Expression of Interest

Context

Every child deserves the best start in life. The earliest years shape future learning, wellbeing, and success. Through the Best Start in Life strategy, the Department for Education (DfE) is driving higher standards and strengthening the improvement system so that every child can thrive.

To support delivery of commitments made in the Best Start in Life strategy, DfE will be introducing Early Years Learning Leads (EYLL) for personal, social and emotional development (PSED), early language and early maths in each of the Early Years Stronger Practice Hubs (EYSPH) to provide support and training to early years educators.

 EYLL will be based in EYSPH and will be responsible for:

• Improving outcomes for children by:
  • strengthening PSED, early maths and early language provision across early years settings by delivering high‑quality Eary Years Stronger Practice continuous professional development (CPD).
  • providing targeted subject specific support to early years settings to strengthen practice in PSED, early maths and early language.
• Actively engaging with subject‑specific professional development and networks to deepen expertise, share good practice, and support high‑quality delivery across the EYSPH area.

This document relates to EYLLs for early maths ONLY.

EYSPH help early years settings to adopt evidence-informed practice and build trusted networks for sharing effective practice. As part of the Best Start in Life strategy, government has doubled the number of Hubs in England from 18 to 36, spread across the 9 regions.

The hubs are strong providers of early years education with sound expertise and knowledge of the evidence base on what works to support child outcomes – trusted local experts that other early years providers can look to for advice and support.

For more information about EYSPH please visit Sharing evidence-informed best practice to support early years education and childcare | Stronger Practice Hubs

Opportunities now open

• Experienced early years professionals are invited to apply for the role of Early Maths Lead (EML). Applicants can apply as an individual or be released by their current employer.
• A comprehensive package of support including induction, training and follow up support will be provided to all EMLs.
• Induction and training for successful applicants will take place in January 2027, ahead of delivering support to educators and settings from February 2027.

Early Maths Lead (EML) – responsibilities

Overseen by the EYSPH lead and working closely with PSED and early language leads, EMLs will be responsible for:  

• Attending training delivered by a DfE appointed subject matter expert and engaging with follow up support provided.  
• Developing and delivering a locally specific early maths delivery plan outlining plans for sustained support to educators and settings, based on local needs analysis and mapping of existing provision.  
• Delivering DfE owned early maths professional development
  
  • Early Years Stronger Practice CPD – maths for educators working with children aged 2-4 module (based on the EYPDP3 maths module)
  • Early Years Stronger Practice CPD – maths for educators working with children under 2 module (new module)
  • EMLs will deliver each module to a minimum of one cohort (between 12-18 educators) per term. Each module will be delivered over 6-12 weeks and will include a welcome webinar, facilitation of 3 webinars of 90 mins – 2hrs in length each and support to educators during the course.
• Providing bespoke support on early maths to a minimum of four settings per term   underpinned by coaching approaches, modelling of practice and opportunities for reflection. This will include supporting settings to develop bespoke action plans to address identified needs and strengthen practice.
• Supporting early years settings/educators to select, adapt and embed evidence-informed approaches and interventions.
• Being an active member of a national and regional EML network, to share best practice and promote a joined-up approach across the 0–5 agenda, fostering greater coherence, consistency, and impact in service delivery involving Maths Hubs where appropriate.   
• Working with local authorities Hertfordshire, Bedford and Luton and other relevant stakeholders e.g. Best Start Family Hubs, Maths Hubs etc to understand local needs, identify gaps, prevent duplication of services, and reduce the risk of fragmentation, thereby strengthening coherence across the local system.
• Maintaining accurate records of progress against Key Performance Indicators, impact and feedback from settings and other local stakeholders to inform practice and share with hubs and DfE.  
• Coordinating existing maths networks in the areas.

Early Maths Lead (EML) – person specification

Essential experience 

• Has experience of working with children aged between 0 to 4 years old in an early childhood education context.
• Has experience working in, or with, a range of different childcare provider types (i.e. PVIs, childminders, school-based settings).
• Has experience of leading professional development in early maths.
• Has experience of mentoring others or using a coaching model of support, demonstrating the ability to build and nurture professional relationships.  
• Has experience of developing and implementing a delivery plan which addresses the specific needs of early years settings and staff with input from key stakeholders including local authorities across multiple areas.
• Has experience of working collaboratively with multi-agency teams and/or local authority services.

Essential early maths knowledge and attitudes

• Level 6 qualification.
• Understands the importance of evidence-informed practice and able to identify evidence-informed approaches, training and resources. 
• Extensive knowledge of the key areas of early mathematics learning and able to communicate these clearly and confidently to educators and settings, while modelling a positive attitude to early maths.
• Enthusiastic to learn more about early maths practice and to engage in further reading and research.
• Demonstrates a commitment to inclusive practice and reducing inequalities in early outcomes.
• Understands the safeguarding requirements within the Early Years Foundation Stage (EYFS) statutory framework.  
• Has completed some professional development in early childhood maths, such as: 
  • the Early Years Professional Development Programme (EYPDP) maths module.
  • the Early Years Child Development Training (EYCDT) maths module. 
  • the National Day Nursery Association’s (NDNA) Maths Champions programme. 

Essential leadership skills 

• Excellent communication and interpersonal skills, with the ability to build trust and credibility beyond their setting.
• Able to deliver the key programme content with rigour whilst being responsive and sensitive to educators’ needs and prior experiences. 
• Aspirational to support the improvement/facilitate the development of the quality of early maths practice. 
• Open to reflecting on their practice as an Early Years Learning Lead. 
• Ability to provide bespoke support to early years settings, tailoring approach to meet the unique needs of each context.
• A self-starter, able to work independently, make strategic decisions, proactively generate work, and collaborate effectively as part of a team.
   

Time required for the role

EMLs will be funded to work three days per week during term time only. However, each EYSPH will have flexibility regarding how this support is delivered to settings, with the option to spread support across the year. This allows hubs to adapt their approach to meet the needs of providers operating year-round.

EYSPH may also choose to appoint more than one lead to share the role. However, DfE will only fund one of the appointed leads to attend each element of training, and only that individual may deliver the corresponding support. The same applies to attendance at national network meetings: funding is available for one lead only.

For our hub, we may appoint more than one EML. In that scenario the distribution of responsibilities will be agreed as part of the recruitment process. Please indicate in your application if you would be applying to cover the role for the full three days, a lower number of days or whether your availability is flexible.

All EMLs will be required to complete relevant training for the role. Please see details below.

Training for the role

The DfE has appointed a Subject Matter Expert (SME) who will be responsible for providing training to all EMLs before they start delivering support from February 2027. Full details will be provided by the SME but is likely to include:

• January 2027:
  • Half day online induction session including evidence-informed approaches to practice.
  • Half day online session on coaching and mentoring approaches and effective improvement planning.
  • In person training on how to deliver the Early Years Stronger Practice CPD – maths for educators working with children aged 2-4 module (based on the EYPDP3 maths module).
• February 2027
  • In person training to deliver the new Early Years Stronger Practice CPD – maths for educators working with children under 2 module

Note: Three EYSPH will take part in the pilot of the Early Years Stronger Practice CPD – maths for educators working with children under 2 module. For EML based in the pilot hubs, training will take place in October 2026.

Dates and times of the training will be shared with successful applicants.

The Education Endowment Foundation (EEF) will provide input and support to the SME on evidence-informed practice, professional development and implementation.

The SME will also:

• provide follow-up support and quality assure training delivery through 1-2-1 supervision sessions, observation of workshops/webinars delivered by leads, group webinars/drop-in sessions and peer to peer reviews.
• facilitate networking and collaboration to share best practice including one face to face and two online events during the year.

Other details

Daily rate of up to £500 per day and this is inclusive of travel costs associated with training and delivery.

EMLs will be expected to provide support to educators and settings across the whole of the geographic area covered by the EYPSH Hertfordshire, Bedford and Luton.

EML will be expected to start by October 2026 and attend training in September 2026. Funding for EML is available until the end of March 2028, with the possibility of extension to the end of March 2029.

How to submit your application

We invite you to submit an expression of interest, using the form below, outlining your relevant skills and experience for this role.

Please submit your expression of interest form to Ludwick Nursery School using the link or QR code to Jotform. If you have any queries please email Helen Ackerman strongerpracticehub@ludwick.herts.sch.uk.

Your application will be assessed by a panel alongside other applications. We expect to respond to you with the outcome of your application by Tuesday 3rd November. Shortlisted applicants will be invited to a short in person interview week commencing 9th November 2026.

If you have any further queries, please email the above mailbox.

We look forward to receiving your application.

 

Note for employers: releasing a member of staff to participate in the programme as an EML will help support professional development at your setting or organisation, as well as grow connections with other early years settings and networks. Your setting will benefit from close involvement with evidence-informed practice within the sector. This will, in turn, influence educator practice along with the quality of early education and care in your setting. The EML will remain employed by your setting/school during their participation in the programme.

Please describe your relevant experience of working in early years, including your current and past relevant roles.   

You should look to include the following in your response:

• How many years you have worked in early years, the type of settings you have experience of and relevant roles e.g. room leader, nursery manager, EYFS lead
• Any relevant experience outside of working directly within settings.
• Include any experience of working with children with SEND, EAL, or from disadvantaged backgrounds.

(Please aim for 300 words)

 

Please describe how you ensure your practice aligns with EYFS requirements including safeguarding and welfare requirements 

You should look to include the following in your response:

• How you use child development milestones to inform planning or assessment in maths
• How you have implemented strategies to address gaps in learning and development in early maths and how successful these were
• Your understanding of EYFS safeguarding and welfare requirements and other statutory requirements such as ‘Working Together to Safeguard Children’ and ‘Keeping Children Safe in Education’

 (Please aim for 300 words)

Please describe your experience of supporting early years educators and settings to develop their understanding of children’s early maths development through leading professional development training, mentoring and/or coaching.

You should look to include the following in your response:

• Experience of leading professional development training.
• Experience of using a mentoring and/or coaching model of support.
• Experience of providing both face-to-face and remote support, how you build trusting relationships and how you tailor your support for different settings or individuals.
• The approaches you used and the impact of your support.

(Please aim for 300 words)

Please describe how you ensure your early language practice is evidence informed and how you have supported settings/educators to use an evidence informed approach.

You should look to include the following in your response:

• Examples of resources or approaches you have used that are grounded in the latest research.
• How you have signposted early years settings/educators to appropriate early language professional development and age-appropriate, evidence-informed interventions.

(Please aim for 300 words)

Each EML will be expected to develop and deliver a locally specific early language delivery plan. Please describe your experience of working with stakeholders and how you would use this to develop and implement a delivery plan. 

You should look to include the following in your response:

• How you engage stakeholders including harder to reach stakeholders.
• How you would ensure the delivery plan strengthened and complemented existing offers and avoided duplication/overlap.
• Experience of engaging and motivating a diverse audience who may have less confidence in supporting children with maths or be reluctant to engage with support due to anxieties about maths.
• Your experience of working in partnership with a range of stakeholders including e.g. settings, local authorities, Maths Hubs, Best Start Family Hubs, early years networks.

 

(Please aim for 300 words)

 

Please list relevant qualifications and training for this role

E.g. Level 6 qualification in a relevant subject, additional relevant qualifications above Level 6, teaching qualifications, leadership/coaching qualifications, recent relevant CPD, safeguarding training, speech and language therapist.

This question is not scored. You must demonstrate that you meet the essential requirement of holding a Level 6 qualification. Other qualifications and training will only be considered if two candidates receive the same or very similar scores at both the EOI and interview stages.

 

Your application will be assessed by a panel alongside other applications. We expect to respond to you with the outcome of your application by Tuesday 3rd November. Shortlisted applicants will be invited to a short in person interview week commencing 9th November 2026.

If you have any further queries, please email the above mailbox.

We look forward to receiving your application.