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Level 5 Diploma for the Early Years Senior Practitioner (RQF)

4.7( 3 REVIEWS )
432 STUDENTS
  • £989.00
  • 1 year
  • Awarded by 'NCFE CACHE'
  • 936Guided Learning Hours
  • Course Material
  • 1210 Hours Total Qualification Time
  • 121 Credits
  • Qualification Number: 610/4163/4
  • Self-study Online
  • Ofqual Regulated Qualification

Flexible Study Options to Suit Your Schedule

Choose from our Standard or Fast-Track pathways, both designed to deliver the same high-quality education and nationally recognised qualifications. Our experienced tutors provide comprehensive support throughout your studies.

Features

Flexible payment plan available at checkout

Programme Schedule
Course Access & Support
1:1 Live Virtual Tutor Support With Q&A
Resubmission Fee
Course Extenstion
Final Results and Feedback
Turnitin & AI Software
Bonus CPD (Short) Courses

Standard Plan

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Key Features

High quality e-learning study materials.
Tutorials/materials from the industry leading experts.
24/7 Access to the Learning Portal.
Benefit of applying TOTUM Discount Card.
Recognised Accredited Qualification.
Excellent customer service and administrative support.

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Support

From the moment you enrol, you will have full access to expert support designed to help you succeed. Your dedicated mentor will guide you through the course, assess your work, and provide valuable feedback to support your progress. Our friendly support team is always just a click away to assist with any questions you may have.  

Course Highlights
  • Access Duration:  1 Year
  • Awarded by: NCFE  CACHE
  • Qualification Level:  Level 5
  • Qualification Number: 610/4163/4
  • Guided Learning Hours (GLH): 936
  • Total Qualification Time (TQT): 1210
  • Credits: 121

Excited but unsure? We’re just a call away!

Learning Outcomes
  • Lead a practice that makes kids feel good about themselves, helps them deal with their emotions, and makes them stronger.
  • Understand holistic child development from birth to seven years. 
  • Identify and develop children’s emergent literacy and mathematical skills. 
  • Develop and implement policies and procedures to support the safeguarding of children. 
  • Support children with special educational needs and disabilities in an early years setting. 
  • Lead and manage a team within an early years setting. 
  • Review your own knowledge of learning and development for early years practice. 
  • Use action research to improve what you do and help kids and families do better.
Who is this Course For? Boost Your Leadership Skills in Early Years

These qualifications are for those who already work with young children as a manager, deputy manager, or room leader and wish to develop their skills. It’s also good for people who want to move up and be managers.

This course is ideal for:

  • Nursery Managers
  • Deputy Managers
  • Room Leaders
  • Senior Practitioners
  • Childcare Supervisors
  • Early Years Leads
  • Aspiring Leaders
  • SEND Coordinators
Certification Upon successful completion of this course, you will be awarded the Level 5 Diploma for the Early Years Senior Practitioner, a nationally recognised qualification from NCFE CACHE.
Entry Requirements
  • You must be aged 19 or over.
  • You must be a leader, deputy leader or manager in a suitable early years setting or have opportunities to carry out responsibilities associated with these roles.
  • During the course, you need to complete a minimum of 300 hours of work placement in a suitable early years setting.

The purpose of the entry requirements is to assess your ability to successfully study this course. If your qualifications are not listed or you are unsure whether your current educational background meets the requirements, our course advisors are available to guide you. Applicants without formal qualifications, or those with different educational backgrounds or relevant work experience, are still encouraged to apply. Our team will be happy to assess your suitability and support you in making the right decision to begin your studies with confidence.

Not sure if this course is for you? Speak to an advisor today!

Average Completion Timeframe
  • This course can be completed through two flexible study options to suit your lifestyle:
    • Standard Course Plan (9 months) – ideal for learners balancing other commitments.
    • Fast Track Option (4 months) – perfect for those who can dedicate intensive study time.
  • Most learners complete within their chosen timeframe, though some may finish earlier depending on personal circumstances and available study time. We accommodate your pace with unlimited support for 12 months. This Level 5 Diploma requires approximately 936 guided learning hours.

T&C apply

Method of Assessment Internal Assessment: All units are graded by the team at South London College.

Portfolio of Evidence: The students create a portfolio of evidence to demonstrate that they have met all the lesson objectives.

Assessments based on skills: The results based on competencies should be assessed in the real work environment through professional discussion, direct observation, reflective accounts, expert witness testimony, and other means.

External Assessment Tasks: Units EYE L5 SP 2 and EYE L5 SP 16 are tested by outside sources and self-assessment by the students. You must do a professional research project and an action research project.

No formal examination: Your grade will be based completely on the work you do in class and in the real world.

Not sure how the assessment process works? Contact us.

Academic Progression Your Pathway in Early Childhood Education

The NCFE CACHE Level 5 Diploma for the Early Years Senior Practitioner provides a good foundation for progression to study early years, education or leadership at a higher level.

Next Steps for a Possible Academic Progression Pathway

  • Step 1: Foundation Degree in Early Years, Childhood Studies, or Education.
  • Step 2: Bachelor’s Degree (BA/BSc) in Early Childhood Studies, Education, or Youth Work.
  • Step 3: Postgraduate Certificate in Education (PGCE) or Early Years Teacher Status.
  • Step 4: Master’s Degree in Early Years, Leadership, or Education.

Alternative Pathways

  • Level 6 qualifications in Early Years or Education.
  • Professional accreditation such as Early Years Professional Status (EYPS)
  • Specialist (CPD) in areas like SEND, safeguarding, or leadership.
Career Progression Progress in Senior Leadership

If you gain the NCFE CACHE Level 5 Diploma for the Early Years Senior Practitioner, you can become a senior practitioner in an early years setting. In this course, you will learn how to lead, manage and do specialised tasks.

Here are some career opportunities you could pursue as you gain experience and complete this qualification, along with approximate UK salaries. (Source: Glassdoor UK)

  • Early Years Consultant – £45,000
  • Nursery Manager – £40,000
  • Early Years Lead Practitioner – £35,000
  • Early Years Senior Practitioner – £34,000
  • Deputy Nursery Manager – £32,000
  • SEND Coordinator – £32,000
  • Room Leader – £28,000
Regulated by Ofqual

This qualification is regulated by Ofqual, the UK government’s Office for Qualifications and Examinations Regulation. Ofqual regulation ensures that the qualification meets national standards for quality, consistency, and fairness. It means the course content, assessment methods, and learning outcomes are carefully monitored, giving learners confidence that the qualification is credible, well recognised, and supports progression to further study or employment in the UK.

RQF

The Regulated Qualifications Framework (RQF) is a system used in England, Northern Ireland, and Wales to categorise and regulate qualifications based on their level of difficulty and size. RQF is jointly regulated by England’s regulator Ofqual, Wales DCELLS, and Northern Ireland’s CCEA. The RQF ensures qualifications are standardised, making it easier for learners, employers, and educational institutions to understand the value and level of each qualification. The framework consists of nine levels, from Entry Level to Level 8, with each level indicating the complexity and depth of learning. For a qualification to be recognised as part of the Regulated Qualifications Framework (RQF), it must be created or approved by an awarding body that is acknowledged by one of the government-appointed regulatory bodies.

South London College

Take Charge of Your Future with South London College  

At South London College, we believe in the transformative power of education and lifelong learning. As a respected name in UK online learning, our mission is to help you reach your personal and professional goals. We offer high-quality study materials and dedicated support every step of the way, ensuring your learning experience is rewarding and effective. Our focus is on empowering you to gain new skills, strengthen your knowledge, and stay ahead in your career. We’re here to help you succeed and excited to be part of your journey forward. 

Awarding Organisation

NCFE is one of the UK’s leading awarding organisations and an educational charity, recognised for developing high-quality vocational and technical qualifications. Its qualifications support learners, educators and employers with practical knowledge and skills for further study, professional development and career progression. Many NCFE qualifications are developed in consultation with sector professionals to ensure the qualifications remain relevant to current practice.

CACHE is NCFE’s specialist brand of qualifications for sectors such as education, early years and childcare, health and social care and related professions. Colleges, training providers and employers trust NCFE CACHE qualifications because they are high quality, professional and sector-relevant. These qualifications are designed to provide learners with practical knowledge, build confidence and develop the skills to progress in their chosen area.

 

Course Curriculum

Unit 01

Manage Care Routines for Children

  • Understand care needs of children.
  • Be able to use hygienic practice to minimise the spread of infection.
  • Be able to manage care routines in an early years setting .
  • Understand childhood immunisation .
  • Be able to support children in personal care routines.

Unit 02

Lead Practice in Promoting the Wellbeing and Resilience in Children

  • Understand how different approaches to promoting positive wellbeing and resilience in children impact on practice.
  • Be able to lead practice in supporting children’s wellbeing and resilience.
  • Be able to lead practice in work with colleagues, parents/carers and others who are supporting children .
  • Be able to work in partnership with the key person, colleagues, parents/carers and other professionals.
  • Be able to lead the development of practice with children to promote their wellbeing and resilience.

Unit 03

Model Positive Behaviour in the Early Years

  • Understand theoretical influence on our understanding of children’s behaviour in the early years.
  • Be able to apply policy and strategy for behaviour in own setting .
  • Be able to evaluate policy and procedures for behaviour in the early years.

Unit 04

Lead Activities,Experiences and Educational Opportunities to Promote Children’s Speech,Language and Communication

  • Understand the developmental needs of babies and children in relation to speech, language and communication .
  • Be able to promote communication and language needs in babies and young children .
  • Be able to provide support for the speech, language and communication development of the children in own setting.

Unit 05

Lead Children’s Early Education and Development

  • Be able to lead and manage planning cycles for holistic development in the early years.
  • Be able to develop strategies for enabling approaches to early literacy and mathematics through curiosity, exploration and discovery.
  • Be able to use assessment within the early education curriculum.
  • Be able to apply and lead current theoretical and philosophical approaches to practice .

Unit 06

Understand Holistic Child Development from Birth to Seven Years

  • Understand the pattern of development that would normally be expected for children from birth to seven years.
  • Understand the factors that impact on children’s development .
  • Understand the benefits of early intervention to support the development of children.
  • Understand the potential effects of transitions and significant events on children’s development.
  • Understand how assessing, monitoring and recording the development of children informs the use of interventions.

Unit 07

Developing Children’s Emergent Literacy Skills

  • Understand the language and communication needs of children .
  • Be able to support children’s language and communication needs .
  • Understand strategies which support emergent literacy.
  • Be able to use strategies to plan and lead activities which support emergent literacy.
  • Be able to review how planned activities support emergent literacy.
  • Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

Unit 08

Developing Children’s Emergent Mathematical Skills

  • Understand how mathematics relates to children’s everyday lives.
  • Understand how working with others supports children’s emergent mathematical development.
  • Understand how to create an environment which supports children’s emergent mathematical development.
  • Understand the role of the early years senior practitioner in relation to supporting children’s emergent mathematical development.
  • Understand how opportunities support children’s emergent mathematical development.
  • Be able to implement activities to support children’s emergent mathematical development.
  • Be able to review how planned activities support children’s emergent mathematical development.
  • Be able to work with parents/carers in a way which encourages them to take an active role in
    their child’s play, learning and development.

Unit 09

Develop and Implement Policies and Procedures to Support the Safeguarding of Children

  • Understand the impact of current legislation that underpins safeguarding and child protection.
  • Be able to support the review of policies and procedures for safeguarding and child protection.
  • Be able to implement policies and procedures for safeguarding and protecting children.
  • Be able to lead practice in supporting children’s wellbeing and resilience in the context of safeguarding .

Unit 10

Develop Health and Safety and Risk Management Policies, Procedures and Practices in Early Years Settings

  • Understand the current legislative framework and organisational health, safety and risk management policies,procedures and practices that are relevant to early years settings.
  • Be able to implement and monitor compliance with health, safety and risk management requirements in early years settings.
  • Be able to lead the implementation of policies, procedures and practices to manage risk to individuals and others in early years settings .
  • Be able to promote a culture where needs and risks are balanced with health and safety practices in early years settings.
  • Be able to improve health, safety and risk management policies, procedures and practices in early years settings.
  • Be able to track health concerns in own setting.

Unit 11

Champion Equality, Diversity and Inclusion

  • Understand diversity, equality and inclusion in own area of responsibility.
  • Be able to champion diversity, equality and inclusion.
  • Understand how to develop systems and processes that promote diversity, equality and inclusion .
  • Be able to manage the risks presented when balancing individual rights and professional duty of care .

Unit 12

Supporting Children with Special Educational Needs and Disability in an Early Years Setting

  • Understand statutory requirements and national guidance for inclusive practice in early years settings.
  • Understand provision related to children’s additional needs.
  • Understand the role and responsibilities of the SENCo in early years settings .
  • Understand factors which may affect families caring for children with SEND.
  • Be able to reflect on own setting’s policies and procedures to support children with SEND.

Unit 13

Work in Partnership in Early Years Settings

  • Understand partnership working .
  • Be able to establish, lead and maintain working relationships with colleagues .
  • Be able to establish and maintain working relationships with other professionals.
  • Be able to work in partnership with others.

Unit 14

Lead and Manage a Team within an Early Years Setting

  • Understand the features of effective team performance within an early years setting.
  • Be able to support a positive culture within the team in an early years setting.
  • Be able to support a shared vision within the team .
  • Be able to develop a plan with team members to meet agreed objectives .
  • Be able to support individual team members to work towards agreed objectives.
  • Be able to manage team performance in an early years setting.

Unit 15

Develop, Maintain and Use Records and Reports

  • Understand the legal and organisational requirements for recording information and providing reports .
  • Be able to prepare professional records and reports that meet legal requirements and agreed ways of working .
  • Be able to use records and reports to inform judgements and decisions .

Unit 16

Quality Provision in Early Years Settings

  • Be able to manage early years provision in line with statutory requirements .
  • Be able to lead environments within the work setting that support and extend children’s development and learning in their early years.
  • Understand how to work in partnership with parents/carers .

Unit 17

Promote Professional Development

  • Understand principles of professional development .
  • Be able to prioritise goals and targets for own professional development .
  • Be able to prepare a professional development plan .
  • Be able to improve performance through reflective practice .

Unit 18

Review Own Knowledge of Learning and Development for Early Years Practice

  • Be able to meet the requirements of the areas of learning and development in the relevant EYFS statutory framework .
  • Be able to plan work with children and support children’s participation in planning .
  • Be able to promote children’s learning and development according to the requirements of the relevant EYFS statutory framework .
  • Be able to engage with children in activities and experiences that support their learning and development.
  • Be able to review own practice in supporting the learning and development of children in their early years.

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FAQ's

This course is aimed at people working with young children who are in a management position (e.g., manager, deputy manager, or room leader) and who want to improve their management and leadership skills.
Yes. You need to be working as a leader, deputy or manager in an appropriate early years setting, or have opportunities to carry out responsibilities associated with these roles. This is because the skills-based assessment criteria must be demonstrated in a real work environment.
The qualification is graded “Achieved” or “Not Yet Achieved.”
Yes, it is meant to help you get ahead in your career and can help you study more or get a better job.
The senior practitioner demonstrates to the team the correct way to do things, promotes best practice, teamwork, and ensures that the law is followed in the provision of quality care.
Yes. You will learn how to support children with special educational needs and disabilities (SEND) in an early years setting.
This is a Level 5 qualification in leadership and management. Whereas Level 3 qualifications are for practitioner roles. You will learn new things and prepare yourself for taking on more responsibility as a senior.
In some units I will learn how to lead and manage a group of kids in a preschool setting.
You could work as a middle or senior manager, room leader, senior early years practitioner, SENCO or early years consultant in the private, voluntary and independent sectors.

4.7

4.7
3 ratings
  • 5 stars2
  • 4 stars1
  • 3 stars0
  • 2 stars0
  • 1 stars0
  1. Now Confident in Leadership Skills

    5

    There was a lot of information in the units on SEND, safety and quality provision. I think I know a lot more now about how to lead my team and help kids with special needs.

  2. Recommended 

    5

    This course includes lessons on wellbeing and development of children. I learnt a lot from the course materials.

  3. Flexible Online Learning

    4

    I didn’t quite know how I would be able to work and study simultaneously, but the online format and the mentorship made it possible for me. I could put all I learned to use the next day.

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