NCFE CACHE Level 5 Diploma for the Early Years Senior Practitioner

Our course code: X501

Course fee: £1995 or from £149 per month

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Early Years professionals play a vital role in the development of babies and young children. As natural leaders, Early Years Senior Practitioners raise the standards of growth and learning against a steadfast curriculum and framework. Promoting best practice and championing quality standards, they ensure all daily objectives are fulfilled. Now you can take your experience to the highest level with our Level 5 Early Years Senior Practitioner Diploma.

What’s Involved on the Level 5 Diploma for the Early Years Senior Practitioner?

The aim is to raise your knowledge, management and leadership skills to the level of a Senior Practitioner. To do this, we’ll assess your expertise in relevant areas of early learning. The course starts with a close inspection of care routines, well-being, resilience, and the impression role models have on behaviour. You’ll learn the value of varying activities, experiences and learning opportunities to enhance development.

Moving forward, we’ll outline the role managers play in early education and explore holistic childhood development from 0-7. In doing so, you’ll learn the benefits of early intervention and the effects of transitions on growth. As children will start showing signs of emerging English and Maths, we’ll illustrate how you might develop those skills. You’ll also look at policies and procedures for safeguarding children.

We’ll raise your management and leadership skills to the level of a Senior Practitioner

In the second half of the course, we’ll break down risk management policies, procedures and practices. A key responsibility is championing diversity and inclusion in every Early Years settings. So, you’ll learn to explain models of practice, analyse the effects of barriers, and the impact of legislation to promote equality. These ideas also feed quite nicely into supporting children with Special Education Needs and Disabilities.

Finally, you’ll study partnerships, team management, quality provision, and skills involved in developing, maintaining and using records and reports. As you approach the course’s end, you’ll appreciate the need for professional development, reflecting on your own learning and development for early years practice.

Who is this Level 5 Diploma in Early Years suitable for?

An ideal course for anyone currently working in a managerial role within an early years setting. The Level 5 Diploma in Early Years was created to give you advanced knowledge to support your career or enhance your understanding via personal development.

However, to enrol onto the course you need to be 19 years or over, and meet one of two requirements:

  1. You’re working in the role of a leader, supervisor, or manager within an Early Years setting.
  2. You work in a setting that gives you the opportunity to carry out the duties of these roles.

What Can I Do With Early Years Senior Practitioner Status?

Upon passing your course, you’ll be a qualified Early Years Senior Practitioner with NCFE CACHE certification. What this means is you can start working with full senior status across the private, voluntary and independent sectors with children up to the age of seven. Moreover, there’s a huge demand for practitioners trained to a higher standard, so your employability significantly increases. The diploma is a foundation degree which gives you room for growth and progression. In contrast, there’s the option of starting a business in the Early Years sector.

Not looking to study at Level 5? We also offer Early Years training at Levels 2-4 among other childcare courses.

Start developing the leadership and management skills you need to thrive as an Early Years Senior Practitioner

  • A formal qualification

    This course is a formally recognised RQF qualification and is recognised throughout the UK, Europe and beyond.

  • Study with winners

    We’re an award-winning learning provider and have been recognised for our cutting-edge learning techniques.

  • Unlimited Tutor Support ™

    Get as much help and support as you want from your personal course tutor via email and phone.

  • Awarding body: NCFE CACHE
  • Our course code: X501
  • Qualification code: 603/3907/X
  • Official Qualification Title: NCFE CACHE Level 5 Diploma for the Early Years Senior Practitioner

CACHE stands for the Council for Awards in Care, Health and Education, and are the leading specialist Awarding Organisation for the Care and Education Sector.

Study Hours

The guided learning hours to read and understand all your course materials on this course is 636.

The total learning hours, including practical learning, work-based experience and assignments is 900 hours.

Study Method

The course is specially designed for distance learning study. You may be expected to complete assignments, essays, research projects, presentations, posters, mind maps, video/audio recordings, direct observation of practice, professional discussions, portfolios of evidence and practical learning sessions to meet the requirements of your course. This information will be included in your study pack detailing exactly what you need to do to accomplish your goals as a student.

Areas covered in the qualification include: qualify environments, early years pedagogy, behaviour, care routines, professional development, Special Educational Needs and Disability (SEND), safeguarding, inclusion, development, play for learning, partnership working, the Early Years Foundation Stage (EYFS), leading and managing; health, safety and well-being; and roles and responsibilities.

Course Duration

You have up to 24 months (2 years) to complete this course and we suggest a number of up to 636 study hours to complete this course. This is usually ample time for learners, even with full-time jobs and other commitments. Don’t worry if you go over the year though, we can organise an extension to your course for an additional fee, which also extends your tutor support.

Assessment

To gain this qualification, learners must achieve a total of 90 credits from all 18 mandatory units.

How are you assessed?

All units will be internally assessed using an externally set and internally marked Assessment of Learning. EYSP 2 and EYSP 12 must be assessed using an externally set and internally marked task. A range of methods can be applied to other units, which could include: direct observation of practice, professional discussion, work product or a portfolio of evidence.

The completion of an Evidence Record and Record of Assessment Cycle form is mandatory. This will be provided and your tutor will detail exactly what is needed.

Knowledge learning outcomes & Competence/Skills learning outcomes

Assessors will need to be occupationally knowledgeable, competent and qualified to make assessment decisions. Find out what is required of an assessor here.

Evidence from expert witnesses must meet the tests of validity, reliability and authenticity. However, we can offer training support for your expert witness, and your tutor will provide details if required.

Expert witnesses will need to demonstrate:

  • Working knowledge of the units on which their expertise is based
  • Occupational competence in their area of expertise
  • EITHER a qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff
  • Current or recent (within the last 2 years) experience of working at or above the level for which they are attesting competence
  • Appropriate, continuous professional development relevant to the sector for which they are attesting competence
  • No conflict of interest in the outcome of the evidence

What’s are the requirements to pass successfully?

Also, to pass this course successfully, there are two key requirements:

  • You’ll already be working in an Early Years setting within a managerial capacity (or at least hold leadership duties), and will continue to do so while studying with us
  • You will compile a work-based portfolio with varied forms of evidence against key learning criteria

Your portfolio of evidence will require critical analysis of your role through a range of essay style assignments, practitioner journals and video evidence of performing meetings of training amongst other evidence.

You’ll cover lots of units, each containing opportunities to apply your knowledge to a unique style of evidence that best reflects learning outcomes. You will also be required to complete a two research projects, as well as a range of child-based study projects. While a placement isn’t optional, observation in the workplace isn’t a requirement at Level 5.

 

Course Outcomes

Successful learners will be awarded a formal certificate of achievement by NCFE/CACHE. The training courses have been designed specifically to meet the needs of learners who prefer to study from home. You can read more about CACHE here. You’ll also be able to work as a Senior Practitioner within an Early Years setting or progress onto higher education in a relevant subject area.

Learners may work as an Early Years Senior Practitioner within the Early Years Workforce across the private, voluntary and independent sector or progress to Higher Education in a relevant subject.

Additional Information

Official Qualification Title - NCFE CACHE Level 5 Diploma for the Early Years Senior Practitioner

Difficulty - Level 5

Entry requirements - You must already have a Level 3 Early Years Diploma, up-to-date Maths and English Level 2 qualifications, and already be working in an Early Years setting in some form of managerial/leader capacity. You must also be aged 19 years or over.

Minimum Enrolment Age - 19 years

Credits - 90

Course Content

1: Manage care routines for children

Develop the knowledge, understanding and skills to manage others to support children’s care routines. You’ll consider the care needs of children, be able to use hygienic practice to minimise the spread of infection, and manage care routines in Early Years settings. Also, you’ll learn about childhood immunisation and how to support children in personal care routines.

2: Lead practice in promoting the well-being and resilience in children

This unit assesses your knowledge and understanding of the promotion of health, self-esteem, curiosity and independence in children. There will also be evaluation and development of practice. Moreover, the unit is assessed through a professional research project, which may be presented as a reflective journal. The research task is externally set and internally marked.

3: Model positive behaviour in the early years

In this unit, you’ll be assessed on your ability to lead the promotion of positive behaviour through role modelling and application of child development. You’ll cover theoretical influence of our understanding of children’s behaviour in early years, how to apply policy and strategy for behaviour, as well as evaluate policy and procedures in early years settings.

4: Lead activities, experiences and educational opportunities to promote children's speech, language and communication

The unit aims to provide a basis for understanding the importance of providing a range of activities, experiences and educational opportunities for speech, language and communication for a child’s holistic development. You’ll explore the developmental needs of babies and children in relation to speech, language and communication. You’ll also be able to promote communication and language needs in babies and young children, as well as provide support for speech, language and communication development within an early years setting.

5: Lead children's early education and development

The aim of this unit is to understand the role of the Early Years Manager in effective early education from birth to 5 years: planning and assessment within an enabling environment. You’ll be able to lead and manage planning cycles for holistic development in early years. You’ll develop strategies for enabling approaches to early literacy and mathematics though curiosity, exploration and discovery. You’ll also learn to use assessment with the early education curriculum and be able to apply and lead current theoretical and philosophical approaches to practice.

6: Understand holistic child development from birth to 7 years

This unit provides knowledge and understanding of how children and young people develop from birth to 7 years. The unit also explores actions which should be taken when differences in development are identified, and the potential effects of transitions on young children’s development. You’ll look at patterns of development, factors that impact development, and benefits of early intervention to support development.

7: Developing children's emergent literacy skills

This unit provides the learner with the knowledge, understanding and skills to develop children’s emergent literacy by providing a language-rich environment. You’ll look at the language and communication needs of children and how to support them. You’ll also consider strategies as well as plan, lead and review activities to support emergent literacy. Finally, you’ll be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

8: Developing children's emergent mathematical skills

This unit provides the learner with the knowledge, understanding and skills to develop children’s emergent mathematical development. You’ll look at how mathematics relates to children’s everyday lives. You’ll see how working with other supports emergent mathematical abilities. Finally, you’ll understand the role of an Early Years Practitioner to create an environment that support a child’s emerging mathematical abilities.

9: Develop and implement policies and procedures to support the safeguarding of children

This unit is designed to prepare learners to develop and implement policies and procedures for safeguarding children. You’ll look at the impact of current legislation, be able to support the review of as well as implement policies and procedures, and lead practice in supporting well-being and resilience in the context of safeguarding and protection.

10: Develop health and safety and risk management policies, procedures and practices in Early Years Settings

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required for health and safety and risk management, including the development of policies, procedures and practices in the early years. You’ll examine the current legislative framework relevant to Early Years Settings, be able to monitor compliance, as well as lead the implementation of policies, procedures and practices. Finally, you’ll know how to promote a culture where needs and risks are balanced with health and safety practicel improve health, safety and risk management policies and procedures; and track health concerns in early years settings.

11: Champion equality, diversity and inclusion

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required for a whole-systems approach to equality, diversity and inclusion. The unit explores models of practice and requires demonstration of skills and understanding of systems and processes. You’ll examine, champion, and develop systems and processes that promote diversity, equality and inclusion in your area of responsibility. Finally, you’ll be able to manage the risks presented when balancing individual rights and professional duty of care.

12: Supporting children with Special Educational Needs and Disability in an Early Years Setting

The aim of this unit is to consider the role of the Special Educational Needs Coordinator (SENCo) for effective inclusion of children with Special Educational Needs and Disabilities (SEND) in Early Years Settings. You’ll examine the statutory requirements and national guidance for inclusive practice in Early Years Settings. You’ll also learn provision related to children’s additional needs, the role and responsibilities of the SENCo, as well as factors that may affect families caring for children with SEND. Finally, you’ll be able to reflect on your own setting’s policies and procedures to support children with SEND.

13: Work in partnership in Early Years Settings

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to lead, implement and promote effective partnership working. You’ll learn about partnership and working in partnership with others. You’ll also be able to establish, lead and maintain working relationships with colleagues and professionals.

14: Lead and manage a team within an Early Years Setting

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to lead and manage a team within an Early Years Setting. You’ll learn the features of effective team performance and be able to support a positive culture within the team for an Early Years Setting. You’ll also be able to support a shared vision within the team, develop a plan with members to meet agreed objectives, and support individual members. Finally, you’ll know how to manage team performance in early years settings.

15: Develop, maintain and use records and reports

The purpose of this unit is to develop knowledge, understanding and skills in developing, maintaining and using records and reports. You’ll explore the legal organisational requirements
for recording information and providing reports. You’ll also be able to prepare professional records and reports that meet legal requirements and agreed ways of working and use them to inform judgements and decisions.

16: Quality provision in Early Years Settings

The purpose of this unit is to recognise the requirements and principles of the Early Years Framework. You’ll be able to manage early years provision in line with statutory requirements, lead environments in work settings to support children’s development, as well as understand hot to work in partnership with parent/carers.

17: Promote professional development

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. You’ll gain insight into the principles of professional development, prioritise goals and targets for your own professional development, and prepare a professional development plan. Finally, you’ll know how to improve performance through reflective practice.

18: Review own knowledge of learning and development for early years practice

To prepare the learner to work with children in supporting their learning and development within the relevant early years framework utilising current knowledge and understanding. You’ll be able plan work and support children’s participation in planning, engage with children in activities and experiences that support their development, promote learning according to relevant framework, as well as review on your own practice to support children in early years settings.

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Frequently Asked Questions

We have some answers to common student questions, but if you can't find the answer you're looking for then please contact us and we will do everything we can to answer your questions.

You must already have a Level 3 Early Years Diploma, up-to-date Maths and English Level 2 qualifications, and already be working in an Early Years setting in some form of managerial/leader capacity. You must also be aged 19 years or over.

You will have access to your personal tutor, via email and telephone, who will mark your assignments and guide you through the course. In addition, you will be supplied with a comprehensive Study Guide which will help you through the study and assessment process. Your personal tutor will be highly experienced in their subject area and qualified to teach.

We provide all the specially written learning materials you require to study this course at home. The course fee also includes tutor support for 12 months.

You will receive everything you need to complete this course within the study pack we send to you.

No, this course is assessed by coursework alone.

No, all of the study materials are supplied within your learning pack.

Most students finish comfortably within the course duration period given. However, if you do need more time, your personal tutor support can be extended for an additional fee.

That’s fine, this course can be studied anywhere and is completed by submitting Tutor marked assignments (TMAs).

Please check our FAQs section or Contact Us, we are happy to answer any questions you have.