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NPQEYL: National Professional Qualification for Early Years Leadership

For early years' leaders who are or aspire to be managers.

Autumn cohort 2024

Pre-register

About the programme

Who are you?

For leaders qualified to at least Level 3 with full and relevant qualification who are, or aspiring to be, managers of Private, Voluntary and Independent (PVI) nurseries, headteachers of school-based or maintained nurseries, or childminders with leadership responsibilities.

About the roles

Managers of PVI nurseries

Where a prospective participant is an 'aspiring manager', to fully benefit from the NPQEYL we would expect that they have opportunity within their role to practise and embed the learning from the course.

We would expect that they are close to applying for leadership/management positions, and/or hold a deputy manager/room leader role in their current setting.

Headteachers of school-based or maintained nurseries

Where a prospective participant is an ‘aspiring headteacher’ we would expect that they have opportunity within their role to practice and embed the learning from the course.

We would expect that they are close to applying for leadership/management positions.

Childminders with leadership responsibilities

Means those who employ, or work with, childminder assistants.

We would expect those who are aspiring to hold leadership responsibilities are close to employing an assistant in order to fully benefit from the NPQEYL and practise and embed the learning from the course.

Reception Class Teachers

Reception year forms part of the Early Years Foundation Stage (EYFS), and so there may be some reception class teachers who are interested in taking the NPQEYL.

We would encourage participants to review the NPQEYL content framework and reflect on their own ambitions and aspirations when considering whether the NPQEYL is the right course for them. There may be other NPQs available which are more suitable.

Level 3 qualifications

All NPQEYL participants must hold a 'full and relevant' Level 3 qualification (or higher), prior to starting the course.

The DfE has published a list showing the qualifications which meet the approved 'full and relevant' criteria for early years qualifications. If you are not sure whether you hold a full and relevant Level 3 qualification (or higher), please refer to the early years qualifications achieved in England on the GOV.UK website, where you will be able to check if your qualification is listed.

Why join UCL?

The UCL Centre for Educational Leadership looks forward to working with you on their newly designed NPQ supporting you to deepen your knowledge of Early Years leadership within a collaborative and open learning environment.

Based on the latest research and evidence this new programme will enable you to take your new learning and develop your skills and put them into practice.

The NPQEYL puts you and your nursery* at the heart of the programme through a professional learning group approach that helps you to share your thinking and understanding within a well-planned framework. You will experience a blended approach of face to face, self-directed study materials and within context support to enable you to progress professionally and develop networks to enhance your career.

* ’Nurseries’ refers to private, voluntary and independent nurseries, school-based and maintained nurseries, and childminders.

What will you learn?

  • Culture - you will establish and sustain an effective nursery culture by setting the strategic direction within a climate of mutual trust and respect, underpinned by evidence-based practice. 
  • Child development, curriculum and assessment - you will learn how to establish and support high quality early education in your nursery, underpinned by formative assessment and tailored to children’s needs.  
  • Additional and special educational needs and disabilities - you will learn how to ensure all children experience success, enabling colleagues to identify and meet individual needs.  
  • Professional development - you will ensure that colleagues engage in effective and supportive professional development, making use of existing frameworks (including mentoring and coaching) to build upon existing knowledge and skills to improve outcomes for children. 
  • Organisational management - you will learn how to ensure   the protection and safety of children and colleagues through the establishment of effective systems and processes, managing human and financial resources and fulfilling all statutory duties to enable a sustainable and thriving nursery community.
  • Implementation - you will learn how to plan, deliver and sustain change successfully within your context by understanding the stages of implementation and aligning it with wider nursery improvement priorities.
  • Working in partnership - you will effectively work in partnership with all stakeholders, including parents carers, external agencies and services.

What are the benefits for you?

Our participants have outlined many benefits to studying for an NPQEYL. Overall, they outline how the programme has given them professional confidence, time and space to reflect on themselves about the kind of leader they want to become and increased knowledge in their chosen area of study. 

You will be able to:

  • Develop the skills, confidence and knowledge to implement new professional development initiatives successfully through a supported implementation project.
  • Learn how to promote a culture of a collaborative environment through understanding relational leadership.
  • Support staff through coaching and mentoring skills.
  • Cultivate leadership skills which are responsive to the needs of children, families and adults you work with in your own unique early year's context. 
  • Assess your current knowledge on child development and identify areas in which you need to develop your understanding.
  • Learn about the skills of being a good early year’s leader and understand how leaders adapt to different situations. 
  • Access research and materials and have many opportunities to discuss a variety of pedagogical approaches and models with other colleagues.

What are the benefits for your nursery?

We know that all children need early years professionals who are committed to their care and education and are confident learners themselves. Our programme has been developed with early years experts to:

  • Create professionally confident early years teachers, practitioners and leaders.
  • Grow the next generation of early years leaders with the skills and knowledge to use the evidence-base for the benefit of their children and families.
  • Retain the best early years professionals who are excellent, collaborative role models for their nurseries and communities. 
  • Inspire early years leaders who can harness the power of rich learning environments for all children no matter the current circumstances.

Is this programme for me?

Yes, if you lead or aspire to lead a nursery as a manager of a PVI nursery, a headteacher of a school-based or maintained nursery or a childminder with leadership responsibilities.

How long will it take?

Eighteen months followed by an eight day open book summative case study task.

Summary of programme and learning hours

  • Audit before start of the programme: 1 hour.
  • One day induction conference at the beginning of year one: 4 hours.
  • Four self-directed learning, learning journal and implementation project: 32 hours.
  • Three mentoring check-ins: 3 hours.
  • Peer learning group sessions: 3 hours.
  • Three face-to-face events: 3 hours.

Total programme = 75 hours

When will it start and how much will it cost?

The programme will start in October 2024. There will be an induction conference taking place in November 2024, which will be confirmed during the application process. Participants are required to attend the conference.

The programme is fully funded for PVI nurseries, school-based nurseries, and childminders with leadership responsibilities.

British International Schools, please contact your preferred International Delivery Partner.

Are scholarships available for this programme?

Funding to cover the course fees for this NPQ is available for teachers and school leaders in many state-funded settings in England. You can find out how to check the eligibility of your workplace for autumn 2024 when the DFE registration opens later this year.

Programme route map

NPQEYL route map, spring 2024.
Route map (text version)
NPQ Programme Induction (January/February 2024)

Watch online programme information webinars  

Induction Conference 2hrs – February/March

Module 1 (February 2024 – July 2024)

Self-directed Study UCL eXtend
Learning Audit: 30 mins – February

Self-directed Study UCL eXtend
Online Self-directed Study: 8hrs – February/July 

Facilitated Activity / 1 to 1 meeting / virtual or live event
Peer Learning Group 1: 2hrs – March

Facilitated Activity / 1 to 1 meeting / virtual or live event
Face to face Event 1: 5hrs – June 

Self-directed Study UCL eXtend
Formative Assessment Tasks: 1hr – June/July

Facilitated Activity / 1 to 1 meeting / virtual or live event
Line Manager / Mentor Check-in: 1hr – July

Self-directed Study UCL eXtend
End of Module Evaluation: 15 mins – July

Self-directed Study UCL eXtend
Programme Impact Report*: 15 mins – July

Module 2 (July 2024 – January 2025)

Self-directed Study UCL eXtend
Learning Audit: 30 mins – July

Self-directed Study UCL eXtend
Online Self-directed Study: 8hrs – July/January

Facilitated Activity / 1 to 1 meeting / virtual or live event
Peer Learning Group 2: 2hrs  – September/October 

Self-directed Study UCL eXtend
Formative Assessment Tasks 1hr – December/January

Facilitated Activity / 1 to 1 meeting / virtual or live event
Peer Learning Group 3: 2hrs  – December

Facilitated Activity / 1 to 1 meeting / virtual or live event
Face to face Event 2: 5hrs – January

Facilitated Activity / 1 to 1 meeting / virtual or live event
Line Manager / Mentor Check-in: 1hr – January

Self-directed Study UCL eXtend
End of Module Evaluation: 15 mins – January

Module 3* (January 2025 – July 2025)

Self-directed Study UCL eXtend
Learning Audit: 30 mins – January

Self-directed Study UCL eXtend
Online Self-directed Study: 8hrs – January/July

Facilitated Activity / 1 to 1 meeting / virtual or live event
Peer Learning Group 4: 2hrs – March

Facilitated Activity / 1 to 1 meeting / virtual or live event
Face to face Event 3: 5hrs – April/May

Self-directed Study UCL eXtend
Formative Assessment Tasks: 1hr – May/June

Facilitated Activity / 1 to 1 meeting / virtual or live event
Line Manager / Mentor Check-in 1hr – June

Self-directed Study UCL eXtend
End of Module Evaluation 15 mins – July

Self-directed Study UCL eXtend
Programme Impact Report* 15 mins – July

Final Assessment Preparation (August 2025 – September 2025)

Ensure 90% engagement – August/September

Ensure Access to Assessment Platform – September

*Please note, Line Managers / Mentors will be asked to complete a short School Impact Report at the end of module 1 and 3 to gauge how engagement with the programme is supporting School / Improvement. This is separate from the Line Manager / Mentor Check-in which is more participant focused.

Runs over 18 months: Implementation Project: Work-based reflective learning, integrating research with practice and aligned to the EEF process model for school improvement (not assessed).

After 18 months: Final Summative Assessment (September 2025)

How to apply

Although the DfE registration portal is currently displaying as open, it is only available to accommodate amendments to Spring’s 2024 registrations. It does not allow registrations for the Autumn 2024 cohort. The DfE portal will re-open in July; however, until then, please complete this short pre-registration form where you can register and secure your place for your preferred NPQ. Once the portal re-opens we will email you to advise you to register on the DfE portal.

What do participants say?

I have enjoyed being able to build my confidence and my teams confidence through using the new skill set and ideas of coaching and mentoring. The team are now communicating better and I feel that best practise is being modelled and supported well throughout the department. This is having a positive impact on the focus of my implementation project as we are supporting each other on the development and imbedding of the use of vocabulary within child initiated play. "

Participant 2022

I have enjoyed engaging with a range of reading that has sparked thought within my daily practice as an EYFS teacher. Exploring theorists and theories around childhood education has been practically interesting for me. I feel I have developed my knowledge on how to successfully implement an approach within my team. Effective implementation begins by accurately identifying a problem and making evidence informed decisions on what to implement. I have learnt the importance of using credible data that focuses on the knowledge and understanding of children as well as using best practice research to support an approach. Learning about culture and identifying what makes a positive school culture as well as reflecting on my own setting has allowed me to think about my practice. Sharing practice and ideas during our peer learning group has been beneficial and has given me ideas on how to continue to build trust and respect with colleagues within my setting."

Participant 2022