Good practice for teachers and settings: guidance
DfE recognises that every early years setting is different and that teachers working within these settings work differently.
In addition to the eligibility criteria and expectations, we have set out the following good practice guidance that we encourage all early years teachers, and their settings, to follow.
Teachers should:
- act as pedagogical leaders within their settings and communities
- fulfil the role of an early years teacher, as outlined in the early years teacher standards. This could be through working directly with children, working more widely in a setting, doing activities such as curriculum planning or supporting other staff, or a combination of both. In order to be eligible for the recognition payment, applicants must confirm they are meeting these expectations for at least 50% of their time at work
- keep their knowledge and skills up to date through ongoing continuing professional development (CPD) relevant to their role and early years setting, for example the Early years leadership national professional qualification and the Early years child development training
- where relevant, work across the full early years age range, including babies and children under the age of 3
- engage with local networks, families and communities, for example through stronger practice hubs or family hubs, where relevant
Settings should:
- support teachers to complete their role as outlined in the Early years teachers’ standards and this good practice guidance, including support for CPD
- not reduce or offset salaries as a result of an early years teacher recognition payment being paid to a teacher