Supporting our future

When I qualified as an early years teacher, I was frequently asked: “When will you move on to a school?” as though my role was a stepping stone, rather than a valued career. These comments reveal a wider a societal misunderstanding: that early years education is somehow less professional, less skilled or less important than teaching older children. The reality could not be further from the truth.

Early years education is one of the most expert and impactful areas of the education system. Working in this sector requires deep knowledge of child development, safeguarding, communication, special educational needs and behaviour support. It demands patience, emotional intelligence and the ability to respond to dozens of individual needs at once. Despite this, the sector continues to battle outdated assumptions about what early years educators do and has long been denied the professional recognition it deserves.

Historically, the role has been framed as simply caring for children’s basic needs, and this perception still shadows the profession today. In reality, it is rooted in reflection, research, observation and intentional teaching. Educators are expected to identify developmental delays, liaise with external professionals, nurture social skills and create environments that stimulate curiosity and learning.

This is not incidental care; it is structured, purposeful education that requires training and expertise.

The consequences of this misconception are alarming. In the UK, the average starting salary for an early years teacher is between £22,000 and £26,000, far less than the minimum starting salary of £32,916 that primary or secondary school teachers can expect to earn.

Many passionate and experienced professionals leave the sector, not because they want to, but because they cannot afford to stay. When this happens, children lose the trusted relationships and stability that is so essential in the early years of childhood.

Dedicated settings owners recognise these inequalities all too well. Their commitment to families is unwavering, but passion alone cannot cover rising costs. Like any business, they must remain financially viable.

Unlike other sectors such as retail and hospitality, many settings have limited access to grants and financial support. Without this help, they are faced with impossible decisions about how to sustain high-quality provision, fairly reward educators and keep their doors open.

The Early Years Matters campaign aims to increase government funding for early years settings and introduce national frameworks related to pay, career progression and professional recognition, in line with the wider educational settings.

With more than 26,000 people already signing the official government e-petition, the public clearly recognises the need for change. Passing 10,000 signatures has triggered an official government response, but the real turning point lies ahead. If we reach 100,000 signatures, the petition becomes eligible for a parliamentary debate, giving families a national platform and policymakers a chance to the systemic challenges plaguing early education.

This campaign is not simply about improving salaries. It is about valuing a profession that shapes children’s futures long before they enter a classroom. It is about recognising the complexity of early years work and the profound impact it has on the lives of families and children. And ultimately, it is about ensuring that every child has access to confident, skilled and knowledgeable educators who can support them to thrive.

If you believe in the importance of early years education, sign the petition at bit.ly/U5-earlyyearsmatters. By raising our voices together, we can challenge outdated perceptions, highlight the expertise within our workforce and advocate for the recognition early years educators deserve.

The early years are not just the beginning of a child’s journey; they are the foundation on which everything else is built.