BTEC HNC in Early Years Professional Leadership

You will study these units:

• Personal and professional development through reflective practice
• Protecting children in early education and care environments
• Play and learning in Early Childhood
• Supporting and promoting children's development (infants and toddlers)
• Supporting and promoting children's development (young children)
• Promoting healthy living
• Preparing for research
• Promoting inclusive early education and care environments

• GCSE Grades A*-C/9 - 4 in English or Level 2 equivalent

The mandatory elements of work placement/experience are as follows:

• 375 hours practice in total
• A minimum of two different settings is required.

A minimum of 75 practice hours with each of the following age ranges:

• From birth to 1 year, 11 months
• From 2 years to 4 years, 11 months
• 5 years to 7 years, 11 months.

If a student undertakes work placement/experience in two settings only, at least one of these settings must enable the student to meet the practice hours requirements for at least two of the age ranges specified above

Assessment will be carried out through a combination of:

• Coursework
• Practical assignments
• Presentation
• Individual or group projects.

You will demonstrate your understanding through essays, reports, reflective accounts and activity planning. Whilst completing your course you will also complete formative assessment task in the form of class activities, short written tasks, group research, academic reading and evaluation. These will be to support your skills development and evaluate understanding and development.

The Level 4 Higher National Certification enables students to commit to a leadership career path and progression route to degree-level study. On successful completion of the Level 4 Higher National Certificate in Early Years Professional Leadership for England, students can develop their careers in the early years sector through:

• Progression to the Level 5 Higher National Diploma in Early Years Professional Leadership for England
• Entering employment
• Continuing existing employment or seeking alternative employment or promotion
• Joining an appropriate professional body or membership organisation
• Committing to continuing professional development (CPD)
• Progressing to university

First Year (All Units are Core Mandatory)

Unit 1: Personal and Professional Development through reflective practice In this unit, students will develop their understanding of professionalism in early years education through reflective practice. They will learn how reflection supports continuous improvement and high-quality care for children. By evaluating their own practice, students will identify strengths, areas for development, and professional growth needs. The unit introduces a range of reflective models and techniques to help students analyse their interactions with children, parents, and colleagues. Through this process, learners will build the skills and behaviours of confident, competent practitioners committed to ongoing professional development and positive outcomes for children.

Unit 2: Protecting Children in Early Education and Care Environments In this unit, students will review their home country’s legislation, guidance, policies, practices and procedures that underpin the protection of children through the provision of a healthy and safe environment. Through this unit, students will apply the knowledge gained by demonstrating the skills needed across a range of technical or professional work activities for protecting children and encompassing the ongoing need for health and safety practices in an early childhood education and/or care setting.

Unit 3: Play and Learning in Early Childhood This unit will support students’ understanding of historical and theoretical perspectives and how the dominant discourses that influence play may require updating and application in practice. Students will examine the complexities and challenges that play provides in early childhood practice. They will be encouraged to challenge perspectives on play and see the reasoning behind developing a deep understanding of play. Practical skill development in recording quality observations of children's self-chosen play is an essential part of this unit.

Unit 4: Supporting and Promoting Children's Development (Infants and Toddlers) This unit will explore and question the theoretical evidence base which that justifies approaches adopted to work with infants and toddlers in the early years sector. Students will consider how biology, neurological brain development and environmental experiences play a major role in influencing children’s development and learning. Students will demonstrate how they can implement, and support others in implementing, best practice that supports positive long-term impacts on children’s holistic development

Unit 5: Supporting and Promoting Children's Development (Young Children) In this unit students will learn about perceptions of children’s development and factors that influence the way children develop. Students will explore theories of development and examine how these influence policy and practice. This unit will also cover key milestones of children’s development up to 12 years.

Unit 6: Promoting Healthy Living On completion of this unit students will have developed the skills and knowledge required to reflect on the effectiveness of how children’s health and wellbeing is supported and promoted in their setting, as well as demonstrating how they are able to effectively consider the health and wellbeing needs of children in their care. Students will identify key issues in children’s health and wellbeing globally, nationally and locally as the importance of partnership work with parents, caregivers and other professionals.

Unit 7: Preparing for Research In this unit, students will develop key research skills relevant to early childhood education, preparing them to become reflective, evidence-based practitioners. Through the process of writing a literature review, they will explore topics that inspire their professional curiosity and deepen their understanding of current policy and practice issues. The unit introduces essential techniques for sourcing, analysing, and evaluating academic literature, while promoting critical thinking and writing. Students will also gain an overview of common educational research methods, building a foundation for future action research and higher-level study in early childhood and education-related fields.

Unit 8: Promoting Inclusive Early Education and Care Environments In this unit, students will explore what inclusive early education and care mean in practice and why inclusion is vital for achieving the best outcomes for all children. They will reflect on their role in supporting children and families, recognising parents and caregivers as key partners in meeting individual needs. The unit encourages students to evaluate and adapt practice within their settings to embed inclusive approaches and ensure meaningful impact. Through examining observation, assessment, and planning processes, students will learn how timely interventions and reflective practice support every child’s progress and potential.

Fees to be confirmed