Challenge: Improving social mobility and catching up on lost learning 

The UK government launched EYPDP as part of its plan to boost social mobility through education, improve outcomes for disadvantaged children, and better prepare children to start school. To achieve this, the government needed to equip early years practitioners with the skills and knowledge needed to provide high-quality education in key areas. 

The programme was delivered in three phases, responding to evolving national needs: 

  • Phase 1 (2019-2021): developed to close the gap in speech and language development between more affluent children and their less advantaged peers 
  • Phase 2 (2021-2023): expanded the programme’s focus to include mathematics and personal, social, and emotional development (PSED) in response to the impact of the COVID-19 pandemic 
  • Phase 3 (2023-2025): formed part of the government’s Early Years Education Recovery Programme, enabling children to catch up on learning lost during the COVID-19 pandemic. 

Solution: Relevant, flexible, and collaborative learning that builds confidence

EDT delivered EYPDP across all three phases. The programme consisted of a blend of self-directed online learning and facilitated webinars, in which early years practitioners met with a Programme Trainer and other early years professionals on a weekly basis. 

With topic areas directly addressing the needs of England’s early years sector, EYPDP supported practitioners to: 

  • improve skills to support children’s development in communication and language 
  • understand the theory of child development in early mathematics 
  • develop children’s self-confidence, relationships, and self-awareness 
  • improve engagement with parents and carers to support the home learning environment. 

The programme was flexible in delivery to support participants’ busy schedules, and practical ideas helped participants implement what they were learning. 

Impact: A stronger early years sector and a ‘high appetite’ for future similar training 

The primary aim of the Department for Education (DfE)’s final evaluation report of EYPDP was to understand whether training for early years professionals results in improvements in early years settings. The report confirmed that it does: improvements extended across both educators’ knowledge, understanding, practice, and confidence, and outcomes for children. 

“The vast majority of early years practitioners agreed that the changes they had made to their practice following participation of EYPDP3 would improve children’s development in language and communication, mathematics and personal, social, and emotional development.” 

– DfE final evaluation report of EYPDP 

There was high satisfaction with EYPDP across the board, with 94% of setting leaders feeling that the programme improved the quality of provision, and 85% of practitioners agreeing the changes made to their practice would impact children’s development. Other practitioners reported already seeing improvements in children’s outcomes as a result of the programme. 

Strengthening England’s early years sector 

84% of participants said their morale has improved, with one sharing, “We feel sparked, enthused and excited again. It has helped with things like building our confidence, especially with maths.” Setting leaders also reported that the programme has led to improvements in retention and made recruitment easier. 

The DfE found that ‘appetite for future EYPDP3-style training or similar training was high due to the positive learning experience and perceived impacts on practice’.

We hope that the government will build on the EYPDP going forward and recognise the vital importance of investing in the professionalism of the early years workforce.