Qualification Level: 4
Regulated Qualification (QRN) Number: 603/4888/4
Placement Required: Yes
Recognised Qualification: Yes. RQF
Entry Requirements: L2 Literacy and Numeracy preferred
Minimum Age: 18 Years
Pre-requisites: You need to have access to a suitable placement either employed or voluntary.
Duration: 16 weeks
Payment types: Instalments available
Resources included: Full tutor support, online learning materials and student support forum.
This qualification is designed for learners already working as an Early Years Practitioner in a lead Special Educational Needs Coordinator (SENCO) or Special Educational Needs and Disabilities (SEND) related role and who wish to progress to leadership and management roles and responsibilities, leading best practice for their setting.
Regulated Qualification (QRN) Number: 603/4888/4
Placement Required: Yes
Recognised Qualification: Yes. RQF
Entry Requirements: L2 Literacy and Numeracy preferred
Minimum Age: 18 Years
Pre-requisites: You need to have access to a suitable placement either employed or voluntary.
Duration: 16 weeks
Payment types: Instalments available
Resources included: Full tutor support, online learning materials and student support forum.
This qualification is designed for learners already working as an Early Years Practitioner in a lead Special Educational Needs Coordinator (SENCO) or Special Educational Needs and Disabilities (SEND) related role and who wish to progress to leadership and management roles and responsibilities, leading best practice for their setting.
Building on the Level 3 Award for Special Educational Needs Coordinators in Early Years Settings, this qualification is aimed at Level 3 Early Years Practitioners in a private, voluntary or independent setting.
The qualification is designed for those already working in a lead Special Educational Needs Coordinator (SENCO) role as an Early Years Practitioner and who wish to increase confidence in relation to leadership and management progression.
This qualification aims to:
- focus on the study of leadership and management within early years SENCO and SEND related roles
- offer Continuing Professional Development (CPD) and progression
- provide opportunities to acquire a number of practical skills.
Learners will be prepared for leadership and management in specific aspects of the SENCO role including:
- enabling best outcomes for children and their families
- enriching professional development
- liaising with parents/carers, colleagues and other professionals
- managing coherent records
- undertaking and applying research for improved outcomes.
The qualification is designed for those already working in a lead Special Educational Needs Coordinator (SENCO) role as an Early Years Practitioner and who wish to increase confidence in relation to leadership and management progression.
This qualification aims to:
- focus on the study of leadership and management within early years SENCO and SEND related roles
- offer Continuing Professional Development (CPD) and progression
- provide opportunities to acquire a number of practical skills.
Learners will be prepared for leadership and management in specific aspects of the SENCO role including:
- enabling best outcomes for children and their families
- enriching professional development
- liaising with parents/carers, colleagues and other professionals
- managing coherent records
- undertaking and applying research for improved outcomes.
In order to meet the learning outcomes and assessment criteria, learners must be working as an Early Years Practitioner in a lead Special Educational Needs Coordinator (SENCO) or Special Educational Needs and Disability (SEND) related role, or be in a position where they are able to evidence achievement of specific knowledge and skills required of a lead role.
Please note, after school clubs and toddler groups are not appropriate for this qualification.
Please note, after school clubs and toddler groups are not appropriate for this qualification.
The Advanced Early Years Practitioner course is broken into 2x eight-week blocks, plus an on-going research project, as follows. Blocks are independent from one another, and your starting "block" will vary depending upon when you enrol with the college.
Block 1: The aim of this unit is to build and develop strategic leadership skills for effective practice for Special Educational Needs and/or Disability (SEND) provision within an early years setting.
Block 2: The aim of this unit is to evaluate current Special Educational Needs and/or Disability (SEND) provision for effective practice within an early years setting.
Research Project: The aim of this unit is to lead change, improving Special Educational Needs and/or Disability (SEND) practice and provision within an early years setting through practitioner-led enquiry. Learners will be introduced to research, and the role of ethics when undertaking research. The theme selected will allow learners to reflect on practice, use current research to produce recommendations for improvements to own setting, implement these recommendations and summarise findings. This will run for the duration of your course and is not it's own seperate block.
Block 1: The aim of this unit is to build and develop strategic leadership skills for effective practice for Special Educational Needs and/or Disability (SEND) provision within an early years setting.
Block 2: The aim of this unit is to evaluate current Special Educational Needs and/or Disability (SEND) provision for effective practice within an early years setting.
Research Project: The aim of this unit is to lead change, improving Special Educational Needs and/or Disability (SEND) practice and provision within an early years setting through practitioner-led enquiry. Learners will be introduced to research, and the role of ethics when undertaking research. The theme selected will allow learners to reflect on practice, use current research to produce recommendations for improvements to own setting, implement these recommendations and summarise findings. This will run for the duration of your course and is not it's own seperate block.
Learners who achieve this qualification could progress to leadership and management roles and responsibilities within Special Educational Needs and Disability (SEND) related roles in early years settings. Learners could also progress to higher level studies in related sectors.
