Apprentices over the age of 19 will no longer be required to complete a level 2 qualification in maths and English, following government reforms.

The minimum length of an apprenticeship has also been lowered from 12 months to eight months.

The government removed the requirement for level 3 practitioners to hold a maths GCSE in order to count in the staff/ child ratio in January 2024. However until now, level 3 learners have still needed to complete a maths qualification to complete the Early Years Educator apprenticeship.

Gill Mason, training academy director at Kids Planet Training Academy, said the removal of the maths requirement was a “game changer”, as gaining a maths qualification is the “biggest barrier to achievement, preventing apprentices’ progression and being able to count in qualified ratios.”

“Maths and English skills are fundamental, but it’s the essential maths and English skills practitioners require to perform their role effectively, and not being able to pass an exam should not be a barrier to their progression,” she said.

Practitioners will still need a “suitable level 2” qualification in English to be included in the staff/child ratio at level 3 under the Early Years Foundation Stage statutory framework. Nursery managers will still need to complete a maths GCSE or equivalent within two years.

The removal of the maths requirement could create a bottleneck for practitioners wanting to become managers, said Gareth Reichers, director of growth and partnerships at training provider the Childcare Company. “A robust careers information advice and guidance conversation at the enrolment stage between the provider, employer and prospective learner, is key,” he said. “The candidate must be educated on the requirements of their sector, so they can make an educated decision about opting out of maths and English, and the longer term consequences this could pose to their career progression.” 

“This may create an issue for future managers, but not everyone will be a manager, and looking at the percentage of apprentices who have maths I would hope that there will still be enough to meet the criteria,” said Sophie Hayter, qualification lead at nursery group Kido. “As long as apprentices are aware at the outset they will need maths to progress to leadership roles I think it will work, they could always re-attempt maths later on should their circumstance change.”

Shorter apprenticeships

Mason said the eight month minimum length was a positive move for the sector.  “Sometimes apprentices are held back by unnecessary restrictions,” she said. “If they are in an environment where they flourish and can evidence knowledge, skills and behaviours more quickly they should not he held back. Of course some may take more time, so it’s important that the minimum not the maximum length of time changes.”

Hayter said those new to the sector would  “still need 12 to 18 months on the programme to fulfil all the knowledge, skills and behaviour needed at the end point assessment.”

Laura Hodges, early years expert at training provider Realise, said it was vital to ensure that apprenticeship programs for those beginning their careers in early years maintained a strong focus on quality. “ While flexible learning options are an excellent step forward, there is a concern that recruitment pressures could inadvertently shape decisions on learning models,” she said. “As we work to support the early years sector, we must ensure our efforts are geared towards long-term, sustainable investments, rather than short-term solutions that could undermine the sector’s valuable foundational knowledge in the future.”  

Reichers said the shortened apprenticeship length could increase apprenticeship participation. “If this proposal is aligned to reducing the apprenticeship minimum to up to eight months for learners who have significant recognised prior learning, then this could certainly help increase apprenticeship participation, as it then becomes a more viable route for those individuals who already have knowledge of the subject, they wish to study but just need to address specific skills gaps.”