New report highlights the need for progressive change in early childhood workforce

"Real possibilities for change"

Dr Lynn McNair, Senior Lecturer in Early Years and Froebel at Moray House School of Education and Sport, was a co-investigator on a new report, "It is rocket science: Professionalising the early childhood workforce in the UK". The report calls for more decisive action across all four UK nations (4N) to strengthen qualification requirements for the early years workforce (EYW), while establishing clear career progression routes with appropriate pay and status. 

Dr McNair said, "It was a privilege to be part of the EYW4N project and to work alongside such a committed and insightful group of colleagues from across the four nations and beyond. The report makes visible both the deep challenges facing the early years workforce and the real possibilities for change when policy, qualifications and practice are aligned around children's rights and high-quality provision." 

The report stems from a comparative study examining early years workforce policies across the four UK nations and was funded by the Nuffield Foundation. It aims to address the current recruitment and retention crisis and improve the quality of the sector, emphasising the urgent need to elevate the status and recognition of early childhood education professionals. 

Advocating for progress

The report advocates for minimum entrance qualifications for those seeking to work in early childhood education across all four UK nations. It suggests that staff who begin their careers without qualifications should be placed on a pathway to attain relevant qualifications within a specified timeframe, a practice already implemented in Scotland. Additionally, it calls for minimum standards in literacy and numeracy (including Welsh in Wales) to ensure practitioners possess the essential skills required for the role.

Furthermore, the recommendations address the current range of qualifications available across the UK, advocating for higher-quality career pathways in early childhood education.  

The report includes well-defined progression routes that align with related sectors, such as primary education, and proposes linking these pathways to national pay scales. These measures (alongside professional registration) are recognised as crucial for enhancing the status and recognition of early childhood education workers. McNair added, "I am especially pleased that Scotland's progress, and in particular our graduate BA Childhood Practice programme, has been recognised as a strong basis for building a truly graduate-led early years workforce."

Offering hope

Drawing on a comprehensive literature review, interviews, and focus groups with national stakeholders, as well as insights from over 80 international experts in early years education and childcare, the report highlights persistent challenges related to recruitment, retention, pay, professional recognition, qualifications and status for those working with young children. 

Across all four nations, the fragmented approach to workforce development and the absence of a cohesive early years workforce strategy have led to a crisis. 

Dr McNair added, "I look forward to continuing these conversations at the Scottish launch of the report in early 2026, and to working together towards an early years workforce that is properly valued, well-qualified and able to offer all young children the best possible start in life." 

The current situation not only affects the daily experiences of early years educators but also poses a risk to the quality of early years services, which are crucial for laying the foundations for children's learning, development and life.

Related information: 

It is rocket science: Professionalising the early childhood workforce in the UK

Childhood Practice (BA)

MSc Education: Early Childhood Practice and Froebel pathway

Dr Lynn McNair