Review of National Occupational Standards in Early Years Care and Education

SPPA has responded to the above consultation, which seeks views on the drafts of the revised: -
Section 1 Name and scope of the sector.
Section 2 Age ranges.
Section 3 Principles and values for Children’s and Families Services.
Section 4 Template for units.
Section 5 Questions on the draft National Occupational Standards.
Section 6 Qualifications structures.
Section 7 Potential common areas with playwork.

Please provide the following contact information:

Name: Margaret Brunton
Address: 45 Finnieston Street, Glasgow, G3 8JU, Scotland
Work Phone: 0141 221 4148
Email: margaret.brunton@sppa.org.uk
Your job title: Senior Development Officer (Training Development)

Section 1 Name and scope of the sector
The consultation revealed that practitioners work with children and families within their communities and with older children. Many felt that the term ‘early years’ does not adequately describe what they do and may restrict the type of work they can do in the future. This is of concern as services for children and families become more integrated and this trend is likely to strengthen and continue. At the same time ‘early years’ represents a unique stage of development and this should not be lost.

In the light of this there may be a need to revise the name of the occupational standards and the subsequent qualifications. The standards should retain a focus on the developing child but should include the services that support families. This reflects what practitioners already do in their everyday work and the likely future trends.

A suggested name is ‘National Occupational Standards for Children and Families Services’.

Section 2. Age Ranges
The proposal is that an age range is no longer specified within National Occupational Standards (NOS) or qualifications except in the case of children under 3 years.

Section 3. Principles and values for Children’s and Families Services
A new set of principles and values has been developed for the sector and this is included below. The principles and values are based on the UN Convention on the Rights of the Child as were the previous specifications. It is intended that whilst the principles relate specifically to work with children and families the values might have a wider application and could be applied to units common with other sectors.

Principles

The welfare of the child is paramount

1. Practitioners contribute to children’s care, education and learning and this is reflected in every aspect of practice and service provision.

2. Practitioners work with parents and families who are partners in the care, development and learning of their children and are the child’s first and most enduring educators.

Values
1. the needs rights and views of the child are at the centre of all practice and provision;
2. individuality, difference and diversity are valued and celebrated;
3. equality of opportunity and anti discriminatory practice are actively promoted
4. children’s health and well being are actively promoted
5. children’s personal and physical safety is safeguarded whilst allowing for risk and challenge as appropriate to the capabilities of the child
6. self esteem, resilience and a positive self image are recognised as essential to every child’s development.
7. confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being is at stake
8. professional knowledge, skills and values are shared appropriately in order to enrich the experience of children more widely;
9. best practice requires reflection and a continuous search for improvement

Section 4 Template for units
This draft template will be used as a ‘house style’ for all new standards but may be slightly modified during the project. It has been developed to suit the sector but is based, in part, on that developed for the current Care Standards Review. Consultation has indicated that standards should not be over complex and need to be clearer and simpler expressions of competence. It is felt that standards should be flexible, anti discriminatory and include both technical skills and ‘soft’ skills such as problem solving and working with others.

Principles of the new template

1. Written in the active voice addressing the worker and in plain language.
2. The context and scope of the standard are identified in the unit summary, knowledge and understanding and in evidence requirements not in a separate range statement
3. One list of underpinning knowledge and understanding is provided covering all the units. Each individual unit is cross referenced to the items of knowledge appropriate for the unit.
4. Links to the principles and values contained as an integral part of each unit.
5. Glossary of terms included
6. Subject to further consultation evidence requirements will: -
• Relate closely to the assessment strategy.( not yet developed)
• Detail specific evidence requirements for the unit or element concerned

Section 5. Questions on the draft National Occupational Standards

The draft NOS are contained as Annex 1. A level from 2-4 has been assigned to each unit relating to the present system of levels. Please look carefully at each unit, at the overall coverage of the units and the level of the units.

The key purpose statement for the sector is also included in Annex 1. This describes the purpose of the sector not what it does. You will see that each unit has been developed from a ‘key role’. The key role falls out of the overall key purpose statement.

Q.6. In your view:-
Do these units cover what you do at work?

Yes

x

No

Comment

Q.7. Are there any gaps in the draft NOS?

Yes

No

x

Please identify any gaps

Q.8. Is there duplication in the draft NOS?

Yes

No

Not noticed any

Please identify any duplication

Much more streamlined

Q.9. Do these units reflect changing job roles?

Yes

x

No

Please identify any new job roles not covered

Units offer opportunities for career progression and flexibility, laterally as well as vertically. They will enable practitioners to extend/enhance skills and to engage effectively in different parts of the sector through transfer or ’portfolio’ working. Engenders a holistic approach to the working in the sector.

Q.10. Are you content with the qualification structures at Levels 2,3,

Level 2

Yes

x

No

Level 3

Yes

x

No

Level 4

Yes

x

No

Comment

Welcome the smaller core and wider choice of options. Giving candidates more options to choose from will enable them to select a cluster of units which best match the functions they will undertake in their chosen workplace. The facility to bolt on additional skill sets offers opportunities for CPD, career progression and diversification.

Q.11. Do you think these units should appear in option group 2 for the Level 3 qualification?

Yes

No

Comment

Unsure about this- leaning towards no, although appreciate the advantages of having worked based assessors for many service providers. Like to see assessor role as a separate, distinct role rather than integrated into practitioner role. It carries different responsibilities, which are over and above being a practitioner. Potential, if appear in option group 2, that role:
o could be devalued
o could cause conflict of interests

Q.12.Do you agree with the principle of common units with playwork?

Yes

x

No

Comment

Comment Fits with transferability within the sector.

Q.13. Please indicate areas of practice or units from Annex 1 that could be common with playwork.

Yes

x

No

Common areas or units

Areas:
o team work and positive relationships
o safe practice and child protection
o child development
o play environments and positive behaviour
o anti discriminatory practice/inclusion
o establishing/maintaining services, including business planning, financial management, regulatory framework, policy and procedure developments
o quality and quality assurance
o management of integrated settings and multi-agency partnership working
o reflective practice.