Where Small Data Grows up
When we talk about graduates in early years education, the conversation often stops at “how many do we have?” But the real question is just as much about where they are — and who gets access to them. Why Graduate Distribution Matters Evidence shows that degree-qualified early years educators can make a measurable difference for children’s outcomes — …
Continue reading "Who Gets Access to Graduates in Early Years? The Equity Challenge"
As discussed in my previous post, the government’s Best Start in Life Strategy made a clear commitment: to grow the number of Early Years Teachers (EYTS) in England. On paper, this sounds like a step forward — recognition that graduates matter for quality, outcomes, and equity in early education. But a long-standing debate remains unresolved: should we give EYTS …
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 …
Continue reading "Why More Graduates in the Early Years Could Change Children’s Futures"
In most professions, your employer invests in your learning.In early years, you often pay for your own — or go without. This simple contrast captures a deep problem in how we treat the workforce caring for and educating our youngest children. Continuing Professional Development (CPD) is not just a nice-to-have — it’s essential to practice, …
Continue reading "Who pays for professional growth in the early years?"
In most professions, continuous professional development (CPD) isn’t an optional extra — it’s an expectation. Doctors, teachers, lawyers, and engineers all have established systems that ensure ongoing learning as part of their role. But in England’s early childhood education and care (ECEC) sector, this basic entitlement is missing. For many early educators, CPD is sporadic, …
Continue reading "A profession without guaranteed training: Why CPD matters in early years"
When people talk about career progression, it’s usually about moving up. Becoming a manager. Leading a team. Running an organisation. But in early childhood education and care, that’s not the only — or even the best — way to grow. In fact, for many practitioners, career development isn’t about leaving the classroom. It’s about deepening …
Continue reading "Career pathways in early years: Why it’s not just about climbing the ladder"
In many professions, it’s clear: you grow up in your career. Teaching. Nursing. Social work. There are established ladders, from entry-level to leadership. But in early education in England, the only clear next step often leads out of the sector altogether. That’s not just a personal loss for the individual — it’s a systems failure …
Continue reading "A profession without a plan: Why early years career pathways matter"
When I left my previous career to work in early childhood education, it felt like a leap of faith. I wasn’t fresh out of school — I already held two master’s degrees (though not in education), and I had some hands-on experience volunteering in a preschool. But I knew that to truly make early education …
Continue reading "A maze of qualifications — and no clear way through "
Qualifications matter — not just for compliance, but for confidence, capability and career progression. Yet the situation seems different in early childhood education and care. Across England’s group-based providers, the data tell a clear story: most staff stop at Level 3 — and not because they want to. According to the Department for Education (2024): …
Continue reading "Qualification plateau: Why early years staff get stuck at level 3"
More than half of early years educators in England leave the profession within 3–5 years.This isn’t just short-term churn — it’s deep, systemic instability. Why does it matter? Children lose continuity of care Teams struggle to build trust and shared practice Providers lose experienced staff just as they become most effective New staff cycle in …
Continue reading "More than half of early educators leave within 5 years — here’s why that matters"
Sara Bonetti Research 