We are delighted to share the results of our recently published evaluation report from the second phase of the Early Years Professional Development Programme - Building on Success.
The report, commissioned by EDT, was conducted as part of the ongoing evaluation of the programme and its impact on practitioners. It consisted of a baseline survey and short surveys at the end of each module, as well as an endline survey to determine overall perceived impact. The surveys were completed by a total of 1,308 participants who completed the course in full.
During their time on the programme, Early Years Practitioners were asked to contribute to the programme evaluation and this report highlights the methodology used and provides a summary of the findings – it clearly demonstrates the outcomes and impact that was created during what was a relatively short intervention.
The programme, funded by the Department for Education and delivered by EDT, was delivered in partnership with industry specialists Dr Sue Gifford and Dr Catherine Gripton to deliver the Early Mathematics content, and children’s mental health charity the Anna Freud Centre to deliver the PSED content. The speech, language and communication content for the Building on Success Programme was delivered in partnership with speech and language specialists Elklan. The programme was aimed at improving practitioners’ understanding and skills in supporting the development of the most disadvantaged children between the ages of 2 and 4 years old in England.
Overall, the results of the evaluation report are very positive. It highlights that practitioners were overall satisfied with all aspects of the programme, with the highest levels of satisfaction shown for the programme trainers. Practitioners found the Speech, Language and Communication module most useful for their practice, but typically scored all areas highly. In total, 99% of practitioners agreed that they were able to apply the new learning to improve their everyday practice.
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The speech and language unit was extremely informative and I learnt so much from it. The information I could download has been so useful and it has supported training with my staff. I feel that this area has made me reflect on my practice the most and has inspired me to use the ideas (vocabulary flowers). My favourite unit was PSED, it felt so current in our present climate and its encouraged me to sign up for more training within this area next term.
Level 3 Practitioner, more than 15 years’ experience
A child’s early years – between birth and age five – are fundamental to their development, laying a foundation for future learning, skills and behaviours. Early years educational provision is therefore hugely important, and play is at the heart of effective provision. Supporting play in early years settings is crucial: it improves children’s cognitive, physical, social, and emotional wellbeing and helps them to learn about the world and themselves, laying the groundwork for their future learning and development potential. In this commentary, we consider not only the importance of play, but what this means for early years practitioners and how these practitioners can best be supported through effective professional development.
Education Development Trust will continue to deliver the DfE’s Early Years Professional Development Programme (EYPDP) – now moving into its third phase and available throughout England – after winning the latest bid to support training in this sector.
As the Department for Education funded Early Years Professional Development programmes draw to a close, we celebrate their many successes and reflect on some the fantastic feedback from practitioners.