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- TQUK Level 5 Diploma for the Senior Practitioner in the Early Years (with EYE Status)
TQUK Level 5 Diploma for the Senior Practitioner in the Early Years (with EYE Status)
SKU:
£2,080.00
86.67
2080
£86.67 - £2,080.00
Unavailable
per item
Key Information
Key Information
Regulation Qualification Number: 610/2932/4
Ofqual Regulated: Yes
Full and Relevant Early Years Educator Qualification: Yes
Level: 5
Credits: 108
Minimum Age at entry: 18 years
Entry Requirements: English at GCSE Grade C/4 and above, or a level 2 equivalent such as Functional Skills due to the academic requirements of the qualification. Maths at Level 2 is preferred, and will be mandatory should you wish to become a manager in the early years setting.
Placement Requirements: Learners should be in a suitable setting to complete this qualification. This can be on an employed or voluntary basis. You will need to be able to offer supervisory evidence and will need to demonstrate that you can lead a team of at least two other practitioners in your setting as a part of your coursework.
Course length: 12-18 months
Regulation Qualification Number: 610/2932/4
Ofqual Regulated: Yes
Full and Relevant Early Years Educator Qualification: Yes
Level: 5
Credits: 108
Minimum Age at entry: 18 years
Entry Requirements: English at GCSE Grade C/4 and above, or a level 2 equivalent such as Functional Skills due to the academic requirements of the qualification. Maths at Level 2 is preferred, and will be mandatory should you wish to become a manager in the early years setting.
Placement Requirements: Learners should be in a suitable setting to complete this qualification. This can be on an employed or voluntary basis. You will need to be able to offer supervisory evidence and will need to demonstrate that you can lead a team of at least two other practitioners in your setting as a part of your coursework.
Course length: 12-18 months
Qualification Details
Qualification Details
The TQUK Level 5 Diploma for Senior Practitioners in an Early Years Setting is a high-quality qualification designed to provide learners with the knowledge, skills, and behaviours required for roles which are in demand from employers in the early years sector, including in a senior role such as setting management. It serves as a pathway for learners to develop expertise and prepare for further study.
The aim of this qualification is to provide learners with a comprehensive understanding of senior practitioner roles in early years settings. The objectives include:
• Equipping learners with the necessary knowledge, skills, and behaviours for skilled job roles.
• Offering a practical and employer-led course to develop practical experience and expertise.
• Providing retraining or upskilling opportunities for individuals aged 18 and over.
• Preparing learners for progression to further study or training in the field.
The learner will study a range of key topics in the early years sector, including but not limited to:
• Promoting health, well-being, and resilience in children.
• Effective interaction and deep-level learning facilitation.
• Leadership in daily routines, practice, and physical environment maintenance.
• Key person approach and child advocacy.
• Best practices in observation, assessment, and planning for individual needs.
• Inclusion, diversity, and equality in early years settings.
• Safeguarding legislation and strategies implementation.
• Effective resource deployment and child-centred practice.
• Reflective practice and ongoing professional development.
• Collaborative partnerships with parents, carers, and multi-agencies.
By completing this course, learners will develop the following knowledge, practical, and technical skills:
• In-depth understanding of child development and its impact on learning and well-being.
• Application of ethical and rights-based approaches in supporting children's individual journeys.
• Competence in planning and facilitating engaging and inclusive learning environments.
• Effective communication and collaboration with parents, professionals, and multi-agencies.
• Skills in observation, assessment, and planning for individual developmental needs.
• Knowledge of safeguarding policies and procedures and their implementation.
• Leadership and management skills for operational aspects of early years provision.
• Reflective practice and continuous professional development techniques.
• Proficient record-keeping, report writing, and administrative skills.
These knowledge and skills will be highly valuable for further studies, enabling learners to pursue advanced degrees or specialised training in early childhood education, leadership, or related fields.
The TQUK Level 5 Diploma for Senior Practitioners in an Early Years Setting is a high-quality qualification designed to provide learners with the knowledge, skills, and behaviours required for roles which are in demand from employers in the early years sector, including in a senior role such as setting management. It serves as a pathway for learners to develop expertise and prepare for further study.
The aim of this qualification is to provide learners with a comprehensive understanding of senior practitioner roles in early years settings. The objectives include:
• Equipping learners with the necessary knowledge, skills, and behaviours for skilled job roles.
• Offering a practical and employer-led course to develop practical experience and expertise.
• Providing retraining or upskilling opportunities for individuals aged 18 and over.
• Preparing learners for progression to further study or training in the field.
The learner will study a range of key topics in the early years sector, including but not limited to:
• Promoting health, well-being, and resilience in children.
• Effective interaction and deep-level learning facilitation.
• Leadership in daily routines, practice, and physical environment maintenance.
• Key person approach and child advocacy.
• Best practices in observation, assessment, and planning for individual needs.
• Inclusion, diversity, and equality in early years settings.
• Safeguarding legislation and strategies implementation.
• Effective resource deployment and child-centred practice.
• Reflective practice and ongoing professional development.
• Collaborative partnerships with parents, carers, and multi-agencies.
By completing this course, learners will develop the following knowledge, practical, and technical skills:
• In-depth understanding of child development and its impact on learning and well-being.
• Application of ethical and rights-based approaches in supporting children's individual journeys.
• Competence in planning and facilitating engaging and inclusive learning environments.
• Effective communication and collaboration with parents, professionals, and multi-agencies.
• Skills in observation, assessment, and planning for individual developmental needs.
• Knowledge of safeguarding policies and procedures and their implementation.
• Leadership and management skills for operational aspects of early years provision.
• Reflective practice and continuous professional development techniques.
• Proficient record-keeping, report writing, and administrative skills.
These knowledge and skills will be highly valuable for further studies, enabling learners to pursue advanced degrees or specialised training in early childhood education, leadership, or related fields.
Course Syllabus
Course Syllabus
You will complete 18 Mandatory Units as a part of your qualification:
Unit 1: Lead Safeguarding and Welfare Practice within the Early Years Setting
Understand current legislation and guidelines in relation to safeguarding and the welfare of children
Understand how babies and children may experience neglect and abuse
Be able to support others to follow safeguarding policies and procedures
Be able to work with others in relation to safeguarding or welfare concerns
Unit 2: Champion Inclusive Practice and Equity in the Early Years
Understand legislation, guidance, policy, and procedure relating to inclusive practice in the Early Years
Be able to promote inclusive practice within the setting
Be able to challenge discrimination and poor practice
Unit 3: Manage the Care, Health, and Well-being processes within Early Years
Be able to lead the provision of personal and physical care of babies and young children
Be able to lead practice in promoting healthy lifestyles in babies and young children
Be able to support the provision of food and drink in early years settings
Be able to promote positive oral health to babies, young children, and their families
Unit 4: Lead and Promote Positive Change in the Early Years Setting
Understand change management theories, strategies, and techniques
Be able to evaluate an area for change within the setting
Be able to implement and lead change within the setting
Unit 5: The Principles and Practice of Effective Leadership and Coaching in the Early Years
Understand management, leadership, coaching models, strategies, and frameworks.
Be able to mentor colleagues to develop their practice and performance.
Be able to support teams through change and challenges within the sector.
Unit 6: Champion Learning and Development Opportunities for Young Children
Understand the current frameworks for early years practice
Be able to promote an enabling environment that promotes learning and development of babies and young children
Be able to support colleagues to plan, implement, and evaluate a range of purposeful activities to support the learning and development of babies and young children
Be able to promote emergent literacy in the early years
Be able to promote emergent numeracy in the early years
Be able to work in partnership with others in relation to the learning and development of babies and young children
Unit 7: Promote the Personal and Professional Development of Self and Others who work in Early Years Provision
Understand the wider roles and responsibilities of the Early Years Senior Practitioner
Understand the importance of professional development in early years
Be able to develop own professional career in the early years sector
Be able to support others to develop personally and professionally within the early years sector.
Unit 8: Support and Lead the Development of Partnership in Early Years Settings
Understand the importance of effective partnerships in the early years sector.
Be able to work in partnership within own setting.
Be able to work in partnership with parents, carers, and families.
Be able to work in partnership with external agencies and other professionals within the early years.
Understand the statutory requirements in relation to partnership working.
Unit 9: Support Babies and Young Children Through Periods of Transition and Significant Life Events
Understand periods of change, transition, and significant events for babies and young children
Be able to support babies, young children, and families through periods of change, transition, and significant events
Be able to support team members and colleagues when supporting babies, young children, and families during periods of change, transition, and significant events
Be able to work with others when supporting babies, young children, and families through periods of change, transition, and significant events
Unit 10: Champion Playful Pedagogy within the Early Years Setting
Understand the importance of play to children’s holistic learning and development.
Be able to implement purposeful play opportunities within the setting.
Be able lead others in the planning, implementation, and evaluation of purposeful play activities.
Be able to manage an environment of purposeful play that promotes the holistic learning and development of babies and young children.
Unit 11: Lead Opportunities for the Holistic Development of Babies and Young Children
Understand physical development in early childhood
Be able to lead opportunities for the physical development of babies and young children in the early years
Understand cognitive and sensory development in early childhood
Be able to lead opportunities for the cognitive and sensory development of babies and young children in the early years
Understand social, emotional, and personal development in early childhood
Be able to lead opportunities for the personal, social, and emotional development of babies and young children in the early years
Understand speech, language, and communication development in early childhood
Be able to lead opportunities for the speech, language, and communication development of babies and young children in the early years
Be able to work with others to support children who are not meeting expected patterns of development
Unit 12: Promote Health, Safety, and Security within the Early Years Setting
Be able to implement legislation and regulatory guidelines in relation to the health and safety within the early years setting
Be able to lead positive practice in relation to health and safety within the early years setting
Be able to manage risk and hazards within the early years setting
Unit 13: Promote Innovative Practice in the Development of an Enabling Environment within the Early Years Setting
Be able to evaluate own early years environment in relation to current frameworks
Be able to work with others to identify and implement positive and innovative change to the early years’ environment
Be able to monitor the impact of innovation in the early years
Be able to review and evaluate the impact of innovative practice in the early years setting
Unit 14: Lead Practice in the Storage, Handling, and Use of Information in the Early Years Setting
Understand legislation and statutory requirements in relation to the storage, handling, and use of information within the early years
Be able to promote effective use of information according to legislative and statutory requirements
Unit 15: Prepare for and Lead or Support Mandatory Inspection Processes within the Early Years Sector
Understand the current inspection requirements that early years settings must adhere to
Understand the roles and responsibilities of management, staff, and others in the inspection process
Be able to demonstrate how to prepare colleagues and others for a regulatory inspection process
Unit 16: Promote an Inclusive Environment to Support the Development and Wellbeing of Babies and Children with Additional Needs
Understand a range of needs that may require additional support for babies and young children
Be able to work effectively with colleagues to promote an inclusive and diverse environment that meets the needs of a range additional support requirements for babies and young children
Be able to work collaboratively with a range of professionals to meet the needs of a range additional support requirements of babies and young children
Be able to support children whose first language is not English and bilingual or multilingual children
Unit 17: Promote Positive Attachments and Co-Regulation in the Early Years Setting
Understand concepts of co-regulation and self-regulation and its importance in early childhood
Be able to promote an environment that supports co-regulation and self-regulation of babies and young children
Understand attachment theories, processes, and practice
Be able to lead colleagues in fostering positive attachments within the setting
Unit 18: Effective Assessment for Learning and Development
Understand the purpose, process, and practice of assessment in the early years environment
Be able to use assessment to effectively plan for children’s next steps and an individualised journey for each child
You will complete 18 Mandatory Units as a part of your qualification:
Unit 1: Lead Safeguarding and Welfare Practice within the Early Years Setting
Understand current legislation and guidelines in relation to safeguarding and the welfare of children
Understand how babies and children may experience neglect and abuse
Be able to support others to follow safeguarding policies and procedures
Be able to work with others in relation to safeguarding or welfare concerns
Unit 2: Champion Inclusive Practice and Equity in the Early Years
Understand legislation, guidance, policy, and procedure relating to inclusive practice in the Early Years
Be able to promote inclusive practice within the setting
Be able to challenge discrimination and poor practice
Unit 3: Manage the Care, Health, and Well-being processes within Early Years
Be able to lead the provision of personal and physical care of babies and young children
Be able to lead practice in promoting healthy lifestyles in babies and young children
Be able to support the provision of food and drink in early years settings
Be able to promote positive oral health to babies, young children, and their families
Unit 4: Lead and Promote Positive Change in the Early Years Setting
Understand change management theories, strategies, and techniques
Be able to evaluate an area for change within the setting
Be able to implement and lead change within the setting
Unit 5: The Principles and Practice of Effective Leadership and Coaching in the Early Years
Understand management, leadership, coaching models, strategies, and frameworks.
Be able to mentor colleagues to develop their practice and performance.
Be able to support teams through change and challenges within the sector.
Unit 6: Champion Learning and Development Opportunities for Young Children
Understand the current frameworks for early years practice
Be able to promote an enabling environment that promotes learning and development of babies and young children
Be able to support colleagues to plan, implement, and evaluate a range of purposeful activities to support the learning and development of babies and young children
Be able to promote emergent literacy in the early years
Be able to promote emergent numeracy in the early years
Be able to work in partnership with others in relation to the learning and development of babies and young children
Unit 7: Promote the Personal and Professional Development of Self and Others who work in Early Years Provision
Understand the wider roles and responsibilities of the Early Years Senior Practitioner
Understand the importance of professional development in early years
Be able to develop own professional career in the early years sector
Be able to support others to develop personally and professionally within the early years sector.
Unit 8: Support and Lead the Development of Partnership in Early Years Settings
Understand the importance of effective partnerships in the early years sector.
Be able to work in partnership within own setting.
Be able to work in partnership with parents, carers, and families.
Be able to work in partnership with external agencies and other professionals within the early years.
Understand the statutory requirements in relation to partnership working.
Unit 9: Support Babies and Young Children Through Periods of Transition and Significant Life Events
Understand periods of change, transition, and significant events for babies and young children
Be able to support babies, young children, and families through periods of change, transition, and significant events
Be able to support team members and colleagues when supporting babies, young children, and families during periods of change, transition, and significant events
Be able to work with others when supporting babies, young children, and families through periods of change, transition, and significant events
Unit 10: Champion Playful Pedagogy within the Early Years Setting
Understand the importance of play to children’s holistic learning and development.
Be able to implement purposeful play opportunities within the setting.
Be able lead others in the planning, implementation, and evaluation of purposeful play activities.
Be able to manage an environment of purposeful play that promotes the holistic learning and development of babies and young children.
Unit 11: Lead Opportunities for the Holistic Development of Babies and Young Children
Understand physical development in early childhood
Be able to lead opportunities for the physical development of babies and young children in the early years
Understand cognitive and sensory development in early childhood
Be able to lead opportunities for the cognitive and sensory development of babies and young children in the early years
Understand social, emotional, and personal development in early childhood
Be able to lead opportunities for the personal, social, and emotional development of babies and young children in the early years
Understand speech, language, and communication development in early childhood
Be able to lead opportunities for the speech, language, and communication development of babies and young children in the early years
Be able to work with others to support children who are not meeting expected patterns of development
Unit 12: Promote Health, Safety, and Security within the Early Years Setting
Be able to implement legislation and regulatory guidelines in relation to the health and safety within the early years setting
Be able to lead positive practice in relation to health and safety within the early years setting
Be able to manage risk and hazards within the early years setting
Unit 13: Promote Innovative Practice in the Development of an Enabling Environment within the Early Years Setting
Be able to evaluate own early years environment in relation to current frameworks
Be able to work with others to identify and implement positive and innovative change to the early years’ environment
Be able to monitor the impact of innovation in the early years
Be able to review and evaluate the impact of innovative practice in the early years setting
Unit 14: Lead Practice in the Storage, Handling, and Use of Information in the Early Years Setting
Understand legislation and statutory requirements in relation to the storage, handling, and use of information within the early years
Be able to promote effective use of information according to legislative and statutory requirements
Unit 15: Prepare for and Lead or Support Mandatory Inspection Processes within the Early Years Sector
Understand the current inspection requirements that early years settings must adhere to
Understand the roles and responsibilities of management, staff, and others in the inspection process
Be able to demonstrate how to prepare colleagues and others for a regulatory inspection process
Unit 16: Promote an Inclusive Environment to Support the Development and Wellbeing of Babies and Children with Additional Needs
Understand a range of needs that may require additional support for babies and young children
Be able to work effectively with colleagues to promote an inclusive and diverse environment that meets the needs of a range additional support requirements for babies and young children
Be able to work collaboratively with a range of professionals to meet the needs of a range additional support requirements of babies and young children
Be able to support children whose first language is not English and bilingual or multilingual children
Unit 17: Promote Positive Attachments and Co-Regulation in the Early Years Setting
Understand concepts of co-regulation and self-regulation and its importance in early childhood
Be able to promote an environment that supports co-regulation and self-regulation of babies and young children
Understand attachment theories, processes, and practice
Be able to lead colleagues in fostering positive attachments within the setting
Unit 18: Effective Assessment for Learning and Development
Understand the purpose, process, and practice of assessment in the early years environment
Be able to use assessment to effectively plan for children’s next steps and an individualised journey for each child
Placement Requirements
Placement Requirements
You will need access to a suitable placement to undertake this programme.
This can be within:
- School nurseries
- School Reception classes
- Pre-schools
- Private nurseries
- Registered childminder (where you have support staff working with you)
- Local Authority nurseries
- Foundation Stage units
- Sure Start/Children's Centres
- Other Ofsted registered early years settings
Please note, breakfast and after-school clubs are not suitable for this qualification.
You will need to demonstrate some supervisory responsibilities as a part of your qualification for some of the tasks. For such tasks, you will need to supervise and/or mentor at least two practitioners within your setting.
You will need access to a suitable placement to undertake this programme.
This can be within:
- School nurseries
- School Reception classes
- Pre-schools
- Private nurseries
- Registered childminder (where you have support staff working with you)
- Local Authority nurseries
- Foundation Stage units
- Sure Start/Children's Centres
- Other Ofsted registered early years settings
Please note, breakfast and after-school clubs are not suitable for this qualification.
You will need to demonstrate some supervisory responsibilities as a part of your qualification for some of the tasks. For such tasks, you will need to supervise and/or mentor at least two practitioners within your setting.
Your Future
Your Future
Successful completion of this qualification provide progression opportunities for learners including:
• Entry-level positions in the early years sector.
• Progression into senior practitioner or management roles within early years settings.
• Advancement to higher-level apprenticeships or further study in early childhood education.
• Specialisation in specific areas such as child development, inclusion, or leadership.
You will be able to move to our Level 6 Advanced Diploma in Early Childhood Pedagogy, which will allow you to apply for EYTS and QTS qualifications, should you wish.
Successful completion of this qualification provide progression opportunities for learners including:
• Entry-level positions in the early years sector.
• Progression into senior practitioner or management roles within early years settings.
• Advancement to higher-level apprenticeships or further study in early childhood education.
• Specialisation in specific areas such as child development, inclusion, or leadership.
You will be able to move to our Level 6 Advanced Diploma in Early Childhood Pedagogy, which will allow you to apply for EYTS and QTS qualifications, should you wish.
F.A.Q.s
F.A.Q.s
Does this qualification allow me to work in the early years ratio?
This qualification is mapped to the DfE competencies for. both the current and the September 2024 Early Years Educator status requirement for level 3 Early Years Educators. During your studies, you will be able to work at level 2 in ratio, and after completion you will be able to work in level 3 ratio in the early years as guided by the EYFS.
Does an assessor come and visit me?
An assessor will visit you in your setting and undertake a number of observations and professional discussions of your practice. They will also gather work-based evidence pieces and talk to your work-based mentor to confirm that you are working in practice to the standard of an Early Years Educator.
Do I have lessons with my tutor?
You can book as many 121 sessions as you need with your tutor, webinars, and taught sessions online.
Are there any deadlines?
At the beginning of your course, there is an opportunity to develop your Personal Learning Plan (PLP) where you will plan appropriate submission dates for your work with your tutor. These can be revised where necessary, but it is important that you aim to work closely to your goals.
Do I get a textbook?
There are no set textbooks for this qualification as yet. However, you will have access to your learning system where you will interact with digital, online resources to support your learning. There are options to purchase topic-specific textbooks at your own discretion.
Do I have to attend a centre?
You do not need to attend sessions in person. Sessions are conducted on Zoom and the assessor will visit you in your own setting.
What if I don't have any early years experience?
This qualification is suitable for both experienced early years professionals, who already hold EYE Status and wish to progress to opportunities such as becoming a manager or our level 6 programme, or extend their knowledge, as well as those new to the sector, as the EYE Status is also integrated into the qualification. We welcome applications from individuals with allied knowledge and qualifications at level 3, including social care, education, teaching and learning support, special educational needs, and other related sectors.
Does this qualification allow me to work in the early years ratio?
This qualification is mapped to the DfE competencies for. both the current and the September 2024 Early Years Educator status requirement for level 3 Early Years Educators. During your studies, you will be able to work at level 2 in ratio, and after completion you will be able to work in level 3 ratio in the early years as guided by the EYFS.
Does an assessor come and visit me?
An assessor will visit you in your setting and undertake a number of observations and professional discussions of your practice. They will also gather work-based evidence pieces and talk to your work-based mentor to confirm that you are working in practice to the standard of an Early Years Educator.
Do I have lessons with my tutor?
You can book as many 121 sessions as you need with your tutor, webinars, and taught sessions online.
Are there any deadlines?
At the beginning of your course, there is an opportunity to develop your Personal Learning Plan (PLP) where you will plan appropriate submission dates for your work with your tutor. These can be revised where necessary, but it is important that you aim to work closely to your goals.
Do I get a textbook?
There are no set textbooks for this qualification as yet. However, you will have access to your learning system where you will interact with digital, online resources to support your learning. There are options to purchase topic-specific textbooks at your own discretion.
Do I have to attend a centre?
You do not need to attend sessions in person. Sessions are conducted on Zoom and the assessor will visit you in your own setting.
What if I don't have any early years experience?
This qualification is suitable for both experienced early years professionals, who already hold EYE Status and wish to progress to opportunities such as becoming a manager or our level 6 programme, or extend their knowledge, as well as those new to the sector, as the EYE Status is also integrated into the qualification. We welcome applications from individuals with allied knowledge and qualifications at level 3, including social care, education, teaching and learning support, special educational needs, and other related sectors.
Funding Your Studies
Funding Your Studies
NCCE offer the opportunity to spread the cost of your studies interest-free for a duration of up to 24 months, helping to promote a low-cost alternative to going to university and taking out thousands of pounds of student finance, that has hefty interest added to your loan.
Please see our page Funding Your Learning for more information.
NCCE offer the opportunity to spread the cost of your studies interest-free for a duration of up to 24 months, helping to promote a low-cost alternative to going to university and taking out thousands of pounds of student finance, that has hefty interest added to your loan.
Please see our page Funding Your Learning for more information.