In the Best Start in Life Strategy, the government committed to “offer financial incentives to attract and keep early years teachers in nurseries serving the most disadvantaged communities so that every child, no matter where they live, can benefit from high-quality early education” (p. 36).
It’s a welcome step — but one that needs unpacking. First of all, we should avoid taking for granted that everybody knows and agrees on why graduates matter in early years.
The Evidence: Graduates Lift Outcomes
In my research at the Education Policy Institute, with Professor Jo Blanden (University of Surrey), I analysed the relationship between qualifications in early years settings and children’s outcomes.
We found that:
- Having a degree-qualified staff in the setting is linked to higher outcomes for children, particularly in language and communication.
- The positive effects are strongest for children from disadvantaged backgrounds.
- For Free School Meals (FSM) children accessing 30 hours of provision, the gains were significant — narrowing the gap with more advantaged peers.
This isn’t just theory — it’s measurable impact.
The Current Picture: Too Few, Too Uneven
Despite the evidence, graduates remain the exception in early years, not the rule:
- Most settings in the private, voluntary and independent (PVI) sector have no graduates at all.
- The workforce remains heavily reliant on Level 2 and Level 3 staff, who do vital work but often without the pedagogical training that graduate pathways bring.
- Recruitment into the Early Years Teacher Status (EYTS) has consistently fallen short of targets — even though the demand for graduate expertise is growing.
Why This Matters
Without more graduates:
- Children in disadvantaged areas are less likely to access high-quality provision.
- The workforce misses out on clear career ladders and recognition.
- England risks falling behind internationally, where graduate-led early years systems are the norm.
What Needs to Change
Expanding EYTS will only work if it’s backed by structural reforms, such as:
- Fund training properly — with bursaries and clear pathways into the profession.
- Raise pay and parity — so graduates aren’t forced to leave early years for school teaching.
- Ensure distribution — targeted incentives so graduates reach the areas and children who benefit most.
The Bottom Line
The government is right: we do need more graduates in early years. But quantity without quality — or without a solid retention strategy — won’t close gaps. What’s needed is a sustainable pipeline where graduate early years teachers are valued, funded and kept in the sector long term.
The prize is big: improved outcomes for children, especially those who need it most.
Sources
Sara Bonetti Research 