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A mixed-methods approach combines desk-based mapping and stakeholder-led interviews with a large online survey to produce evidence-based insights.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/mapping-professional-development-and-support-programmes-in-the-early-years-sector-practice-review-may-2025/584170/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/mapping-professional-development-and-support-programmes-in-the-early-years-sector-practice-review-may-2025/584170.png","ImageObject",300,407,{"name":42,"@type":43},"Kyle","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the mapping exercise?","Question",{"text":63,"@type":64},"The Education Endowment Foundation commissioned the mapping to identify the availability and thematic focus of professional development and support programmes used by early years settings in England. It also sought to inform decisions about funding programme evaluations and identify gaps that could be addressed in future funding rounds.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"The study used a mixed-methods approach, including a desk-based mapping exercise (October 2024 to November 2024) using online searches and stakeholder interviews, and an online survey (November 2024 to December 2024) with early years participants.",{"name":70,"@type":61,"acceptedAnswer":71},"Which organizations and researchers carried out the work?",{"text":72,"@type":64},"CooperGibson Research (CGR) conducted the research on behalf of the Education Endowment Foundation (EEF). 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We support schools, nurseries , and colleges to improve teaching and learning for 2–19-year-olds through better use of evidence.  \nWe do this by:  \n• Summarising evidence. Reviewing the best available evidence on teaching and learning and presenting in an accessible way.  \n• Finding new evidence. Funding independent evaluations of programmes and approaches that aim to raise the attainment of children and young people from socio-economically disadvantaged backgrounds.  \n• Putting evidence to use. Supporting education practitioners, as well as policymakers and other organisations, to use evidence in ways that improve teaching and learning.  \nWe were set-up in 2011 by the Sutton Trust partnership with Impetus with a founding £125m grant from the Department for Education. In 2022, we were re-endowed with an additional £137m, allowing us to continue our work until at least 2032.  \nFor more information about the EEF or this report please contact:  \nEducation Endowment Foundation 5th Floor, Millbank Tower  \n21–24 Millbank SW1P 4QP  \n[info@eefoundation.org.uk](info@eefoundation.org.uk)  \n[www.educationendowmentfoundation.org.uk](www.educationendowmentfoundation.org.uk)  \nContents  \nAbout the researchers ...................................................................................................................................................... 4  \nAcknowledgements........................................................................................................................................................... 4  \nExecutive summary .......................................................................................................................................................... 5  \nIntroduction ....................................................................................................................................................................... 9  \nMethodology ................................................................................................................................................................... 10  \nFindings: Mapping search results ................................................................................................................................... 13  \nFindings: Sector awareness of professional development and support programmes.................................................... 18  \nFindings: Sector engagement with professional development and support programmes ............................................. 23  \nFindings: Perceptions of early years programmes ......................................................................................................... 35  \nFindings: Future requirements for early years professional development ..................................................................... 40  \nDiscussion and implications............................................................................................................................................ 43  \nAppendix 1: Project methodology ................................................................................................................................... 45  \nAppendix 2: Survey data tables ...................................................................................................................................... 52  \nAbout the researchers  \nCooperGibson Research (CGR) has a long-established track record in research and evaluation specialising in education, skills, training, employment, social care , and public service improvement. This research was conducted by the following team members: Sarah Gibson, Sarah Eastlake , Rebecca Atkinson , and Ruth Watts.  \nWith expertise in using bot","cbCaipjQJj0Kr3A3","https://ap.wps.com/l/cbCaipjQJj0Kr3A3","pdf",1240478,81,"English","# About the researchers\n# Acknowledgements\n# Executive summary\n# Introduction\n# Methodology\n# Findings: Mapping search results\n# Findings: Sector awareness of professional development and support programmes\n# Findings: Sector engagement with professional development and support programmes\n# Findings: Perceptions of early years programmes\n# Findings: Future requirements for early years professional development\n# Discussion and implications\n# Appendix 1: Project methodology\n# Appendix 2: Survey data tables","[{\"question\":\"What was the purpose of the mapping exercise?\",\"answer\":\"The Education Endowment Foundation commissioned the mapping to identify the availability and thematic focus of professional development and support programmes used by early years settings in England. It also sought to inform decisions about funding programme evaluations and identify gaps that could be addressed in future funding rounds.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used a mixed-methods approach, including a desk-based mapping exercise (October 2024 to November 2024) using online searches and stakeholder interviews, and an online survey (November 2024 to December 2024) with early years participants.\"},{\"question\":\"Which organizations and researchers carried out the work?\",\"answer\":\"CooperGibson Research (CGR) conducted the research on behalf of the Education Endowment Foundation (EEF). The report lists team members Sarah Gibson, Sarah Eastlake, Rebecca Atkinson, and Ruth Watts, with EEF support from Aoife Duff and Rachael Emmett.\"}]","Mapping professional development and support programmes in the early years sector - Practice review - May 2025 | PDF",1792050100,204]