Early Years Teacher Status (EYTS) Professional Practice, Leadership and Partnerships Syllabus

Professional Practice, Leadership and Partnerships syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Professional Practice, Leadership and Partnerships in Early Years Teacher Status (EYTS), not a summary of it.

1. 1

   The Teachers' Standards (Early Years)

   4 topics

   • Overview and structure of the standards
     • The eight standards and personal conduct
   • Setting high expectations and outcomes
   • Demonstrating knowledge and skilful practice
   • Evidencing the standards for assessment
2. 2

   Reflective Practice and Professional Development

   4 topics

   • Models of reflection
     • Gibbs' reflective cycle
     • Schon's reflection in and on action
   • Continuing professional development
   • Action research and evidence-informed practice
   • Mentoring and being mentored
3. 3

   Working in Partnership with Parents and Carers

   4 topics

   • The role of parents as primary educators
   • Building reciprocal relationships
     • Communication and information sharing
   • Home learning environment and engagement
   • Supporting families in difficult circumstances
4. 4

   Multi-Agency and Integrated Working

   4 topics

   • Roles of professionals in the early years team
     • Health visitors, speech therapists, social workers
   • Information sharing and confidentiality
   • Early help and the team around the child
   • Common Assessment Framework and referrals
5. 5

   Leading and Supporting Practice

   4 topics

   • Leading early years pedagogy across a team
     • Modelling and coaching colleagues
   • Deploying and supporting other practitioners
   • Quality improvement and self-evaluation
     • Ofsted inspection framework for early years
   • Managing the learning environment and resources

Professional Practice, Leadership and Partnerships flashcards for Early Years Teacher Status (EYTS)

20 of 51 cards from the Professional Practice, Leadership and Partnerships deck — real questions with worked answers.

1. What are the four areas covered by the Early Years Teacher Standards (EYTS) overview structure, and how many standards are there in total?

   There are 8 Early Years Teacher Standards, each with sub-statements. They broadly cover: setting high expectations, demonstrating good knowledge of early learning and the EYFS, planning and assessment, adapting practice, and wider professional responsibilities (including statutory frameworks, safeguarding, and working in partnership).

2. In the EYTS standards, what is the distinction between the numbered 'Standards' and the bulleted statements beneath each?

   The numbered Standards (1-8) are the overarching headings describing what an Early Years Teacher must demonstrate, while the bulleted sub-statements define the specific, assessable elements of practice that provide the detailed criteria against which a candidate is judged.

3. What does 'setting high expectations' require an Early Years Teacher to establish for every child?

   It requires establishing a safe, stimulating and challenging environment rooted in mutual respect, where each child is motivated and stretched to reach their full potential, with expectations set high regardless of background, ability or starting point.

4. How does 'setting high expectations' connect to children's outcomes in early years practice?

   High expectations drive aspiration and challenge, which raise engagement and attainment; by communicating belief in every child's capability and avoiding deficit assumptions, practitioners narrow gaps and improve developmental and learning outcomes.

5. What is meant by 'skilful practice' in demonstrating knowledge as an Early Years Teacher?

   Skilful practice is the secure application of subject and pedagogical knowledge of how young children learn and develop, used responsively in the moment - including high-quality interactions, sustained shared thinking, scaffolding, and adapting teaching to children's needs and interests.

6. What is 'sustained shared thinking' and why is it central to skilful early years practice?

   Sustained shared thinking is when two or more individuals (adult and child, or children together) work together to solve a problem, clarify a concept or extend a narrative. It is central because research (e.g. EPPE/REPEY) links it to better cognitive outcomes and high-quality pedagogy.

7. What does 'evidencing the standards for assessment' mean in the EYTS qualification?

   It means gathering and presenting authentic evidence from practice - observations, documentation, witness statements, planning, reflective accounts and assessor visits - to demonstrate that each of the 8 standards has been met consistently and securely over time.

8. List four common types of evidence an EYTS candidate uses to assess attainment against the standards.

   (1) Direct observation by an assessor or mentor; (2) reflective written accounts/case studies; (3) witness testimony from colleagues, parents or setting leaders; (4) documentary evidence such as planning, assessments, learning journals and policy contributions.

9. What is the purpose of a 'model of reflection' in early years professional practice?

   A model of reflection provides a structured framework to systematically analyse experience, identify learning, and plan improvement - moving practitioners beyond intuitive thinking toward deliberate, evidence-based professional growth.

10. Name and outline the stages of Gibbs' Reflective Cycle.

    Gibbs' Reflective Cycle has six stages: (1) Description - what happened; (2) Feelings - thoughts and reactions; (3) Evaluation - what was good or bad; (4) Analysis - sense-making; (5) Conclusion - what else could have been done; (6) Action Plan - what to do next time.

11. What distinction does Schon draw between 'reflection-in-action' and 'reflection-on-action'?

    Reflection-in-action is thinking and adapting while the activity is happening (in the moment), whereas reflection-on-action is reviewing and analysing an experience after it has ended to inform future practice.

12. What are the three questions at the core of Borton's / Driscoll's reflective model?

    'What?' (describe the event), 'So what?' (analyse its meaning and significance), and 'Now what?' (decide the actions and changes to make going forward).

13. What is Continuing Professional Development (CPD) and why is it a statutory expectation in the early years?

    CPD is the ongoing, planned process of maintaining and extending professional knowledge, skills and competence throughout one's career. It is expected because the EYFS and quality requirements demand practitioners keep practice current, evidence-informed and reflective to improve outcomes.

14. Distinguish between formal and informal CPD in early years settings.

    Formal CPD is structured, often accredited learning such as courses, qualifications, conferences and training. Informal CPD is everyday learning such as peer observation, reading, reflective discussion, mentoring conversations and on-the-job experience.

15. What is action research and how does it typically proceed in an early years setting?

    Action research is a cyclical, practitioner-led inquiry to improve practice. It typically follows the cycle: plan a change, act/implement it, observe and collect data on its effect, and reflect/evaluate - then repeat the cycle to refine practice.

16. What does 'evidence-informed practice' mean and how does it differ from 'evidence-based practice'?

    Evidence-informed practice uses research, data and professional knowledge to guide decisions while still applying professional judgement to context. It differs from strictly 'evidence-based' practice, which implies following research findings more directly; 'informed' acknowledges that context and child individuality shape application.

17. In mentoring, what is the difference between a mentor and a coach?

    A mentor is usually a more experienced practitioner who guides, advises and shares knowledge over a longer relationship, often directive and developmental. A coach focuses on unlocking a person's own potential through questioning to improve specific performance, typically non-directive and goal-focused.

18. What does it mean to be an effective mentee ('being mentored') in early years practice?

    Being an effective mentee means being open and receptive to feedback, reflective and honest about strengths and needs, proactive in setting goals, willing to try new approaches, and accountable for acting on guidance - taking shared responsibility for the relationship.

19. What does the principle 'parents as primary educators' assert in early years practice?

    It asserts that parents and carers are a child's first and most enduring educators; they have the greatest influence on development, so settings must respect, value and build on this role rather than replace it, working in genuine partnership.

20. What characterises a 'reciprocal relationship' between practitioners and parents?

    A reciprocal relationship is two-way, with mutual respect, shared information and shared responsibility - both parties contribute knowledge about the child and learning flows in both directions, rather than the setting simply informing or instructing parents.

See more Professional Practice, Leadership and Partnerships flashcards →

Planning Professional Practice, Leadership and Partnerships for Early Years Teacher Status (EYTS)

Professional Practice, Leadership and Partnerships (Early Years Teacher Status (EYTS)) FAQ