What early years teacher status is
Early years teacher status (EYTS) is a graduate-level professional status for specialists working with children from birth to five. Introduced in 2013 as the successor to Early Years Professional Status, it recognises teachers who have met standards focused on early childhood education and care. EYTS and qualified teacher status (QTS) are distinct: each relates to different professional standards and areas of practice. The distinction matters when considering day-to-day responsibilities, staffing arrangements and the settings in which each status is relevant.
The role of an early years teacher
An early years teacher is a graduate-level practitioner whose professional status is awarded after assessment against the Teachers’ Standards (Early Years). These standards focus on the knowledge, skills and professional conduct needed to support children from birth to five. They include understanding child development, planning purposeful learning, observing children’s progress, maintaining a safe environment and working in partnership with families. EYTS is therefore more than a general childcare qualification: it recognises that a practitioner has demonstrated teaching standards for early childhood.
Early years teachers put those standards into practice through the Early Years Foundation Stage (EYFS), the statutory framework for early years provision in England. They plan experiences that suit children’s developmental stages, use observation to identify learning and adapt activities when a child needs additional support or a different level of challenge. For a toddler, this might mean supporting language development through conversation during play; for a pre-school child, it could involve extending early mathematical thinking while building or sorting. Assessment is ongoing and informs provision rather than relying on formal tests.
The role also involves professional responsibilities shared with other practitioners. These include safeguarding children, promoting their welfare, keeping appropriate records and communicating relevant information with parents and colleagues. An early years teacher may contribute to curriculum planning, coach other staff or take a lead in improving practice, but the precise duties depend on the employer and the post. EYTS does not remove the responsibilities that apply to the setting as a whole under the EYFS.
In group provision, the status can affect staffing arrangements for three and four-year-olds: the ratio can be 1 to 13 when an early years teacher or QTS holder works directly with the children. This flexibility has conditions, including the presence of another staff member holding a full and relevant level 3 qualification. EYTS does not automatically change a setting’s ratio; the relevant conditions must be met and the teacher must be working directly with the children. In practice, the status combines graduate-level teaching expertise with responsibilities shaped by children’s age, needs and setting.
EYTS and QTS compared
EYTS and QTS are both professional statuses assessed against teaching standards, but they are not interchangeable. EYTS is specialist recognition for early childhood education covering birth to five. QTS is the recognised qualified-teacher status for teaching in maintained schools in England, with training and assessment focused on the school teaching role. A person holding EYTS does not thereby acquire QTS, and a person with QTS does not automatically hold EYTS.
| Feature | EYTS | QTS |
|---|---|---|
| Professional scope | Early years education and care for children from birth to five | Teaching in the school sector; relevant training prepares teachers for school-age pupils |
| Standards assessed | Teachers’ Standards (Early Years), introduced in 2013 | Teachers’ Standards, published in 2012 |
| Status awarded | Early years teacher status; it does not confer QTS | Qualified teacher status; it does not confer EYTS |
| Where it is relevant | Early years provision, including nurseries and pre-schools | Maintained-school teaching roles in England, subject to the applicable rules |
The standards overlap in their emphasis on effective teaching, professional conduct and children’s learning, but the assessment focus differs. EYTS candidates demonstrate practice and knowledge in early childhood settings; QTS candidates are assessed against the standards for school teaching. Neither status is simply a higher version of the other: they recognise expertise for different professional contexts.
The legal distinction has practical consequences. EYTS is not the qualification that makes someone a qualified teacher for a maintained-school teaching post; that is the function of QTS. An early years teacher may work in a school’s early years provision, but EYTS alone does not give the holder QTS. Conversely, QTS holders may work with young children, but QTS alone does not mean that they have been awarded the specialist early years status.
For someone choosing between the two, the intended role is the clearest guide. EYTS is suited to a career centred on early childhood education and care, while QTS is the relevant status for a qualified-teacher career in maintained schools. Their shared focus on teaching standards does not make their scope or legal effect the same.
Where early years teachers work
Early years teachers work in nurseries, pre-schools, children’s centres and schools. The setting shapes the balance between direct teaching, care, planning and collaboration, while the age range remains birth to five. Their professional knowledge is relevant wherever provision supports young children’s learning and development, but the job title and daily duties can vary between employers.
In nurseries, an early years teacher may plan learning across rooms or age groups, observe children’s development and support colleagues to deliver the EYFS. In a pre-school, the role often centres on preparing children for the transition to school through play-based learning, communication and early independence. In both settings, teaching must respond to individual development rather than treating children of the same age as having identical needs.
Children’s centres can bring early education together with work involving families and other local services. An early years teacher may contribute specialist knowledge of child development and help colleagues provide consistent support. In schools, the role may be based in nursery or reception provision, where close coordination with teachers and support staff helps children move into school routines. EYTS alone does not make its holder a QTS-qualified teacher for a maintained-school teaching post.
Staffing arrangements must reflect the requirements that apply to the particular provision, children’s ages and the staff present. Holding EYTS does not remove the setting’s other duties under the EYFS, and the status does not dictate a single job description across all four workplace types. For someone considering EYTS, it is a specialist graduate-level status for work with children from birth to five; the best fit is a role where early childhood teaching is central and the employer’s duties match that expertise.
Entry requirements
Entry requirements for early years teacher status (EYTS) combine academic qualifications with checks on suitability to work with young children. The GCSE standard applies to training routes, while graduate and postgraduate routes also require a degree. Providers assess applications and may ask for evidence such as references, health information and an interview. These criteria describe routes in England and may change, so check the requirements for your chosen provider and intended start date.
GCSEs or equivalents
Get Into Teaching states that you need GCSE grade 4 (C) or above in English, maths and science, or an equivalent qualification, to start teacher training. This applies to EYTS training routes in England; having a degree does not remove the requirement to meet the English, maths and science standard.
If you do not hold the GCSEs, ask your chosen provider which equivalent qualifications it accepts. Some providers accept Level 2 Functional Skills in English or maths, while others may require a GCSE equivalency test or another recognised qualification. Acceptance is provider-specific, and a Functional Skills certificate is not automatically treated as equivalent in every application. For science, check whether the provider accepts a relevant qualification or requires an equivalency test.
Graduate and employment-based applicants should confirm that their English, maths and science evidence meets the provider’s rules before training begins. Applicants taking an undergraduate degree route to EYTS should check the university’s course-entry requirements as well as its qualification requirements for teacher training; the GCSE standard remains a separate consideration. Keep certificates or official results available, and ask admissions staff to assess any non-GCSE qualification before applying. Requirements can change, so verify the current rules for your intended start date in England.
Degree requirement
Graduate and postgraduate routes to EYTS require a bachelor’s degree or an equivalent qualification. Applicants who studied outside the UK should ask the provider to confirm whether their award is accepted as equivalent; the decision is made against that provider’s admissions requirements.
The undergraduate route is different: it is a degree route leading to EYTS, so applicants work towards the degree as part of their course rather than needing to hold one before they begin. Check the university’s course specification for its entry qualifications and the award you will receive. These distinctions apply to routes in England, and provider requirements may be revised for later intakes.
Experience and suitability checks
Providers assess whether applicants are suitable to train for work with young children, alongside checking academic qualifications. The application commonly involves documentary evidence and direct assessment:
- An enhanced Disclosure and Barring Service (DBS) criminal records check is required; the provider explains the application process and when clearance must be in place.
- References may be requested from people able to comment on your work, study or relevant experience, so provide accurate contact details and allow time for responses.
- A health declaration or occupational health check may be used to assess fitness for training and placement, with any follow-up handled through the provider’s process.
- An interview may assess your communication, motivation and understanding of working with young children; be ready to discuss relevant experience with specific examples.
- Providers may verify identity, qualifications and application history, using certificates and other records to confirm that information supplied is accurate.
These checks help providers meet safeguarding responsibilities and decide whether an applicant can undertake training and placements involving children. Exact evidence and timing vary between providers, so follow the instructions for the course and intake you apply to.
Training routes and funding in 2026 to 2027
There are four main EYTS routes in England for 2026 to 2027, with different balances of study, employment and financial support. The graduate options are designed for people who already have a degree, while the undergraduate and apprenticeship routes combine degree-level study with preparation for early years teaching. The table compares their usual duration, funding source and whether candidates are generally working or studying. Funding rules apply in England and may change, so check current Department for Education and provider guidance before making financial plans.
| Route | Typical duration | Who pays | Working or studying |
|---|---|---|---|
| Graduate entry | One year, full-time | Provider receives a £9,535 DfE training grant for fees in 2026–27 | Primarily studying and completing training placements |
| Graduate employment-based | Usually one year; provider schedule may vary | £9,535 DfE training grant plus £7,000 employer incentive, £16,535 total in 2026–27 | Employed in an early years setting while training |
| Undergraduate degree with EYTS | Three or four years | Student Finance England tuition and maintenance loans; no DfE training grant | Studying, with work possible around the course |
| Early Years Teacher Degree Apprenticeship | Typically around three years; check the provider schedule | Apprenticeship funding arranged through the employer and training provider | Employed while undertaking degree-level study |
Graduate entry
The graduate entry route is typically a one-year, full-time programme for people who already hold a degree and want to train for early years teaching. A university or other approved training provider delivers the programme, combining taught learning with practical experience in early years settings. The provider receives a £9,535 Department for Education training grant in 2026–27 to cover the trainee’s training fees; this grant is paid to the provider rather than directly to the trainee.
Full-time study usually means regular provider sessions, independent work and planned experience in a setting, so this route is generally more intensive than training alongside a full-time job. Some candidates may keep limited paid work, but they need to fit it around course commitments and placements. Ask providers how their timetable is organised and what practical experience they expect before accepting a place, as schedules differ.
This route can suit graduates who can devote a year to focused training and want a direct transition into early years teaching. It may also appeal to someone who has relevant experience with young children but needs a structured programme to develop professional knowledge and practice. The training provider can explain its course structure, placement arrangements and support services for candidates. Compare these details alongside the grant-funded fee arrangements when considering which programme fits your circumstances.
Graduate employment-based
The graduate employment-based route combines professional training with paid employment in an early years setting. Candidates are employed while completing their preparation, with learning and practical development connected to their workplace. The provider organises the training and assessment schedule, while the employer supports the trainee to undertake the required learning alongside their role. The exact pattern of taught sessions, workplace learning and release time depends on the provider and employer.
For 2026–27, the Department for Education makes £16,535 available for this route: a £9,535 training grant paid to the provider to cover fees, plus a £7,000 employer incentive. These are separate parts of the funding package, not a £16,535 payment to the trainee. Confirm with the provider and employer how the funding is applied, what workplace support is available and how training time will be protected within the working week.
This route can suit a graduate already working in an early years setting, or someone who can secure a suitable role with an employer willing to support training. It is particularly relevant for candidates who want to keep earning and build teaching practice in a real workplace rather than step away for a full-time course. Before committing, discuss responsibilities, study time and mentoring arrangements with the employer, and check that the provider’s schedule is compatible with the setting’s routines.
Undergraduate degree with EYTS
An undergraduate route combines a degree with preparation for early years teaching and leads to EYTS. It usually takes three or four years, depending on the course structure and provider. This is a longer study pathway than graduate training, and students develop their academic knowledge alongside learning and experience relevant to work with young children. Course content and placement patterns differ, so compare programme details before applying.
There is no Department for Education training grant for undergraduates on this route. Instead, eligible trainees apply to Student Finance England for tuition and maintenance loans. Tuition loans help cover course fees, while maintenance loans can contribute to living costs; eligibility and loan amounts depend on individual circumstances and the applicable student finance rules. Check the current Student Finance England information and the university’s course costs when working out a budget.
Students are primarily studying, although some may take paid work around lectures, independent study and placement commitments. A course with substantial practical experience may leave less flexibility during placement periods, so ask the provider how these are distributed across the academic year. This pathway can suit school leavers or other applicants who want to gain a degree and prepare for early years teaching in one continuous programme. It may also fit someone who prefers several years of structured study over a shorter, intensive graduate course.
Degree apprenticeship
The Early Years Teacher Degree Apprenticeship is an employer-led degree apprenticeship that leads to EYTS. Apprentices are employed by an early years organisation while studying for a degree-level qualification and developing professional practice in the workplace. The model combines paid work with off-the-job learning, which may include taught sessions, assignments and other planned study. Providers and employers set the schedule together, so the balance of workplace duties and study time can vary.
The route typically takes around three years, although candidates should confirm the expected duration and pattern with the employer and training provider. Apprenticeship training costs are arranged through the apprenticeship funding system between the employer and provider; this is distinct from the DfE training grant available for the graduate routes. Ask the employer how training is funded, what study time is protected and whether any costs or conditions apply to the individual apprentice.
A degree apprenticeship can suit someone who wants to earn while gaining a degree and who has an employer prepared to support a sustained training commitment. It may also appeal to early years staff seeking a structured career pathway without leaving employment for full-time university study. The arrangement depends on securing an apprenticeship role, so candidates should check the job duties, provider schedule and workplace mentoring before agreeing to a position.
Pay and working life
Working life as an early years teacher can look different in a school nursery, a private nursery or a voluntary-sector setting. The employer and setting shape the contract, working pattern and responsibilities attached to the role. Some posts are year-round, while others follow a term-time pattern; hours and duties should be checked in the written offer. For eligible public sector settings in England, the 2026 to 2027 pay grant is also relevant to how employers plan for the teachers’ pay award.
How pay is set
Pay for an early years teacher is set by the employer, and there is no single rate that applies across every setting. A maintained school nursery may use a different pay structure from a private nursery or a voluntary-sector provider. The employer’s policies, the post’s responsibilities and the type of setting all affect the terms offered. EYTS does not, by itself, place every teacher on one common salary scale.
Compare the full employment offer rather than looking only at the job title. Check whether the contract is permanent or fixed-term, whether the role is full-time or part-time, and whether working weeks are term-time or year-round. A year-round post may include work during school holidays, while a term-time arrangement sets out the weeks when the employee is expected to work. The contract should clarify how hours are scheduled and how leave is handled.
Responsibilities can also differ between posts. One employer may expect an early years teacher to lead curriculum planning and review children’s learning, while another may include team coordination or mentoring as part of the role. Ask which duties are expected, who provides line management, and whether any additional responsibilities are reflected in the employment terms. These details make it easier to compare offers across settings without assuming that identical titles mean identical working conditions.
The 2026 teachers’ pay grant
The Department for Education’s 2026 to 2027 early years teachers’ pay grant provides £18 million to help eligible public sector early years settings fund the teachers’ pay award from September 2026. The grant applies in England and is intended to support employers with the cost of that award. It is funding for eligible settings, rather than a separate payment that an individual teacher applies for directly.
For employers, the grant can contribute to meeting additional pay costs, but it does not replace the need to set employment terms or manage staffing budgets. Eligibility matters: the funding is for eligible public sector early years settings, so it should not be assumed that every nursery or early years employer receives it. The grant’s existence also does not mean that all settings use the same pay arrangements or offer identical contracts.
For staff, the practical effect depends on the employer’s arrangements for applying the pay award. Check the written contract and any formal communication from the employer for the effective date, how the award is reflected in pay, and whether related changes affect working arrangements. The grant supports employers’ costs; it does not establish a universal pay scale across early years settings. The stated amount and rules are for England and the arrangements may change in later funding years.
Questions about early years teacher status
These answers clarify how EYTS differs from QTS, how long the training routes take and whether a degree is required.
Is EYTS the same as QTS?
No. Early years teacher status (EYTS) is not the same as qualified teacher status (QTS): EYTS prepares practitioners to lead learning for children from birth to five, primarily in early years settings. QTS is the status associated with teaching in schools and covers a broader school-age context. The two statuses therefore differ in both the age group and the settings they are designed for. If your intended work is with young children in nurseries or other early years provision, EYTS is the relevant status; QTS is designed for a different teaching context.
How long does it take to become an early years teacher?
Timing depends on the route. A full-time graduate route usually takes one year, while an undergraduate degree with EYTS takes three to four years. An employment-based route varies according to its structure and the candidate’s circumstances, so there is no single duration to apply to every programme. A degree apprenticeship is employer-led, and its timetable depends on the apprenticeship arrangement. Check the expected course length and study pattern with the provider or employer before applying, particularly if you need to fit training around work.
Can I get EYTS without a degree?
No. The graduate routes require a degree, and the undergraduate route leading to EYTS is itself a degree programme. This means there is no route to EYTS without completing a degree. If you do not already hold one, the undergraduate route offers a way to study for a degree and work towards EYTS within the same programme. If you already have a degree, you can consider the graduate routes instead; the appropriate option depends on your circumstances and the training route available to you.