Early Years (0-8) Foundation Degree

What makes Early Years at Worcester special?

The Early Years (0-8) Foundation Degree is a new and innovative course for people who are working, or who aspire to work, in the Early Years sector. It is designed to fit around your needs and if you find it difficult to attend regular classes, but would like to develop your skills, then this is the course for you.

An online, Flexible Distributed Learning (FDL) pathway is also available.

Throughout the degree, you will be offered the opportunity to develop the appropriate professional attributes, knowledge and understanding required for the care and education of children within national and international contexts. This interconnected approach is reflected in a range of assignments designed to encourage you to consider a variety of perspectives and the development of critical skills in relation to theory applied to practice.

A recording of a 'Coffee and Chat' session will introduce you to the Foundation degree, give you the opportunity to hear from current students and find out more about working in the field of Early Years.

Has your L3 qualification been affected by a lack of placement opportunity during the Covid pandemic or do you have a ‘knowledge only’ L3 qualification?

Our FdA Early Years (0-8) (Professional Practice) is recognised by the Department for Education and Ofsted as providing you with a qualification that meets the full and relevant criteria necessary for you to be included in the ratios within an Ofsted registered setting. Assessed Practice hours, completed as part of the FdA Early Years (0-8) (Professional Practice) will support your future employment by providing you with the opportunity to gain a full and relevant qualification by the time you graduate.

Please contact Michelle Malomo m.malomo@worc.ac.uk for further information.

It’s not too late to study with us this September. Join us through Clearing and we’ll guarantee you university-managed accommodation.

Overview

Key features

96% of students in work or undertaking further study upon completion of their degree

Enhancement of your academic and professional development whilst you work
Provides theoretical insights on your professional practice and develop your leadership potential
The professional practice pathway has 'Full and Relevant' status with the Department for Education
Choose to study full or part-time at one of our partner colleges at a range of locations throughout the region
Early Years conference in February
Opportunity to progress to a BA Top-up degree and to Early Years Teaching
International opportunities available

Register your interest

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Pathway options

This foundation degree is designed to be flexible, dependent on your career aspirations and you are given a choice of pathways:

Early Years (0-8) (Professional Practice) pathway. This pathway has 'Full and Relevant' status with the DfE and allows you to meet the Early Years Educator (EYE) standards and achieve 'Full and Relevant' status by the end of your course. This is important to employers as it lets them count you in EYFS staff:child ratios at level 3.
Early Years (0-8) pathway. This is the best pathway for those who already have a 'Full and Relevant' level 3 qualification. It enables you to further develop your professional practice within early years or to progress to a teaching career.

Jake Robbins - Herefordshire and Ludlow College

Jake completed the Health and Social Care Level 3 course, before deciding to then move on to the Foundation Degree in Early Years. Jake’s long-term plans are to become a teacher in a Primary School and he is currently volunteering at Weston Under Penyard Nursery.

“After finishing my Health and Social Care course, I knew that I wanted to pursue a route into early years and indirectly, my work experience on that course led me to this one. The foundation degree is a great fit, as it allows me not only to learn valuable skills but I can apply them in my work as well as earning alongside my education.

A lot of guest speakers come in to give their perspectives on the early years teaching environment and we also get the opportunity to go to Worcester for lectures at the University. I have taken part in a variety of activities, such as role-play and even some carpentry. Alongside the experience and knowledge the tutors can pass on, they’ve also been able to give great guidance and advice on career pathways too, which I feel has been really important to me.”

Sarah Reed - Herefordshire and Ludlow College

“I previously studied the Level 3 Childcare course at the College, then took a break from education to expand my skills and knowledge, working abroad for three years and in various other roles. I then decided to further my education and started the Foundation Degree in Early Years.

I enjoy the flexibility of the course, as I only study in college one day per week, so I am still able to work alongside attending college. I really enjoy the discussion part of the course, as you can learn from each other and I love studying from both a practical and theory point of view. There is a lot of support from staff and learning in small groups suits my style of studying.

I plan to follow on from this course with a top-up degree and then I want to go into the School Direct training programme for teacher training within a primary school. The College has set me up for my future career and I would recommend the course to anyone who wants to further their education in early years.”

Sally Eldridge - Early Year foundation degree graduate

Sally Eldridge - Preschool Manager

I enrolled on the Foundation Degree to gain further knowledge within a new role. Although I developed into a confident practitioner, there were several challenges to overcome such as studying alongside a full time job and having a hectic home life (3 children, 2 dogs and a husband). Being Dyslexic was also an issue, but I received great help and support from the University.

The Foundation course provided me with a deeper understanding of child learning and development, and given me greater confidence to deal with children, parents, and multi-agencies and to talk in front of an audience. I enjoyed it so much, I went on to complete and achieve a 2:1 in Integrated working with children and families BA (Hons).

Dale Ramsey - Ofsted Inspector and Nursery Operations Manager

My journey began when I worked as an apprentice Early Years Educator alongside my full-time college studies. This is where I realised I had a passion for offering children inspiring experiences and opportunities to enhance their learning and development. I was keen to explore the impact that I could have on this aspect in a leadership or management role. My biggest challenge was in balancing a full-time job and studies, however, by being proactive with time management and work load planning, I was able to overcome this.

The course has developed my professional confidence massively and encouraged me to be an extremely reflexive practitioner, leader and inspector.

Woman in graduation robes holding a hat above her head

Alpa Williams - Reception Teacher

The reason for starting the course is that it was time to do something for me. My family seemed to be doing their own thing and even my youngest was starting school. My favourite part of the Foundation degree was the friendships, the support of others and the self-challenge. It has helped to build my confidence and improved the way others view me.

If I was to offer advice to future students it would be to prioritise your tasks at all times and keep a notebook by your bed as it's surprising how much sense you make when you’re not thinking about it. Also, don't be scared to say what you think because no-one is wrong. You just need to back it up.

Lauren Beddall

After completing my NVQ, I explored the idea of working towards a Foundation Degree in Early Years. Whilst working towards my Foundation Degree I decided to move to a nursery setting within a school, located within an affluent area and my job title became ‘nursery nurse’. After receiving incredible feedback from my lecturer, I signed up to the ‘integrated working with children and families’ BA Hons full-time top up degree. I’m currently working on ‘cognitive behaviour therapy’ and ‘educational psychology’ qualifications whilst remaining in my nursery nurse position.

My university experience has not only helped me to develop educationally, I also feel as though I have developed as a person. It has supported development in my professionalism, thoughtfulness and encouraged me to look at and consider wider perspectives.

What qualifications will you need?

32

UCAS tariff points

Entry requirements

32 UCAS Tariff points

Minimum of four GCSEs at Grade C/4 or above
Evidence of Level 2 Literacy and Numeracy, for example key skills at Level 2 or GCSE English Language and Maths at Grade C/4 or above on entry to the programme is desirable. Where a student does not already hold a level 2 in English and/or Maths qualification, they must present evidence of this before the end of Level 4 to remain on a FdA EY (0-8) (Professional Practice) pathway to achieve the ‘full and relevant’ status.
Acceptable qualifications include a minimum of 1 A Level or an equivalent Level 3 qualification, for example the CACHE Diploma or EdExcel BTEC National Diploma in Children's Care, Learning and Development

NB For the Early Years (0-8) pathway, if you do not have evidence of Literacy at Level 2, it will be necessary to complete a non-standard entry essay to demonstrate competence in written English

Through our non-standard entry route we welcome applications from experienced and mature practitioners who do not have the above qualifications

Further information can be obtained by contacting the Admissions Office on 01905 855111

Other information

A current Enhanced Disclosure and Barring Service check (DBS) is required.

You will also be subject to the usual prohibition list and criminal record checks.

If you have lived, studied or worked overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available from the Home Office.

Location of study

The course is taught at the following partner institutions:

Halesowen College (full and part-time)
Herefordshire and Ludlow College (full-time)

What will you study?

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course. If there are insufficient numbers of students interested in an optional module, this might not be offered, but we will advise you as soon as possible and help you choose an alternative.

Year 1	The Developing Child Health and Wellbeing Playful Pedagogy Introduction to Work-Based Learning/Theory for Early Years Educator Foundation Graduate
Year 2	Childhood, a Global Perspective Policy into practice Safeguarding children's welfare in the Early years and Integrating our work with other agencies Small scale practice - based enquiry and future progression/early educator small scale practice-based enquiry

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course.

How will you be taught?

The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.

Teaching

This is a route where you will be taught face to face through a mixture of lectures, seminars, group discussions, problem-based learning and directed individual study. An important aspect of this course is learning from others, so there is significant emphasis on working in groups with other students who have different backgrounds and experiences.

In addition, contact with personal academic tutors are scheduled on at least 4 occasions in the first year and three occasions in each of the other years of a course.

Contact time

Typically, class contact time will be structured on a weekly basis during term times.

Independent self-study

In addition to the contact time, you are expected to undertake around 28 hours (Full-time), and 21 hours (Part-time) of personal self-study per week. Typically, this will involve completing online activities, reading journal articles and books, working on individual and group projects, undertaking research in the library and online, preparing for assignments and presentations.

A range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources, supports independent learning.

Assessment

A variety of assessment methods both practical and theoretical. There are no formal examinations. Assessment is made by submission of assignments that link directly to practice and lead to improving quality for children and families.

The course provides opportunities to test understanding and learning informally through the completion of practice or 'formative' assignments. Each module has one or more formal or 'summative' assessments, which are graded and count towards the overall module grade.

Assessment methods include presentations, reports, posters, essays, a long study, practice-based learning portfolios, observations of children's learning, appreciative inquiry and practice-based inquiry and professional reflective journal. Assessment is directly related to current practice expectations and is integrated within all of the course's teaching.

Preparation for summative assessment is structured into teaching methods through the formative processes of active induction, guided exploration, self-organising learner and self-organised learner.

Feedback

You will receive tutor feedback on assessments, from practice mentors on placement learning and peers through ongoing class discussion (including online forums) and debate. Feedback supports learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

Meet the team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The degree is delivered through a partnership which includes senior academics, University of Worcester registered lecturers and practice professionals.

Teaching is based on research; 30 per cent of course lecturers and partnership team members have a higher education teaching qualification or are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles or through the respective FE college website.

Michelle Malomo

Michelle Malomo is a Senior Lecturer in the Department for Children and Families within the School of Education. Michelle lectures on a number of courses within the Department for Children and Families. She is the Partnership Co-ordinator for the Foundation Degree in Early Years.

Michelle is a qualified Early Years and Playwork Practitioner with experience in both the private and voluntary sector. Her experience includes management with the Early Years sector youth and children’s development work within the voluntary sector. Michelle has worked in a range of settings and has been responsible for the development of social action projects with children, young people and families.

Amanda McCully

Amanda has taught on and been a course leader for the Foundation Degree in Early Years (FDEY) since the course first began in 2003. She confirms that over the years, it has been inspiring to see students develop their confidence, knowledge and skills, and go on to have a significant impact on practice or progress to professional roles.

Prior to the FDEY, Amanda taught to a wide range of age groups, including outdoor activities which she values as an important area to promote in children’s development. She has also worked as an advisor to level 3 early years BTEC awarding body and the National Working Group for the development of NVQ and Level 3 courses. Amanda continues to maintain an interest in curriculum development, including the new FDEY.

Julie Haynes

As a University of Worcester Graduate, Julie is passionate about the university and the opportunities that graduates from the FdA in Early Years (0-8) can have on the students personal and professional development. She is also passionate in supporting students develop so that they can support children and their families in a variety of communities.

She enjoys teaching quality and safeguarding and is committed to ensure that children and their families receive the best possible outcome.

In terms of Research, Julie is involved in a partnership project that is considering the impact of reading on a student’s development.

Sandra Derham

Sandra is course leader for two foundation degree courses, namely, Early Years and Learning Support at Halesowen College and teaches on both programmes.

She has worked within the children’s workforce since 1985 when she first qualified as a nursery nurse (N.N.E.B). Over the years, Sandra’s career has seen her working as a teaching assistant, family support worker, early years advisor and Surestart children’s centre manager. She has also set up a private day nursery in response to local demand for early years provision for two year olds and has a particular interest in play-based curriculum and multi-disciplinary practice.

Sandra has been committed to continuing her professional development throughout her career and can relate well to students who are studying alongside employment.

Sarah Phillips

Sarah teaches on the Foundation Degree in Early Years. Her background is as a Primary school teacher with an early years speciality. Having taught all years from reception to year 4 in the UK and the Channel Islands, she undertook additional early years qualifications and became an early years mentor teacher for Worcestershire County Council, a role she really enjoyed. It gave her the opportunity to see and share the excellent early years practice across the county.

After taking on the role of a primary deputy head teacher for 10 years, she achieved her National Professional Qualification for Headship. This was followed by a slight change of direction and the move to her current position as an early years lecturer. She now enjoys training and supporting those who wish to work with the next generation of young people.

Where could it take you?

Those graduating from the degree programme may apply to study for an Honours degree in Integrated Working with Children & Families BA (Hons) Top-up degree or other related subjects.

From this, it is possible to apply for a PGCE (Qualified Teacher Status) course and Early Years Initial Teacher Training (EYITT) providing you also have English, Mathematics and Science at GCSE Grade C or above. It is also a suitable basis for a range of careers in day nurseries, schools, health service, social care, family support, children’s charities and children’s centres.

How much will it cost?

Full-time tuition fees	UK and EU students The standard fee for full-time home and EU undergraduate students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2022/23 academic year is £9,250 per year. For more details, please visit our course fees page.	International students The standard tuition fee for full-time international students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2022/23 academic year is £13,400 per year. For more details, please visit our course fees page.
Part-time tuition fees	UK students The standard tuition fee for part-time UK students registering on this foundation degree in the academic year 2021/22 is £1,156 per 15 credit module and £2,313 per 30 credit module. For more details, please visit our course fees page.
Additional costs	Every course has day-to-day costs for essential books, stationery, printing and photocopying. Travel costs for placements vary depending on the location of school or setting and your mode of transport. Travel costs may be incurred for partnership students attending induction and the annual conference at the University.
Finance	All eligible students should be entitled to a student loan to cover the cost of their fees. Find out more about student finance.
Accommodation	Finding the right accommodation is paramount to your university experience. Our halls of residence are home to friendly student communities, making them great places to live and study. We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Traditional Hall' at £111 per week to 'En-suite Premium' at £189 per week (2022/23 prices). For full details visit our accommodation page.

How do you apply?

Applying through UCAS

X313 Early Years (0-8) (Professional Practice) pathway

X312 Early Years (0-8) pathway

UCAS is the central organisation through which applications are processed for entry onto full-time undergraduate courses in Higher Education in the UK.

Read our How to apply pages for more information on applying and to find out what happens to your application.

Apply through UCAS

Part-time applications

Please make part-time applications to study at the University of Worcester or one of our partner colleges via our online application form. If you have any questions, please contact the Admissions office on 01905 855111 or admissions@worc.ac.uk. Delivery sites may change dependent upon viable recruitment.

Apply for September enrolment at Halesowen - part time

Get in touch

To find out more about the course, contact the University of Worcester or one of our partner colleges.

University of Worcester
Admissions Office
01905 855111
admissions@worc.ac.uk

Michelle Malomo
FdA Early Years Partnership Co-ordinator
01905 542075
m.malomo@worc.ac.uk

Admissions office

admissions@worc.ac.uk

01905 855111

Michelle Malomo

m.malomo@worc.ac.uk

01905 542075

What makes Early Years at Worcester special?

Overview

Key features

Register your interest

Pathway options

Top 20 for student experience

Jake Robbins - Herefordshire and Ludlow College

Sarah Reed - Herefordshire and Ludlow College

Sally Eldridge - Preschool Manager

Dale Ramsey - Ofsted Inspector and Nursery Operations Manager

Alpa Williams - Reception Teacher

Lauren Beddall

What qualifications will you need?

Entry requirements

Other information

Book your place at an Open Day

Open Day events at our partner colleges

Location of study

What will you study?

Year 1

Year 2

How will you be taught?

Teaching

Contact time

Independent self-study

Assessment

Feedback

Programme specification

Meet the team

Michelle Malomo

Amanda McCully

Julie Haynes

Sandra Derham

Sarah Phillips

Where could it take you?

Careers and Employability

How much will it cost?

Full-time tuition fees

UK and EU students

International students

Part-time tuition fees

UK students

Additional costs

Finance

Accommodation

How do you apply?

Applying through UCAS

Part-time applications

Get in touch

Admissions office

Michelle Malomo

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