each pack is based on a food theme, combining learning about healthy eating (and activity), cooking or where food comes from, with an early years’ curriculum area, such as numeracy, literacy or physical development. 

A guide to running the session and a presentation containing colourful images, games and an activity to try at home, is available for each of the six packs: