The Level 6 in Applied Innovative Practice in Early Childhood Pedagogy and Care
First launched in 2024 as the first qualification of its kind, the Level 6 in Applied Innovative Practice in Early Childhood Pedagogy and Care has been designed and developed by Sam in response to the limited progression routes for vocational learners within the Early Years Sector.
The qualification is fully regulated by Ofqual and is approved by the Department for Education (DfE) as Full and Relevant for Early Years Educators.
Are you interested in taking or delivering this qualification?
Learners interested in the qualification can study directly with Sam with her training provider the National College for Care and Education (NCCE).
Training providers interested in delivering the qualification with Sam's support, please reach out to discuss centre support, curriculum development, consultant teaching, or other areas of preparation and delivery,
The qualification is fully regulated by Ofqual and is approved by the Department for Education (DfE) as Full and Relevant for Early Years Educators.
Are you interested in taking or delivering this qualification?
Learners interested in the qualification can study directly with Sam with her training provider the National College for Care and Education (NCCE).
Training providers interested in delivering the qualification with Sam's support, please reach out to discuss centre support, curriculum development, consultant teaching, or other areas of preparation and delivery,
Qualification Details
The Level 6 Advanced Diploma in Applied Innovative Practice in Early Childhood Pedagogy and Care combines successful achievement of 120 credits, supports vocational level study, and early years educator competencies, together with the requirements of the Early Years Educator at Level 3. The 120 credits, including the dissertation requirement, means that the qualification is equivalent in study requirements to a top-up degree.
It provides learners with the knowledge, skills, and behaviours required for roles in the early years sector, including those in a senior role.
This qualification bridges the gap between level 5 vocational study and higher-level academic study within the early years sector. It provides learners with an introduction to social policy and research methodology before they embark on their own research studies and offers the opportunity to perform action research to introduce an innovation/improvement to their own setting.
The qualification provides learners with the appropriate knowledge and skills required at level 6 while they work or volunteer within a vocational environment whilst supporting the achievement of Level 3 Early Years Educator status.
The qualification provides learners with a comprehensive understanding of innovative practice in the early years. Learners will:
The learner will study a range of key topics in the early years sector to include:
By completing this qualification, learners develop the following knowledge, practical and technical skills to:
These knowledge and skills are highly valued by employers and/or further study, enabling learners to pursue qualifications at level 7, or specialised training in early childhood, early years education, leadership within the sector, or other similar roles within related fields. This qualification can lead to applications for EYTS and QTS. Please approach your preferred University or provider for specific entry requirements.
It provides learners with the knowledge, skills, and behaviours required for roles in the early years sector, including those in a senior role.
This qualification bridges the gap between level 5 vocational study and higher-level academic study within the early years sector. It provides learners with an introduction to social policy and research methodology before they embark on their own research studies and offers the opportunity to perform action research to introduce an innovation/improvement to their own setting.
The qualification provides learners with the appropriate knowledge and skills required at level 6 while they work or volunteer within a vocational environment whilst supporting the achievement of Level 3 Early Years Educator status.
The qualification provides learners with a comprehensive understanding of innovative practice in the early years. Learners will:
- develop knowledge, skills and behaviours for a wide variety and level of roles within the sector
- hone their practical skills and expertise within their current employment/volunteer setting
- have the opportunity to retrain and upskill their existing knowledge and experience
- gain opportunities to progress to further study or training in the sector.
The learner will study a range of key topics in the early years sector to include:
- key philosophical theories and approaches to play and holistic development
- the impact of play-based pedagogies on a child’s development
- legal and ethical frameworks that surround children’s rights, well-being, safeguarding, and participation
- the importance of collaborative partnerships between early year practitioners, families and communities, and strategies for effective communication
- concepts of equity, diversity, and inclusion in the context of early years education
- key historical and contemporary debates within the field of early childhood play and care
- professional practice standards in early childhood, education and care
- philosophical approaches, research methodologies, data collection, relevant ethical frameworks, quality improvement strategies and critical evaluation.
By completing this qualification, learners develop the following knowledge, practical and technical skills to:
- understand the impact of play on children’s development
- analyse the history of the early years curriculum, explaining the importance of curriculum design and different pedagogical approaches
- evaluate how changes to government policy, social changes and issues, and attitudes towards early years care and education have impacted the sector
- promote play and learning opportunities whilst demonstrating the use of different pedagogical approaches
- evaluate strategies to support children’s communication needs
- promote positive learning experiences and inclusive strategies for children with a range of additional needs, disabilities and backgrounds and the different reasons why learning and development may be impacted
- understand the purpose and benefits of assessment for children and evaluate own assessment practices
- understand the significance of attachment within the early years sector
- promote children’s rights, a safe and healthy environment and understand personal and professional responsibilities in relation to safeguarding
- engage children in active participation in own education and care planning
- work professionally and collaboratively with other professionals, families, stakeholders and communities to enable children’s development
- demonstrate effective leadership, coordination, and mentoring skills
- evaluate the effectiveness of provision, policies and procedures in relation to relevant early years inspection frameworks and standards
- advocate for positive change within the early years sector and propose innovative solutions to address challenges
- understand the importance of professional practice standards and critically evaluate own reflective practice and continuous professional development
- utilise assessment models and tools effectively, analyse data and feedback and propose enhancements to practice based on findings
- demonstrate advanced research skills, analyse findings and their implications for practice, and develop innovative solutions for quality improvement.
These knowledge and skills are highly valued by employers and/or further study, enabling learners to pursue qualifications at level 7, or specialised training in early childhood, early years education, leadership within the sector, or other similar roles within related fields. This qualification can lead to applications for EYTS and QTS. Please approach your preferred University or provider for specific entry requirements.
SYLLABUS
This course is 120 credits in total, and you will study 7 units at level 6. All modules combine an element of practical work and academic work. The final unit is double in length, where you will spend time learning research methods and methodology, and implement a change or innovation within the early years through a research project or dissertation.
Units 1-6 are a recommended two-months of study time and unit 7 is a recommended 6 months of study time to include 2 months of theory work, two months of implementation of your change, and two months to interpret your results and submit your final dissertation. The duration of this programme is therefore structured over 18 months. As a learner at NCCE, we understand that ever learner has different requirements and we offer flexibility on your study timetable. Please see our terms and conditions surrounding being an 'active' student and the maximum registration time on a qualification.
You will be observed in practice during this qualification.
Unit 1: Philosophy, Theory and Practice of Play and Holistic Development in Early Childhood
During this unit, you will:
-Analyse key philosophical theories and approaches to play and holistic development in early childhood, demonstrating a deep understanding of their historical and cultural contexts.
-Critically evaluate the impact of different play-based pedagogies on children's cognitive, emotional, social, and physical development.
-Design and implement play-based learning experiences, integrating theories of child development and learning in early childhood settings.
Reflect on personal practice and philosophy of play, demonstrating the ability to adapt to diverse needs and contexts in early childhood education.
Unit 2: Advocating for Children’s Rights, Well-being, Safeguarding and Protection
During this unit, you will:
-Critically examine the legal and ethical frameworks surrounding children's rights, well-being, safeguarding, and participation.
-Develop strategies to advocate effectively for children's rights and participation in decision-making processes in early childhood settings.
-Evaluate and implement safeguarding policies and practices that promote children's well-being and protection.
-Reflect on personal and professional responsibilities in safeguarding and promoting the rights and well-being of children.
Unit 3: Nurturing Collaborative Partnerships for Young Children
During this unit, you will:
-Analyse the role and importance of collaborative partnerships between early years practitioners, families, and communities.
-Develop strategies for effective communication and partnership with parents and other stakeholders in the child's education.
-Evaluate the impact of collaborative partnerships on children's learning and development.
-Implement a collaborative project that demonstrates an understanding of partnership working in early childhood education.
Unit 4: Beyond Equity and Inclusion: Being Present, Proactive, Persistent and Passionate in Early Years Practice
During this unit, you will:
-Critically evaluate concepts of equity, diversity, and inclusion in the context of early years education.
-Design and implement inclusive practices that cater to the diverse needs of children and families in early childhood settings.
-Demonstrate proactive engagement with current issues and challenges in early years education, advocating for change where necessary.
-Reflect on personal attitudes and beliefs regarding equity and inclusion, demonstrating a commitment to continuous professional development.
Unit 5: Historical and Contemporary Debates in Early Childhood, Play and Care
During this unit, you will:
-Critically analyse key historical and contemporary debates in the field of early childhood play and care.
-Evaluate the influence of historical perspectives on current practices and policies in early childhood education.
-Engage in informed debate on contemporary issues in early childhood play and care, demonstrating an ability to consider multiple viewpoints.
-Develop a position paper or presentation that critically examines a specific debate in early childhood education.
Unit 6: Professional Practice within Early Childhood Education and Care
During this unit, you will:
-Demonstrate advanced knowledge and understanding of professional practice standards in early childhood education and care.
-Critically reflect on personal professional practice, identifying areas for improvement and development.
-Evaluate the impact of professional practice on children's learning and development outcomes.
Unit 7: Research, Innovation and Improvement in Early Childhood Education
During this unit, you will:
-Conduct independent research on a relevant topic in early childhood education, demonstrating advanced research skills.
-Critically analyse research findings and their implications for practice in early childhood education.
-Develop innovative solutions or improvements in response to research findings, applying them to an early childhood setting.
-Disseminate research findings through a written dissertation or report, demonstrating effective communication and academic writing skills.
Placement Requirements
Units 1-6 are a recommended two-months of study time and unit 7 is a recommended 6 months of study time to include 2 months of theory work, two months of implementation of your change, and two months to interpret your results and submit your final dissertation. The duration of this programme is therefore structured over 18 months. As a learner at NCCE, we understand that ever learner has different requirements and we offer flexibility on your study timetable. Please see our terms and conditions surrounding being an 'active' student and the maximum registration time on a qualification.
You will be observed in practice during this qualification.
Unit 1: Philosophy, Theory and Practice of Play and Holistic Development in Early Childhood
During this unit, you will:
-Analyse key philosophical theories and approaches to play and holistic development in early childhood, demonstrating a deep understanding of their historical and cultural contexts.
-Critically evaluate the impact of different play-based pedagogies on children's cognitive, emotional, social, and physical development.
-Design and implement play-based learning experiences, integrating theories of child development and learning in early childhood settings.
Reflect on personal practice and philosophy of play, demonstrating the ability to adapt to diverse needs and contexts in early childhood education.
Unit 2: Advocating for Children’s Rights, Well-being, Safeguarding and Protection
During this unit, you will:
-Critically examine the legal and ethical frameworks surrounding children's rights, well-being, safeguarding, and participation.
-Develop strategies to advocate effectively for children's rights and participation in decision-making processes in early childhood settings.
-Evaluate and implement safeguarding policies and practices that promote children's well-being and protection.
-Reflect on personal and professional responsibilities in safeguarding and promoting the rights and well-being of children.
Unit 3: Nurturing Collaborative Partnerships for Young Children
During this unit, you will:
-Analyse the role and importance of collaborative partnerships between early years practitioners, families, and communities.
-Develop strategies for effective communication and partnership with parents and other stakeholders in the child's education.
-Evaluate the impact of collaborative partnerships on children's learning and development.
-Implement a collaborative project that demonstrates an understanding of partnership working in early childhood education.
Unit 4: Beyond Equity and Inclusion: Being Present, Proactive, Persistent and Passionate in Early Years Practice
During this unit, you will:
-Critically evaluate concepts of equity, diversity, and inclusion in the context of early years education.
-Design and implement inclusive practices that cater to the diverse needs of children and families in early childhood settings.
-Demonstrate proactive engagement with current issues and challenges in early years education, advocating for change where necessary.
-Reflect on personal attitudes and beliefs regarding equity and inclusion, demonstrating a commitment to continuous professional development.
Unit 5: Historical and Contemporary Debates in Early Childhood, Play and Care
During this unit, you will:
-Critically analyse key historical and contemporary debates in the field of early childhood play and care.
-Evaluate the influence of historical perspectives on current practices and policies in early childhood education.
-Engage in informed debate on contemporary issues in early childhood play and care, demonstrating an ability to consider multiple viewpoints.
-Develop a position paper or presentation that critically examines a specific debate in early childhood education.
Unit 6: Professional Practice within Early Childhood Education and Care
During this unit, you will:
-Demonstrate advanced knowledge and understanding of professional practice standards in early childhood education and care.
-Critically reflect on personal professional practice, identifying areas for improvement and development.
-Evaluate the impact of professional practice on children's learning and development outcomes.
Unit 7: Research, Innovation and Improvement in Early Childhood Education
During this unit, you will:
-Conduct independent research on a relevant topic in early childhood education, demonstrating advanced research skills.
-Critically analyse research findings and their implications for practice in early childhood education.
-Develop innovative solutions or improvements in response to research findings, applying them to an early childhood setting.
-Disseminate research findings through a written dissertation or report, demonstrating effective communication and academic writing skills.
Placement Requirements
PLACEMENT REQUIREMENTS
You will need access to a suitable placement to undertake this programme.
This can be within:
- School nurseries
- School Reception classes
- Pre-schools
- Private nurseries
- Registered childminder (where you have support staff working with you)
- Local Authority nurseries
- Foundation Stage units
- Sure Start/Children's Centres
- Other Ofsted registered early years settings
Please note, breakfast and after school clubs are not suitable for this qualification.
You will be able to complete this qualification when working in an infant school, with children up to age 7. However, please note that a minimum of 200 hours must be spent with children working with the Early Years Foundation Stage (school nursery and Reception class) and your research project must be conducted with this age group. The remaining logged hours can be with year 1 and year 2. Hours working with year 3, 4, 5, and 6 in the junior school are not permitted. This is a requirement to meet the Early Years Educator full and relevant status from the DfE and to complete this qualification in full.
A minimum of 400 placement hours will need to be logged across the duration of the qualification.
This can be within:
- School nurseries
- School Reception classes
- Pre-schools
- Private nurseries
- Registered childminder (where you have support staff working with you)
- Local Authority nurseries
- Foundation Stage units
- Sure Start/Children's Centres
- Other Ofsted registered early years settings
Please note, breakfast and after school clubs are not suitable for this qualification.
You will be able to complete this qualification when working in an infant school, with children up to age 7. However, please note that a minimum of 200 hours must be spent with children working with the Early Years Foundation Stage (school nursery and Reception class) and your research project must be conducted with this age group. The remaining logged hours can be with year 1 and year 2. Hours working with year 3, 4, 5, and 6 in the junior school are not permitted. This is a requirement to meet the Early Years Educator full and relevant status from the DfE and to complete this qualification in full.
A minimum of 400 placement hours will need to be logged across the duration of the qualification.
YOUR FUTURE
Successful learners can use their 120 credits achieved at level 6 towards applications to higher education and post-graduate studies, without needing to commence a new degree programme. This qualification is the equivalent in level, credit value, and academic study requirements to a top-up degree (the third year of a degree), and study at level 5 is required to be completed first.
Successful learners will also become practitioners with Level 3 Early Years Educator status as required by the DfE.
Please check with individual universities and EYTS providers on their individual entry requirements and additional criteria that you will need to meet.
Successful learners will also become practitioners with Level 3 Early Years Educator status as required by the DfE.
Please check with individual universities and EYTS providers on their individual entry requirements and additional criteria that you will need to meet.
FREQUENTLY ASKED QUESTIONS
Does this qualification allow me to work in the early years ratio?
This qualification is mapped to the DfE competencies for. both the current and the September 2024 Early Years Educator status requirement for level 3 Early Years Educators. During your studies, you will be able to work at level 2 in ratio (providing your manager deems you suitable), and after completion you will be able to work in level 3 ratio in the early years as guided by the EYFS. You cannot work at level 6 as a ratio, as you are required to have EYTS or QTS for the level 6 ratio. You can apply for EYTS and QTS programmes with this qualification as it holds 120 credits at level 6. Please contact your EYTS/QTS provider of choice to discuss their individual entry requirements.
Does an assessor come and visit me?
An assessor will visit you in your setting and undertake a number of observations and professional discussions of your practice. They will also gather work-based evidence pieces and talk to your work-based mentor to confirm that you are working in practice to the standard of an Early Years Educator.
Do I have lessons with my tutor?
Each provider will have a different offering. It is important that you select a provider that will meet your learning needs and support you in a way that works for your needs, goals, and fits around your wider commitments. At NCCE, Sam's Training Provider, you can book as many 121 sessions as you need with your tutor. There are also a number of taught webinars across each unit, to aid breaking down the concepts and related assignments into manageable loads.
Are there any deadlines?
Each provider will have a different offering. It is important that you select a provider that will meet your learning needs and support you in a way that works for your needs, goals, and fits around your wider commitments. At You will be required to set targets for your PLP (Personal Learning Plan) that are then provided to you on your portfolio page. You will need to aim to work towards the dates that you have set for yourself. We recommend structuring your target dates as follows: the first 6 units are two-months in length each and the final unit is a total of six months to include research gathering and writing up your dissertation.
Do I get a textbook?
There are no set textbooks for this qualification as yet, as it is brand new. However, at NCCE you will have access to your learning system where you will interact with digital, online resources to support your learning. You will have access to an online digital library of books that will support your study. There are options to purchase topic-specific physical versions of the books at your own discretion. Sam aims to write and publish a textbook out, but this will unlikely be published until 2027, as she is currently working on the Level 3 book.
Do I have to attend a centre or classroom?
Each provider will have a different offering. It is important that you select a provider that will meet your learning needs and support you in a way that works for your needs, goals, and fits around your wider commitments. At NCCE, you do not need to attend lessons in person. Lessons are conducted on Zoom or via recorded webinar and the assessor will visit you in your own setting.
What if I don't have any early years experience?
This qualification is suitable for both experienced early years professionals, who already hold EYE Status and wish to progress to opportunities such as EYTS/QTS, Master degrees, or extend their knowledge, as well as those new to the sector, as the EYE Status is also integrated into the qualification. The qualification welcomes applications from individuals with allied knowledge and qualifications at level 5, including social care, education, teaching and learning support, special educational needs, and other related sectors. A level 5 as a minimum is required due to the academic nature of this qualification.
This qualification is mapped to the DfE competencies for. both the current and the September 2024 Early Years Educator status requirement for level 3 Early Years Educators. During your studies, you will be able to work at level 2 in ratio (providing your manager deems you suitable), and after completion you will be able to work in level 3 ratio in the early years as guided by the EYFS. You cannot work at level 6 as a ratio, as you are required to have EYTS or QTS for the level 6 ratio. You can apply for EYTS and QTS programmes with this qualification as it holds 120 credits at level 6. Please contact your EYTS/QTS provider of choice to discuss their individual entry requirements.
Does an assessor come and visit me?
An assessor will visit you in your setting and undertake a number of observations and professional discussions of your practice. They will also gather work-based evidence pieces and talk to your work-based mentor to confirm that you are working in practice to the standard of an Early Years Educator.
Do I have lessons with my tutor?
Each provider will have a different offering. It is important that you select a provider that will meet your learning needs and support you in a way that works for your needs, goals, and fits around your wider commitments. At NCCE, Sam's Training Provider, you can book as many 121 sessions as you need with your tutor. There are also a number of taught webinars across each unit, to aid breaking down the concepts and related assignments into manageable loads.
Are there any deadlines?
Each provider will have a different offering. It is important that you select a provider that will meet your learning needs and support you in a way that works for your needs, goals, and fits around your wider commitments. At You will be required to set targets for your PLP (Personal Learning Plan) that are then provided to you on your portfolio page. You will need to aim to work towards the dates that you have set for yourself. We recommend structuring your target dates as follows: the first 6 units are two-months in length each and the final unit is a total of six months to include research gathering and writing up your dissertation.
Do I get a textbook?
There are no set textbooks for this qualification as yet, as it is brand new. However, at NCCE you will have access to your learning system where you will interact with digital, online resources to support your learning. You will have access to an online digital library of books that will support your study. There are options to purchase topic-specific physical versions of the books at your own discretion. Sam aims to write and publish a textbook out, but this will unlikely be published until 2027, as she is currently working on the Level 3 book.
Do I have to attend a centre or classroom?
Each provider will have a different offering. It is important that you select a provider that will meet your learning needs and support you in a way that works for your needs, goals, and fits around your wider commitments. At NCCE, you do not need to attend lessons in person. Lessons are conducted on Zoom or via recorded webinar and the assessor will visit you in your own setting.
What if I don't have any early years experience?
This qualification is suitable for both experienced early years professionals, who already hold EYE Status and wish to progress to opportunities such as EYTS/QTS, Master degrees, or extend their knowledge, as well as those new to the sector, as the EYE Status is also integrated into the qualification. The qualification welcomes applications from individuals with allied knowledge and qualifications at level 5, including social care, education, teaching and learning support, special educational needs, and other related sectors. A level 5 as a minimum is required due to the academic nature of this qualification.
A FULL AND RELEVANT QUALIFICATION
The TQUK Level 6 Advanced Diploma in Applied Innovative Practice in Early Childhood Pedagogy and Care (610/3586/5) is a Full and Relevant qualification as confirmed by the Department for Education (DfE), and is presented on the DfE EYQL (Early Years Qualification List). This allows you to practice as an Early Years Educator in the Level 3 ratio upon completion.
