Continuous Professional Development in Early Years

Continuous Professional Development in Early Years

Working in early years is a rewarding role that requires practitioners to continually learn, develop and reflect on their practice. Children's needs, guidance, legislation and best practice can change over time, making ongoing professional development an important part of working in the sector.

Continuous Professional Development (CPD) gives early years practitioners opportunities to refresh their knowledge, develop new skills and build confidence in their role. It is not simply about completing training courses; it is about applying learning to everyday practice and considering how it can improve experiences and outcomes for children.

In this blog, we explore why CPD is important in early years, what can count as CPD, how practitioners can record and reflect on their learning, and how ongoing development can support both professional growth and high-quality practice.

Why is CPD Important in Early Years?

It helps to keep us up to date: We live in a rapidly evolving world, and with legislation and guidance changing constantly, it is important that our knowledge and skills is up-to-date. Regular CPD allows us to ensure that our practice is compliant and in-line with current legislation and guidance.

It improves our knowledge and skills: CPD has a positive impact on the children in our care by refreshing our knowledge and skills. Training can give us greater confidence when dealing with everyday situations, including safeguarding, behaviour and communication. Additionally, it reminds us of important things that we may have forgotten.

It demonstrates commitment and passion: By engaging in CPD opportunities, it shows commitment and passion to our role as early years practitioners. It can provide us with new ideas and reignite our passion for working with children.

Supports career progression: CPD provides practitioners with the knowledge, skills and experience to take on more responsibility and progress in their role. Engaging in CPD demonstrates a willingness to improve as well as commitment to the role, which is valued highly by employers. CPD also helps practitioners identify the direction they want their career to take by allowing them to explore their interests and goals. This means that CPD is not only important for the nursery, but also vital for personal professional development.

It encourages reflective practice: Reflection is an important part of professional development. It encourages practitioners to consider what is working well and identify areas where they can improve. This can help to recognise strengths and development needs and improve decision-making.

It has a positive impact on the children we support: When practitioners continue to develop their knowledge and skills, they are better equipped to understand and respond to children's individual needs, support their learning and development, create safe, welcoming and engaging environments, recognise and respond appropriately to concerns, build positive relationships with children and families, and provide consistent, high-quality care.

What Counts as CPD?

CPD can take a range of different forms, including online, classroom-based or on-the-job learning. CPD can also be planned, through booked training courses, or spontaneous, when a situation arises. Any learning can count as CPD, as long as you have gained or refreshed your knowledge and skills and can reflect on its impact on your practice.

Depending on their role and setting, early years practitioners may be required to complete specific training, such as safeguarding and Paediatric First Aid. New staff should also receive appropriate induction training when they start a new role.

Below are some examples of CPD:
• Online training and learning
• Workshops
• Staff training sessions
• Team meetings
• Shadowing and observing others
• Magazine articles
• Newsletters
• Podcasts
• Blogs
• Books or journals
• Educational videos
• Coaching and mentoring sessions
• Webinars
• Appraisals and supervisions

Early Years Foundation Stage: Qualifications, Training, Support and Skills

Equality: Providers must follow the Equality Act 2010 and ensure all practitioners are treated fairly and equally, regardless of age, disability, race, religion, sex, sexual orientation or other protected characteristics.

Safeguarding: All practitioners must receive appropriate safeguarding training and feel confident following the setting’s safeguarding policies and procedures. Safeguarding training must be renewed every two years, with refresher training recommended where appropriate.

DSL support: The Designated Safeguarding Lead (DSL) must provide ongoing advice, guidance and support to staff and complete appropriate safeguarding training.

Induction and development: New staff must receive induction training covering areas such as safeguarding, child protection, health and safety and emergency procedures. Staff should also have opportunities for ongoing professional development.

Staff supervision: Regular supervision should provide practitioners with the opportunity to discuss concerns, explore solutions, receive coaching and reflect on their practice.

Paediatric First Aid: At least one person with a current Paediatric First Aid (PFA) certificate must be available whenever children are present and must accompany children on outings. Paediatric First Aid training must be renewed every three years. Certain Level 2 and Level 3 practitioners also need PFA training to be included in staff-to-child ratios. Settings should make current PFA certificates, or a list of qualified first aiders, available to parents and carers.

Keeping a Record of Your CPD

Keeping a record of CPD can help practitioners demonstrate their ongoing learning and development. A CPD record could include the training or learning completed, when it took place, what was learned or refreshed, and how this learning has been applied to practice. It can also be useful to record any changes made as a result of the learning and identify further areas for development. Keeping a CPD record can be particularly useful during supervisions, appraisals and professional development discussions.

From Learning to Practice

Completing training is only one part of CPD. It is also important to consider how new knowledge and skills can be applied to everyday practice. Practitioners can reflect on what they have learned, whether it has changed their understanding, how they can use it in their role and what difference it has made to the children they support. They can also consider whether there are any further areas where they would benefit from additional learning or development. This helps ensure CPD leads to real improvements in practice, rather than simply being a box-ticking exercise.

The Importance of CPD in Early Years

Continuous Professional Development is an important part of working in early years. It allows practitioners to keep their knowledge current, develop their skills, reflect on their practice and continue to grow professionally.

Most importantly, CPD should have a positive impact on the children and families we support. By making learning and reflection part of everyday practice, early years practitioners can continue to develop their confidence, knowledge and skills throughout their careers.

Useful Links

Early years continuing professional development and support: https://www.gov.uk/government/publications/early-years-continuing-professional-development-and-support/early-years-continuing-professional-development-and-support

Early Years Foundation Stage (EYFS): https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2