This paper considers the effect on students from attending a university foundation degree programme delivered in partnership with six further education teaching institutions in England. The programme is situated within the early childhood education sector using an instructional design which promotes higher-level learning within the teaching institution and the workplace. Learning in one environment is aligned to the other. The research process actively involved students and was conducted within ethical parameters approved by a university ethics committee. A qualitative methodology examined data drawn from focus groups, an online survey and content analysis. Programme effect was seen as enhancing personal and professional capability and promoting higher-order learning. The findings go some way towards theorisation and documentation of programme effect by identifying the influence of instructional design and extend knowledge about aligning the pace of teaching and learning with professional practice.