Mapping Professional Development and Support Programmes in the Early Years Sector. Practice Review

Abstract

The Education Endowment Foundation (EEF) commissioned CooperGibson Research (CGR) to conduct a mapping exercise to identify the availability and thematic focus of professional development and support programmes used by early years settings in England. This research aimed to support EEF's decisions around funding programme evaluations and identify gaps in programme availability that could potentially be addressed in future funding rounds. A mixed methods approach was undertaken, including: (1) a desk-based mapping exercise conducted from October 2024 to November 2024, identifying programmes through online searches and stakeholder interviews, to provide a detailed profile of programme characteristics and any gaps in provision; (2) an online survey (conducted from November 2024 to December 2024) with 476 early years leaders/setting managers in school-based (n=167), private, voluntary, and independent (PVI) (n=193), and childminder (n=109) settings; (3) qualitative interviews with ten early years setting leaders and eight stakeholders at five organisations working with the early years sector, conducted from November 2024 to January 2025; and (4) the mapping findings were updated following the survey and interviews with new programmes identified. Overall, 160 relevant programmes were identified, with coverage across the seven themes of interest suggested by the EEF. The communication and language theme was most common, with 53 programmes identified as addressing this theme, followed by early maths (28 programmes), personal, social, and emotional development (PSED) (25 programmes), and early literacy (24 programmes). Self-regulation and executive function was the theme least well catered for (8 programmes). Most programmes were targeted generally at early years settings/early years practitioners (EYPs) rather than specific settings or roles. Notably few programmes mentioned childminders (five out of 160) as part of their target audience. Few programme websites (30 out of 160) gave any details of programme evaluation, which might make it difficult for setting leaders to select appropriate and high-quality programmes. This review has identified a complex and multi-layered early years professional development and support programmes landscape. Whilst multiple programmes have been identified, demand remains high and there is a need to improve awareness of and engagement in programmes to support the sector in improving children's outcomes.