Why a National Shortage of Early Years Teachers?
- Zelpher Ferguson
- Jul 31
- 4 min read
An element of the work I do in primary schools (Early Years, Key Stage 1 and Key Stage 2) provides support with the social, emotional and behavioural needs for a whole cohort of pupils.
Although the second lockdown as a result of the Covid-19 pandemic came to an end in 2021, inevitably staff attribute at least one aspect of the children’s learning to the impact of Covid.
Pupils joining Year 6 this coming school year had disrupted learning at the end of the Key Stage 1 curriculum. Not all have entirely “caught up”.
Pupils approaching Year 3 will have missed vital social interaction, are unlikely to have developed the expected self-help skills, ability to listen intently and focus for periods of time – unless it’s to a screen on a device which was predominantly their “teacher” at home.
Larger numbers of pupils than usual moving into Year 1 are not fully toilet trained.
Communication and language skills have been impacted; including for those children who are currently or soon to be joining Early Years settings.
Establishing boundaries have been equally as difficult for school staff to implement as it has been for pupils to adhere to.
Even young children struggling to be able to play without adult intervention.
Settings are reporting to me that the learning of children in Early Years requires more:
basic practical and cognitive skills
support with emotional dysregulation
trauma-aware interventions related to children’s behaviour
language and communication skills to enable the development of peer relationships and the ability to make their needs known to staff members
Last month (June 2025) The Department for Education (DfE) published: Evaluation of the Expansion of Funded Early Years Initial Teacher Training based on the findings of IFF Research (an independent research agency).
The report highlights that the Department for Education developed the Early Years Education Recovery (EYER) Programme to address the impact of the Covid pandemic on our youngest learners.
Since 2013, the DfE has funded the graduate employment based and graduate entry routes to Early Years Initial Teacher Training (EYITT). There are two routes into this programme. Funding is available to the employers of trainees (in the form of an employer incentive) on the employment-based route. Alternatively, funding is available directly to the trainee (in the form of a bursary) on the graduate entry route. In both routes, DfE pays the course fees.
The aim of increasing the number of fully funded EYITT places was to increase the number of Early Years teachers within the workforce and to increase the number of settings with an Early Years teacher. The DfE commissioned IFF Research to evaluate the delivery of the increased number of funded EYITT places. [EYITT Report, P9]
The take-up of funded EYITT (both graduate employment based and graduate entry routes) peaked in 2020 to 2021. Then again in 2023 to 2024. However, there was still an excess of funded places available which were not taken up.
Since 2020 the demographic make-up of trainees receiving EYITT delivery has remained similar: primarily those who are female, White and without a disability. More students opted for School-Centred Initial Teacher Training (SCITT) compared with university-based training.
The most common motivation for trainees taking EYITT was:
wanting to improve their early years knowledge (66%)
being committed to working with early years children (65%)
wanting to be more confident in teaching early years (58%)
the fact that EYITT is fully funded (58%).
Importantly, the availability of employer funding was a key motivator for settings to allow their staff to attend EYITT, because it allowed them to pay for cover staff during placements.
98% of students achieving an EYITT qualification have reported:
that they have been able to apply their learning to their role
they are able to inspire, motivate and challenge all children
91% were able to promote good progress and outcomes among children.
When it comes to employment, managers highlighted recruitment for Level 6 positions as challenging. Whilst they were interested in employing staff with an Early Years Teacher Status (EYTS), they found there were a limited number of people that held the Level 6 qualification. Therefore, managers were more likely to employ those with a Level 3 qualification. [EYITT Report, P16]
Details of how many professionals hold the qualification in the UK are not currently available; this may be a future research project for IFF – or my own interest in research if I can secure the time!! It strikes me that if a programme makes such a difference for children and professionals, why there is a national shortage of appropriately qualified Early Years teachers:
The UK is facing a workforce crisis in early years education, with 40,000 additional staff needed by September 2025 to meet the government’s expanded childcare entitlements.
A recent survey found that nearly 70% of nurseries don’t have enough staff to operate at full capacity.
Level 3 qualifications, essential for meeting legal staff-to-child ratios, have dropped by 28% since 2018/19, and university degree achievements in early years have fallen by 33% since 2019/20.
Many settings are relying on agency staff, some of whom lack the required qualifications.
It matters because without enough qualified professionals, the promise of 30 funded hours for children aged 9 months to 2 years risks becoming unfulfilled.
The shortage is especially acute in baby rooms and for two-year-olds, where demand is set to surge.
What are we doing to address the problem that is staring us in the face and in just 30 days time will punch us right on the nose?
How do we explain why the demographic is predominately of White, female and without a disability?
How can we address this?
As a qualified Early Years teacher myself (albeit over 30 years ago) and a supporter of the work of Early Years professionals whatever qualification they hold, it is frustrating to learn of such a disparity between demand and urgent supply.
And at what cost to the young children who look to us to help them learn?
If you’re an Early Years professional, a setting or organisation that would consider this option for training and recruiting more Early Years teachers, here’s some information that you’ll find helpful:
For funding guidance, go to:
Resources to support emotional wellbeing and positive approaches to behaviour:
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