BTEC HND in Early Years Professional Leadership (HTQ)

What you will study 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.

Second Year Study (Core and 1 choice of optional unit) Unit 9: Investigating Childhood: Action Research for Early Childhood Practitioners In this unit, students will develop the skills to plan and carry out a small-scale action research project within their early years setting. Building on learning from Preparing for Research, they will investigate an area of practice, apply research methods, and use data to inform and evaluate change. The unit introduces key principles of action research, including ethical considerations and the use of appropriate data collection tools. Through this process, students will enhance their critical thinking, research, and leadership skills, applying evidence-based approaches to improve practice and support professional growth in early childhood education.

Unit 10: Improving Quality in Early Education and Care Environments In this unit, students will explore the concept of quality in early years education and care, examining how it is defined, measured, and improved across different settings. They will consider the roles of practitioners, leaders, and external factors in shaping quality, and learn how to use evidence and data critically to inform practice. The unit encourages reflective evaluation, collaboration, and effective communication to drive improvement. Students will also develop their understanding of both top-down and practitioner-led approaches to quality enhancement, using action research and critical analysis to support leadership, professional growth, and better outcomes for children.

Unit 11: Managing and Leading People in Children’s Early Education and Care Environments In this unit, students will develop the knowledge and skills needed to manage and lead people effectively within early education and care settings. They will explore the relationship between leadership and management and how these influence quality, teamwork, and outcomes for children. The unit focuses on building strong communication, fostering a positive culture, and creating a shared vision within teams. Students will reflect on their own leadership style, professional responsibilities, and working relationships to identify areas for growth. By the end, they will be equipped to lead and manage teams confidently to enhance practice and provision.

Unit 12: Managing Children’s Early Education and Care Environments In this unit, students will develop the knowledge and skills required to manage early education and care environments effectively. They will explore how to implement and oversee curricula that support children’s holistic development while managing daily operations and staff resources. The unit examines leadership responsibilities, including working with key stakeholders, supporting children with additional needs, and managing budgets and environments to ensure high-quality provision. Students will also engage with theories and frameworks of best practice to plan, monitor, and evaluate the curriculum. This unit prepares learners for senior roles or further study in early education and care.

Unit 13: Mentoring and Supervision in Early Education and Care Practice In this unit, students will explore the vital role of mentoring and supervision in supporting professional growth and lifelong learning within early education and care environments. They will examine key theories, principles, and approaches to effective leadership, mentorship, and supervision, developing the interpersonal and reflective skills needed to guide and support others. Through planning and carrying out a mentoring experience in their workplace, students will enhance their confidence and understanding of how to foster development in others. The unit promotes strong leadership practice and prepares students for supervisory and management responsibilities in the sector.

Unit 19: The Impact of Contemporary Global Issues on Children's Health and Wellbeing In this unit, students will explore how contemporary global issues—such as poverty, conflict, inequality, and climate change—affect children’s health, wellbeing, and development. They will examine the interconnected nature of these challenges and investigate interventions and sustainable approaches that support children and communities worldwide. The unit also considers the practitioner’s role in helping young children develop age-appropriate awareness of global issues, human rights, and sustainability. By the end, students will have a deeper understanding of global influences on childhood and be prepared to apply this knowledge in professional and educational contexts.

And one of the following optional units: Unit 24:Trauma in Childhood: Addressing the Impact of Adverse Experiences on Child Health and Wellbeing In this unit, students will explore the impact of adverse childhood experiences (ACEs) and trauma on children’s development, health, and wellbeing. They will examine how early trauma can affect learning, behaviour, and long-term outcomes, while recognising that resilience and effective support can mitigate these effects. The unit covers strategies and interventions to help children overcome trauma, build resilience, and reduce exposure to ACEs. Students will develop an informed understanding of the causes and consequences of childhood trauma, preparing them for roles in early education, care, and related higher education fields such as psychology and children’s health.

Unit 25: Supporting Children’s Medical Needs (Option) In this unit, students will examine the medical needs of infants and children in early education and care settings, including both acute and chronic conditions. They will explore the role of practitioners in providing holistic support, collaborating with professionals, parents, and caregivers to promote children’s health, wellbeing, and participation. The unit covers the detection, management, and intervention strategies for a range of medical conditions, as well as relevant policies and historical perspectives. Students will also reflect on sensitive issues such as end-of-life care.

Unit 27: Outdoor Play and Learning (Option) In this unit, students will explore the value of outdoor play and learning in supporting children’s holistic development, wellbeing, and connection with nature. They will examine key theories and approaches, including Forest Schools, to understand how outdoor environments promote independence, resilience, and teamwork. The unit encourages students to reflect on their role in facilitating meaningful outdoor experiences and using risk–benefit assessments to create safe, enriching opportunities. Through practical application, students will develop the skills to plan, support, and enhance high-quality outdoor learning, preparing them for advanced study or specialist roles in early education.

GCSE Grades A*-C/9 – 4 in English or Level 2 equivalent. The mandatory elements of work placement/experience are as follows:

• 525 placement hours in total – 375 completed in year 1 and 150 in year 2.
• 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.

Students will demonstrate their understanding through essays, reports, reflective accounts and activity planning. Whilst completing your course you will also complete formative assessment tasks 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 HND also offers excellent progression opportunities, including:

• Entry into the final year of a related BA (Hons) degree
• Advancement into roles such as nursery room leader, early years coordinator, or childcare manager

The Level 5 Higher National Diploma enables students to commit to a leadership career path and progression route to degree-level study. On successful completion of the Level 5 Higher National Diploma in Early Years Professional Leadership for England, students can develop their careers in the early years sector through:

• 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

This level 5 HND is recognised by higher education providers as meeting admission requirements for many relevant early years degree programmes such as:

• BA (Hons) Childhood: Health and wellbeing
• BA (Hons) Childhood and Society
• BA (Hons) Children and Early Childhood
• BA (Hons) Early Childhood Studies
• BA (Hons) Early Years