September 2022

Clearing open – Apply now for September 2022 entry

Early Childhood Education and Care Top Up with Professional Practice (BA Hons)

Top-up Degree, Undergraduate, September 2022

Key Details

  • X31B Course Code
  • 1-2 Years
A child drawing with work placement student


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Clearing 2022

Call our Clearing hotline now to see if we can offer you a place to start this September. 

If on results day you wish to re-consider your choice and want to choose Newman University, you can apply to us over the phone, on LiveChat or through Whatsapp.

You can also join us on Saturday 20th August for an Open Day to look around the facilities and talk with subject and support staff. No need to book, simply turn up.



Find out more

Entry Requirements

You should aim to achieve 96 UCAS points or above, including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma or MPP at BTEC Extended Diploma), in achieving the 96 point tariff total.

Alternatively, Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9-M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

Five GCSEs at grade 4 (or C) or above (or recognised equivalents), including English.

Please contact Admissions for confirmation of suitability of qualifications.

Students will need to obtain Disclosure and Barring Service (DBS) clearance once they have met the entry requirements and  by the start of their programme in September.  For more information on your DBS application please visit the How do I complete my DBS form advice page.

International Students
The University is not licensed by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.

Applying Direct Option

You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

Full Time 

Part Time

N.B. will need to enter ‘New User’ account details when first accessing this portal.

If you have any questions regarding entry onto this course please contact our friendly and helpful admissions team via our Admissions Enquiry Form

Course Fees

Course fees for both the full-time and part-time Top-Up is £9,250 for external students. For external students who have completed a Foundation Degree at Newman, the fees for the part-time route is £7,200.

The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).


Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes or Module Changes page.

Timetables: find out when information is available to students

As a part-time undergraduate student, you choose how many modules to study each year (up to a maximum of 6). To qualify for a student tuition fee loan you will need to choose at least 4 modules. A normal 3-year degree will take 4.5 years to complete if you take 6 modules per year. You will be taught alongside full-time undergraduate students.

The modules displayed are for the full-time route, for part-time modules will be split across the duration of the course.

  1. This double module aims to enable students to identify a specific issue or area of interest to investigate for their research study. It will enable students to examine the aspect in depth through either a literature based study or an empirical one. It requires students to identify and apply an appropriate research design, addressing ethical principles, and employing systematic research procedures. Students will present and analyse their findings with critical reflection on their research question, methodology, management and organisation and analyse limitations of their study. They will identify the implications for policy and practice in the field of early childhood education and care.
  2. This module provides students with the opportunity to gain a practical and critical understanding of the current issues facing leaders and managers within ECEC settings in England, with a particular focus on the management of change and multi-agency and multi-professional (integrated) partnership-working.  This will involve analysis of the range of skills, knowledge and understanding concerned with team membership, management and leadership as well as pertinent theories to support becoming an effective leader. Seminal and contemporary theoretical perspectives and research on leadership and management will be presented and analysed in order to increase students’ understanding and appreciation of the roles and values of practitioners from different professional cultures.  Students will also participate in activities that will enable them to learn from their own and others’ experience of leadership and management in practice in order to develop their own leadership and management strengths.
  3. Mandatory for Top Up Students only This double module for Top-Up students provides an opportunity for students to explore the concept of quality practice with the content being framed around the standards for the Early Years Educator (NCTL, 2013) and the Early Years Foundation Stage Framework (DfE 2020). The module also requires students to work alongside professional practitioners in Early Years settings/schools/organisations to further develop their knowledge, skills and competence of working in practice with children, families and other professionals. Students will be required to identify and attend an appropriate setting/school/organisation, in negotiation with the student, the tutor and the setting. in order to experience, participate in and develop competence in a range of tasks associated with education and care in an Early Years setting/school/organisation. Alongside the practical experience, students also attend taught sessions around aspects of Quality Practice in Early Childhood Education and Care.  Settings are provided with guidance in the form of an Employer Handbook which provides information on all aspects of the Placement including the aims of the placement, the role of the setting in supporting the students, information as to what students need to undertake whilst on placement and contact details of tutors. Students also have access to a handbook which includes information as to the purpose of placement, their role in terms of professional conduct and an overview of the taught sessions and the assessment.
  4. Since 2001 UK governments have committed to care and education of the youngest children in our society. There are a number of contentious issues in the study of children from birth to five. This module discusses and debates the issues which surround this important period of a child’s development.  It explores and critically analyses how practitioners who work with very young children can work together with babies, families and other service providers to give young children the best start to life, based on an ethic of care (Noddings, updated 2013). Students will explore a range of services and agencies, within multi-agency provision; the regulations and laws that constrain them, and the issues that arise from provision of services. Care and education of children from conception to five is also viewed internationally as a key factor in the support of families and is considered to be vital to a country’s development, in western and non-western cultures. This module focuses on the professional practice of those working for agencies in, or related to children and young people’s services, and will explore relevant policy and practice development debating these and other issues which surround this important period of a child’s development.  It explores and critically analyses how practitioners who work with very young children can work together with babies, families and other service providers to give young children the best start to life.