Early Years Experts and Mentors evaluation finds positive impact on practitioner confidence

In 2022 the Department for Education (DfE) launched the Early Years Experts and Mentors (EYEM) Programme.

The initiative was part of a raft of support designed to help the early years sector recover from the negative impacts of the COVID pandemic. Ecorys UK, with Professor Kathy Sylva (Oxford University), were commissioned to conduct a comprehensive evaluation of the programme. The final evaluation report, published in March 2025, showed promising positive effects on practitioner confidence (measured using an RCT), and offered insights into the value of providing tailored professional peer support.

Positive impacts on practitioner confidence

The evaluation used a Randomised Control Trial (RCT) to measure impacts, and found:

The programme significantly boosted practitioners’ confidence in supporting children’s personal, social, and emotional development (PSED)

There was also strong evidence of improved confidence in supporting children’s communication and language development

Effective programme delivery

The accompanying implementation and process evaluation showed that:

A hybrid model, combining face-to-face and remote delivery, offered an effective method of providing support to Early Years settings

Experts, mentors, and area leads provided tailored support, addressing specific needs such as SEND, speech and language, and behavioural issues

Professional development opportunities

The programme was viewed positively, as an opportunity for professional development, by both those receiving and delivering support (the experts and mentors)

The programme fostered new networks and collaborative opportunities within the early years sector

Value for money

Findings from the evaluation suggested that the programme had an estimated cost of £75.33 per child over the course of the year, offering good value for money

Challenges and recommendations

While the programme showed significant positive outcomes, the evaluation highlighted areas for improvement:

Clearer communication: Providing more information about the programme’s aims and roles to manage expectations

Extended duration: Extending support beyond a single term would allow more sustained engagement

Simplified administration: Streamlining administrative processes to reduce the burden on participants

Conclusion

The Early Years Experts and Mentors Programme has demonstrated its potential to make a meaningful difference in the early years sector. By enhancing practitioner confidence and skills, fostering professional networks, and providing targeted support, the programme helped to support practitioners and the EY sector in the wake of the pandemic. As we look to the future, continued investment in initiatives like EYEM offer a promising opportunity to ensuring that EY professionals are supported and England’s youngest learners receive the best possible start in life.