The Early Childhood Studies Degree Network (ECDSN) is always heartened by policy attention to the early years sector which is much needed to ensure the quality and standards of early childhood education and care in England. As a network, we advocate for a graduate-led workforce to ensure this, and support measures which work towards this. It is regrettable that no such changes are proposed in this consultation. However, it is important that proposals are being opened to parents, practitioners, trainers and others for consultation. This consultation is available on the government website from May to July 26th, and is published on some local council websites, but it is unclear what measures, if any, have been taken to make the consultation visible to parents and carers. It is important as a network that we consult with all stakeholders equally when the impact could be significant particularly for parents, carers and their children. On initial reading, there appear to be a few contradictions in practice elements such as certain proposed changes seemingly logical, i.e., allowing digital copies of qualifications and safeguarding clarification over the use of smart devices within settings. However, minor changes related to obligations to support a child’s home language have been found in the DfE’s (2023b) own equalities report to represent a potentially negative impact on equalities related to the protected characteristic of race. It is also important to recognise that whilst early childhood settings are under immense pressure as they struggle with recruitment, retention, and professional development of staff, measures to address this should not come at the cost of quality early years care and education. Changes such as those proposed disproportionately affect a workforce which is predominantly worked in by women, and women on a low wage. The Early Childhood Studies Degrees Network (ECSDN) strongly contests that the changes regarding the relaxing of ratios and reducing of qualifications are a way to meet the increasing crisis of staffing within the early years sector and believe that they are not based on ensuring quality. The question of quality and what is meant by this is a significant issue that requires much deeper exploration. Questions remain around mathematical qualifications and the necessity of these to provide high quality practitioners rather than a ‘quick fix’ for recruitment are part of the same conversation. The Nutbrown Review (DfE, 2012) refers to ‘quality learning’ being associated with ‘quality professionals’ which moves away from the language of workforce and sector towards graduates and profession. Progression within the profession is also highlighted by Pascal, Bertram, & Cole-Albäck (2020) in an evidence-based workforce review. The proposed changes seem to move away from this important research which the ECSDN believes enhances issues surrounding recruitment and retention. The ECSDN is committed to a graduate-led workforce for children and families, demonstrated through the introduction of the Early Childhood Graduate Practitioner Competencies (GPCs) in 2018. Early Childhood Graduate Practitioner Competencies (ECSDN, 2018, p.6) ‘make a significant contribution to strengthening a graduate-led Early Childhood workforce that is responsive to workforce needs and improves outcomes for children’. It is unclear if the proposed changes continue to recognise the value of GPC so that they are included in the level 6 ratios. The ECSDN has continually campaigned for greater, not lower qualifications within the sector to ensure quality care and education in the early years of life. Progressive early years policies are doing the exact opposite of this. For example, in Estonia they are ensuring that all early childhood providers have knowledge and resources to support robotics and coding education, and they have advanced steadily to the top of the PISA scales for their children’s achievement in maths, science and reading (Veisson & Kabaday, 2018; The Guardian, 2022; PISA, 2018). Furthermore, the ECSDN suggests that the proposed changes in the ratios of qualified staff to children are regressive, particularly in terms of removing standards outside of peak hours. Research demonstrates that very young children do not benefit from being in long out-of-home care (Groeneveld et. al. 2010), so there is no reason to believe that after 5pm they need any less qualified staff. In fact, given their rising stress levels they need highly qualified staff just as much later in the day as they do earlier. Early Childhood Studies is an academic discipline with interdisciplinary and transdisciplinary working at its centre (QAA, 2022). Undergraduate, postgraduate students and alumni are equipped with outstanding knowledge and experience, and their expertise is essential in advocating for the health, well-being and education of all children and their families. As a network committed to supporting graduate professionals who are vital for children, families, and our wider society. We are critical of any measure to lower qualifications and ratios within the sector, and instead call for true recognition, in terms of pay and professional status, of a profession that is essential for early childhood development. These proposed changes seem only to have regard to the quantity of provision rather than support the quality of early childhood education and care. We propose that the EYFS should clearly state that all managers should hold a level 6 qualification, and without this statutory legislation it is unlikely for there to be any progression in recognition, recompense, and quality for our young children.