Oxford Brookes University

What you'll study

The programme combines theory and practice to develop knowledge of child development, play-based learning, safeguarding and professional practice across the early years. Core themes include developmental psychology from conception to age eight, observation and assessment, curriculum and pedagogy for young children, inclusion and special educational needs, family and community partnerships, and the impact of policy on early childhood services.

• Foundations of child development and attachment
• Play, learning and the early years curriculum
• Observational methods and assessment in early childhood
• Safeguarding, welfare and child protection in practice
• Inclusive practice and supporting children with SEND
• Research methods and a final-year research project or dissertation
• Professional practice modules with assessed placements in nurseries, schools or community settings
• Optional modules may cover areas such as language and communication, health and nutrition, leadership in early years settings, and international perspectives on early childhood

Teaching is typically a mix of lectures, seminars, workshops and substantial workplace learning. Placements are embedded throughout the degree to enable students to apply theory to real-world settings and build a professional portfolio. The final year often includes a substantial research project or practice-based enquiry under academic supervision.

Entry requirements

Applicants are expected to have completed secondary education qualifications such as A-levels, a BTEC Level 3 Extended Diploma or an equivalent qualification in a relevant subject. Typical offers may ask for a combination of academic qualifications and evidence of recent engagement with children’s settings; applicants with relevant experience or vocational qualifications are welcomed.

• GCSE passes (or equivalent) in English and mathematics are usually required.
• Relevant work or voluntary experience with children or families is highly desirable and can strengthen an application.
• Mature applicants and applicants with non-traditional qualifications are considered on an individual basis.
• All offers for practice-focused routes will be conditional on clearance of an enhanced Disclosure and Barring Service (DBS) check and satisfactory health checks or immunisation records where placement partners require them.
• International applicants should demonstrate English language proficiency to the level required by the university.

Career prospects

Graduates move into a wide range of roles in the early years and allied sectors. Typical destinations include early years practitioner, nursery room leader, children’s centre staff, family support worker, early years SEND support worker, and roles in private, voluntary and maintained sectors. The degree also provides a route into leadership positions within early years settings when combined with experience and further professional qualifications.

Many students progress to postgraduate study such as PGCE primary routes, early years leadership qualifications, or specialist master’s degrees in early childhood, social work or child and family studies. The combination of placement experience and research skills also suits roles in policy, advocacy and early years research.

Why study at Oxford Brookes University

Oxford Brookes emphasises practice-led learning with strong partnerships across local nurseries, schools and community organisations, allowing students regular, assessed placements and professional networking opportunities. The department integrates research-informed teaching, offering supervision from staff active in early childhood research and access to resources that support observation, assessment and professional reflection.

Studying in Oxford provides access to a broad range of family and children’s services for placement diversity, while university support services — including a dedicated careers and placement team — help students prepare for employment and further study. The programme is designed to prepare graduates who can combine theoretical understanding with ethical, reflective practice in contemporary early years settings.